Chapter 4: Learner Differences

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Chapter 4 Learner Differences
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Overview

• Language Labels
• Intelligence
• Ability Differences and Teaching
• Cognitive and Learning Styles
• Changes in the Law Integration, Mainstreaming,
  and Inclusion
• Prevalent Problems and Mild Disabilities
• Less Prevalent Problems and More Severe
  Disabilities

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Concept Map for Chapter 4

Less Prevalent Problems, More Severe Disabilities
Language and Labels
Prevalent Problems, Mild Disabilities
Learner Differences
Intelligence
The Law Integration, Mainstreaming, Inclusion
Creativity, Giftedness, Talent
Ability Differences and Teaching
Cognitive and Learning Styles
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Labeling Exceptional Students

• Cautions
• Treatments unpredictable
• Self-fulfilling prophecy
• Stigma
• Labels mistaken for explanations

• Benefits
• Can Protect a Child
• Eligible for
• Special services
• Information
• Equipment
• Funding

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Important Distinction!

• Disability
• Inability
• Handicap
• Situational disadvantage

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Individual Differences in Intelligence

• Capacity to learn
• Total knowledge acquired
• Ability to adapt to the environment

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What Does Intelligence Mean?One Ability or Many

• Spearman g (general)
• Carroll g with 70 specific abilities
• Catell Horn Crystallized and fluid
  intelligence
• Thurstone 7 major mental abilities
• Gardner Multiple intelligences (8)
• Sternberg Triarchic (3)

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Gardners Eight Intelligences

• Logical-mathematical
• Linguistic
• Musical
• Spatial
• Bodily-kinesthetic
• Interpersonal
• Intrapersonal
• Naturalist

See Figure 4.1, Woolfolk, p. 110
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Intelligence as a Process

• Sternbergs Triarchic Theory
• Components
• Analytic/componential
• Creative/experiential
• Practical/contextual
• See Figure 4.3, Woolfolk p. 112

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How is Intelligence Measured?

• Binet Simon childrens mental age
• IQ
• Mental Age x 100
• 
  ____________________________________________
• Chronological Age
• Group vs. individual IQ tests

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What Does an IQ Score Mean?

• Average score is 100
• 50 of people score over 100
• 50 of people score under 100
• 68 of people score between 85115
• IQ scores predict achievement well
• IQ and real life?
• Heredity or environment?
• See Guidelines on p.114 of Woolfolk

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Reflection Question

• Sarita Valdezs score on a group IQ test is 86.
  Brandon Smiths score on an individual IQ test is
  112.
• How should these scores be interpreted?
• What factors may have contributed to the
  difference in the two scores?

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Ability Differences and Teaching

• Between group
• Within group
• Purpose of grouping
• Effects of grouping
• See Guidelines Woolfolk p. 119

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Cognitive and Learning Styles

• Cognitive styles Information processing
• Field dependent/independent
• Impulsive/reflective
• Learning styles Learning studying
• Deep- Surface-Processing
• Learning Preferences environment
• Learning styles and preferences

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Changes in the Law Integration, Mainstreaming,
Inclusion

• Appropriate Education Act (Bill 13)
• Canadian Charter of Rights and Freedoms

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Changes in the Law

• Most enabling environment
• Mainstreaming
• Full inclusion
• Continuum of Services
• Individualized Education Program
• Behavior Intervention Plan
• Transition Plan
• Funding Application

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Learning Disabilities

• Struggles with learning
• NOT mentally retarded, emotionally disturbed,
  deprived, impaired, or brain damaged
• Varied symptoms
• Most have difficulty reading, See Table 4.5, p.
  126
• Learned helplessness

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Teaching Students with LD

• Emphasize study skills
• Teach subject-specific learning strategies
• Work with the Special Ed teacher
• See Tables 4.4 4.5, Woolfolk pp. 124 126

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Communication Disorders

• Speech Impairments
• Articulation disorder
• Stuttering
• Voicing problems
• Language Disorders
• Differences versus disorders
• Seldom speak
• Rely on gestures

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Mentally Retarded

• Substantial limitations in mental function
• Intermittent
• Limited
• Extensive
• Profound
• Basic skills
• Social, academic, vocational, lifeskills
• Transition programming

