C H A P T E RC H A P T E R 66

Learners Who Are Exceptional

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Learners Who Are Exceptional

6.2

Who Are Children with

Learning Disabilities?

Attention DeficitHyperactivity

Disorder

Learning Disabilities

Speech and LanguageDisorders

Mental Retardation

Physical Disorders

Sensory DisordersEmotional and

Behavior Disorders

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Disability vs. Handicap

6.3

• A disability involves a limitation on a person’s functioning that restricts the individual’s abilities.

• A handicap is a condition imposed on a person who has a disability.

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Laws for Special Education

1975Public Law 94-142

1990Individuals with Disabilities Act (IDEA)

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Core Principles of IDEA• Zero Reject (Zero exclusion principle)• Free Appropriate Public Education• Least Restrictive Environment• Nondiscriminatory Evaluation• Parent and Family Rights to Confidentiality• Procedural Safeguards

•Chapter 1: Key Concepts for Understanding Special Education

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Major provisions of IDEA • Nondiscriminatory and Multidisciplinary

Assessment

• Testing students in their native or primary language.

• Using valid tests and evaluation

• Utilizing several pieces of information.

Major provisions of IDEA Parent and Family Rights to Confidentiality &

Procedural Safeguards

• Informed Consent for testing and placement.

• Participate on the committee.• To inspect and review educational records.• To request a copy.

Other Legislation

• Section 504 of the Rehabilitation Act of 1973– Civil rights for all people with

disabilities– Prohibits discrimination based on

disability• Americans with Disabilities Act of 1990

– Extends to both public and private sectors, regardless of federal funding

•Chapter 1: Key Concepts for Understanding Special Education

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Who Receives Special Education?Who Receives Special Education?

•Visual impairment

•Traumatic brain injury•Other health impairments

•Specific learning disability

•Speech or language impairment

•Orthopedic impairment•Multiple disabilities

•Mental retardation•Hearing impaired

•Emotional disturbance•Developmental delay (3-9)

•Deaf-blindness•Autism

Prevalence

•Chapter 1: Key Concepts for Understanding Special Education

Sensory Disorders

VISUAL IMPAIRMENTS

Low Vision

•Acuity between 20/70 and 20/200 with corrective lens

Educationally Blind

•Cannot use their vision in learning•Must use hearing and touch to learn

HEARING IMPAIRMENTS

Oral Approaches

•Lip reading and speech reading (reliance on visual cues)

Manual Approaches•Sign language •Finger spelling

6.12

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Classroom Accommodations

Visual Impairments: Determine the modality (such as touch or

hearing) through which the child learns best Front row seating Textbooks from “Recording for the Blind” Use of Braille

Hearing Impairments: Speak normally Reduce distractions and background noises Face the student for lip reading and gestures

6.13

Orthopedic Disorders: Restrictions of movement because of muscle, joint, or bone problems

Orthopedic Disorders: Restrictions of movement because of muscle, joint, or bone problems

Physical Disorders

6.14

© 2006 The McGraw-Hill Companies, Inc. All rights reserved.

Santrock, Educational Psychology, Second Edition, Classroom Update

Cerebral Palsy

• lack of muscular coordination

• shaking

• slurred speech

Classroom Accommodations:

• computers

• speech and voice synthesizers

• note-taking

Tonic-ClonicLoss of

consciousness, rigidity, shakes

Absent Seizures(< 30 seconds)

Brief staring spellsTwitching of eyelids

Physical Disorders

6.15

© 2006 The McGraw-Hill Companies, Inc. All rights reserved.Santrock, Educational Psychology, Second Edition, Classroom Update

Classroom Accommodations Become acquainted with monitoring procedures Be aware of medications

Seizure Disorders: Nervous disorders characterized by recurring sensorimotor attacks or movement convulsions

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Fetal Alcohol Syndrome

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Signs and Symptoms of Fetal Alcohol Syndrome.

• Low birth weight • Epilepsy• Poor coordination

/ fine motor skills • Hyperactivity• Inability to

concentrate, • Impulsiveness

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•Down Syndrome (Trisomy 21)

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•1:733 births, and more than 350,000 people in the U.S.

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Down Syndrome (Trisomy 21)

• Physical Deformities•flattening of the back of the head

•slanting of the eyelids

•short stubby limbs

•thick tongues

•heart problems

FRAGILE X SYNDROMELarge testicles (evident after puberty) Low muscle tone short attention spanAutism and autistic-like behavior hand biting and hand-flapping Mental Retardation Hyperactivity

The Normal Curve

•Bell Curve

Levels of MR

• Mild MR 55-70

• Moderate MR 40-54

• Severe MR 25-39

• Profound < 24

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Autism

Poor socialization skills

language and communication disorders

Insistence on environmental sameness

Stereotypic, repetitive, self-stimulatory behaviors

Technology– Manual sign language– PECS: Picture Exchange

Communication System

Learning Disabilities – Children with Learning Disabilities

• Normal intelligence or above

• Difficulty in one or more academic subjects

• No other diagnosed problem/disorder

– Identified by intelligence test and achievement test

6.27

Academic Characteristics

• Deficits in:•Reading

•Written language

•Mathematics

•Oral language

3 Types of ADHD

• Predominately inattentive

• Predominately hyperactive/impulsive

• Combined

Attention Deficit Hyperactivity Disorder

Interventions

simplified instruction, modified testing, behavior management techniques, and clear expectations with immediate feedback.

6.30

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Behavior Modification

Psychostimulants

• Ritalin

• Concerta

• Focalin

• Adderall

• Strattera

Behavioral Characteristics

•Internalizing behaviors

Withdrawal

Easy to overlook

•Externalizing behaviors

Aggression, acting out

Readily identified

Emotional DisturbanceEating disorders – Anorexia, BulimiaTourette’s syndromeAnxiety disorders – GAD, OCD, Separation

Anxiety, PTSD, phobias– Depression, bipolar– Schiziophrenia

Behavioral disordersConduct disorderOppositional Defiant Disorder

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Speech and Language Disorders

Speech Disorders– Articulation

• pronouncing words incorrectly

– Voice• hoarse, harsh, too

loud/soft, pitch– Fluency

• Prolongation• hesitation• repetition

Language Disorders– Receptive

• difficulty in understanding information

– Expressive• inability to express

oneself

6.35

Characteristics of Gifted Children

Divergent thinkingHave accelerated information-processing skillsHave a passion for mastery

6.36

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Classic Terman Studies1,500 gifted individuals

Men 78 doctorates obtained48 M.D.s obtained85 law degrees obtained

Women 2/3 graduated from college1/4 attended graduate schoolPriorities were: 1) family

2) friendship 3) career

6.37

Classic Terman StudiesCombined (men and women) were

Not emotionally disturbed/maladjustedFamilies had high expectations for them

Classroom Accommodations for the GiftedAcceleration/enrichment in regular classroomSpecial classesProvide mentors and apprenticeships

6.38