Transcript slavin12 - GEOCITIES.ws

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