See Table 4.7, Woolfolk, p. 129, and Guidelines,
p. 130
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Emotional or Behavioral Disorders

• Conduct disorders
• Anxiety-withdrawal disorders
• Attentional problems / immaturity
• Motor excess
• Socialized aggression
• Psychotic behavior

See Guidelines, Woolfolk, p. 132
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Hyperactivity Attention Disorders

• Term used too often too widely
• Short attention span
• Impulsive
• Excessive restlessness
• Drug therapy for ADHD
• Side effects
• Academics often dont improve
• Teach learning memory strategies

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Less Prevalent, More Severe Disorders

• Health Impairments
• Students with orthopedic devices
• Cerebral palsy
• Seizure disorders
• Deaf hard of hearing
• Low vision and blindness

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Exceptional Student Scenarios

• Authentic assessment How will you ACT?
• Awareness What should you know about this
  student?
• Classroom changes What changes are necessary to
  accommodate the student?
• Teaching strategies How should you teach this
  student?
• Choose scenarios from the next 6 slides

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Hannah 1st Grade

• Very quiet shy
• Will not speak out loud in class
• Will not maintain eye contact
• Poor reading skills
• Draws beautifully
• Writes poetry
• Autistic?

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Brandon 6th Grade

• Birth defects
• One lung
• One kidney dialysis, pads
• One leg prosthesis, crutches
• Resource room
• Inconsistent grades
• Lethargic but class clown

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Pablo Junior High

• Very bright
• Inconsistent performances on work after board or
  overhead presentations
• Very athletic uses lots of strategies
• Homework seatwork usually 100

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Diona Junior High

• Emotionally disturbed
• Sexual abuse victim
• Severe mood swings
• Occasional outbursts in class
• Currently in therapy with professional counselor
• Average ability student

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Rhonie High School

• Epileptic
• Generalized seizures
• Frequency 23 weeks
• Above average student

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Jim Secondary

• 15 years old in 7th grade
• ADHD
• Behavioral disorder
• Aggressive
• Currently taking Ritalin
• Victim of abuse
• Bad attitude
• Poor grades

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Summary

• Language Labels
• Intelligence
• Ability Differences and Teaching
• Cognitive and Learning Styles
• Changes in the Law Integration, Mainstreaming,
  and Inclusion
• Prevalent Problems and Mild Disabilities
• Less Prevalent Problems and More Severe
  Disabilities

32
Review Questions

• What are the advantages of and problems with
  labels?
• What is a person-first language?
• Distinguish between a disability and a handicap.
• What is g?
• What is Gardners view of intelligence and his
  position on g?

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Review Questions

• What are the elements in Sternbergs theory of
  intelligence?
• How is intelligence measured and what does an IQ
  score mean?
• What are the problems with between-class ability
  grouping?
• What are the alternatives available for grouping
  in classes?

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Review Questions

• What is a learning disability?
• What is ADHD and how is it handled in school?
• What are the most common communication disorders?
• How can schools accommodate the needs of
  physically disabled students?
• How would you handle a seizure in your class?
• What are some signs of hearing and visual
  impairment?

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Gifted Talented Students

• Poorly served by most public schools
• Up to 50 are underachieving
• Their own set of problems
• Often not recognized in class by teachers

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Gifted Talented Students

• Fast learnersretain information easily
• Common and practical knowledge
• Easily retain what they have heard
• Know many things other children dont
• Strong vocabulary

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Gifted Talented Students

• Recognize relationships comprehend meanings
• Alert and keenly observant
• Persistent and highly motivated on some tasks
• High level of creativityoriginal thinking

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Giftedness and Formal Testing

• Individual IQ tests are best, but expensive
• Group tests underestimate abilities in gifted
• Case study approach recommended
• Include creativity tests
• Minorities are often under-represented in gifted
  programs

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Teaching Gifted Students

• Enrichment vs. Acceleration
• Encourage high level abstract thinking
• Outside resource people for
• Independent study
• Mentoring programs
• Summer programs
• See Table 4.11, p.144

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Review Questions

• What are the characteristics of gifted students?
• Is acceleration a useful approach with gifted
  students?
• Distinguish between cognitive style and learning
  preference.
• What are the advantages and disadvantages of
  matching teaching to individual learning styles?
• Describe the main legal requirements that pertain
  to students with disabilities.