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Educational Psychology:
Theory and Practice
Chapter 12
Learners with Exceptionalities
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ISBN: 0-205-37338-0
Copyright © Allyn & Bacon 2003
Organizing Questions
Who Are Learners with
Exceptionalities?
What Is Special Education?
What Are Mainstreaming and
Inclusion?
Learners with
Exceptionalities
Pleasantville
“…our philosophy
is that every child
can learn, and it is
our job to find out
how to reach each
one.” (p. 407)
Learners With
Exceptionalities
“…any individuals
whose physical,
mental, or behavioral
performance is so
different from the
norm—either higher
or lower—that
additional services
are needed to meet
the individuals’
needs.” (p. 410)
Disability
Handicap
“People-First” Language
Put people first.
Avoid making the
person equal the
disability.
Types of Exceptionalities and
Numbers of Students Served
Overall, about 9% of students between
ages 6 and 21 receive special
education.
The number of students in easily
defined categories has remained fairly
stable.
The use of the category “mentally
retarded” has diminished.
The number of students categorized as
learning disabled has steadily
increased.
Students with Mental
Retardation
Mental Retardation
Causes of Mental Retardation
Intelligence Quotient (IQ)
Classifications of Mental Retardation
Teaching Adaptive Behavior
Skills
Coping with the Demands of School
Developing Interpersonal
Relationships
Developing Language Skills
Socioemotional Development
Personal Care
Students with Learning
Disabilities
Learning Disabilities
Identifying Students with Learning
Disabilities
Characteristics of Students with Learning
Disabilities
Academic Self-Concept
Social Dimensions
Gender Differences
Racial and Ethnic Differences
Parental Education
Teaching Students with
Learning Disabilities
Emphasize prevention.
Teach learning-to-learn skills.
Give frequent feedback.
Use teaching strategies that engage
students actively in lessons.
Teaching Students with
Learning Disabilities
Use effective
classroom
management
methods.
Coordinate
supplementary
services with
classroom
instruction.
Attention Deficit
Hyperactivity Disorder
Difficulty Maintaining Attention
Impulsive Actions
Hyperactive Behavior
Prevalence estimates are 3 to 5 % of
All Children
Attention Deficit
Hyperactivity Disorder
Males with ADHD
greatly outnumber
females with
ADHD.
Use of Stimulant
Medication
ADHD: The Role of the
Teacher
Make sure students understand
classroom rules and procedures.
Review seating arrangements.
Adhere to principles of effective
classroom management.
Understand ADHD students might
not be able to control their own
behavior.
ADHD: The Role of the
Teacher
Allow many opportunities to be active.
Refrain from excessive punishment and
threats.
Groups students with ADHD wisely.
Teach behavior management.
Maintain ongoing communication with
home.
Collaborate with special education
personnel.
Students with Speech and
Language Impairments
Students with
Speech Disorders
Students with
Language
Disorders
Students with Emotional and
Behavioral Disorders
Inability to Learn that Cannot be
Explained by Intellectual, Sensory, or
Health Factors.
Inability to Build and Maintain
Satisfactory Social Relationships.
Inappropriate Behaviors and
Feelings.
Students with Emotional and
Behavioral Disorders
Pervasive Mood of Unhappiness or
Depression.
A Tendency to Develop Physical
Symptoms, Pains, or Fears
Associated with Personal or School
Performance.
Students with Emotional and
Behavioral Disorders
Causes of Emotional and Behavioral
Disorders
Characteristics
Students Exhibiting Aggressive
Behavior
Students with Withdrawn and
Immature Behavior
Students with Autism
“…a
developmental
disability that
significantly
affects social
interaction and
verbal and
nonverbal
communication.”
(p. 426)
Students with Sensory,
Physical, and Health
Impairments
Students with
Vision Disabilities
Students who are
Deaf or Hard of
Hearing
Students Who Are Gifted
and Talented
Giftedness
Characteristics of Gifted and
Talented Students
Education of Gifted Students
Acceleration Programs
Enrichment Programs
Special Education
Legislation Time-Line
1975 Public Law 94-142
1986 Public Law 99-457
1990 Individuals with Disabilities
Education Act (IDEA)
1997 IDEA 97
Six Principles of IDEA ‘97
Free Appropriate Public Education
Appropriate Evaluation
Individualized Education Program
Least Restrictive Environment
Parent and Student Participation in
Decision Making
Procedural Safeguards
Special Education
Least Restrictive Environment
Mainstreaming
Individualized Education Program
(IEP)
Individualized Family Service Plan
(IFSP)
Individualized Transition Plan (ITP)
Preparing IEPs
Initial Referral
Screening and
Assessment
Preparing IEPs
Writing the IEP
Statements that Indicate Present Level
of Performance
Goals Indicating Anticipated Progress
Intermediate Instructional Objectives
Statement of Services to be Provided.
Projected Start and Duration of Services
Evaluation Criteria
An Array of Services
General Education Classroom
Placement
Collaboration with Consulting
Teachers and Other Professionals
Resource Room Placement
An Array of Services
Special-Education Class Placement
with Part-Time Inclusion
Self-Contained Special Education
Related Services
Least Restrictive
Environment
General Education
Class
Resource Room
Separate Class
Separate
School
What is Inclusion?
Full Inclusion
Research on Inclusion
Adapting Instruction
Adapting Instruction for
Students with Special Needs
Format Adaptations for Written
Assignments
Content Adaptations
Adaptations in Modes of
Communication
What is Inclusion?
Teaching Learning Strategies and
Metacognitive Awareness
Prevention and Early Intervention
Computers and Students with Disabilities
Buddy Systems and Peer Tutoring
Special-Education Teams
Social Integration of Students with
Disabilities
End of Chapter 12