Becoming a Teacher Ninth Edition Forrest W. Parkay Chapter 9 Addressing Learner’s Individual Needs ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education,

Becoming a Teacher Ninth Edition

Forrest W. Parkay

Chapter 9

Addressing Learner’s Individual Needs

ISBN: 0132767465

© 2013, 2010, 2007 Pearson Education, Inc.

All Rights Reserved

9-3

Focus Questions

1. How do students’ needs change as they develop?

2. How do students vary in intelligence?

3. How do students vary in ability and disability?

4. What are special education, mainstreaming, and inclusion?

5. How can you teach all learners in your inclusive classroom?

Becoming At Teacher, 9e, Forrest W. ParkayISBN: 0132767465© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

9-4

How do students’ needs change as they develop?

Development

•predictable changes all humans undergo

Stages of Development

•maturing and learning to perform tasks that are necessary may occur at different times


9-5


Piaget

•Cognitive Development – Sensory– Preoperational– Concrete– Abstract


9-6


Erikson Psychosocial

•Psychosocial Crisis – crisis for the individual that is central to individual’s emotional and social growth

Kohlberg Moral Development

•Preconventional

•Conventional

•Postconventional


9-7


Criticisms of Kohlberg

•Focus on moral reasoning instead of behavior

•Looks at moral development from male perspective

•Gilligan suggests moral reasoning for males addresses right of individual and female moral reasoning individual’s responsibility to other people


9-8


Kohlberg’s 3 conditions that can help children internalize moral principles

•Exposure to next higher stage of reasoning

•Exposure to situations at child’s current level that will lead to dissatisfaction

•Exposure to an atmosphere of interchange and dialogue to compare conflicting views

Character Education

•promotes the teaching of core values through curricula


9-9


Maslow Hierarchy of Needs

•People are motivated by basic need for survival and safety

Childhood Stresses

Adolescence Stresses


9-10

How do students vary in intelligence?

Intelligence

•Ability to learn

•Global capacity to act purposeful, rational and deal with the environment

•Adaptive, learning ability, use of prior knowledge, reasoning processes, culture specific


9-11


Intelligence Testing

•Identifying Students

•Tests

•Criticisms


9-12


Gardner Multiple Intelligences

Learning Styles approaches to learning that works best for the student

•Combination of heredity and environmental influences

Learning with Style


9-13

How do students vary in ability and disability?

Students with Special Needs

Exceptional Learners – children who require special education services to reach their full potential

Disabilities – conditions and impairments

•Example- Needing a wheelchair to move from one place to another

Handicaps – challenges and barriers

•Example – High bank counters and buildings without ramps are handicaps by society that pose challenges to the individual


9-14


Learning Disability

•not related to intelligence

•difficulties with academic areas/skills

Attention Deficit Hyperactivity Disorder (ADHD)

•one of the most commonly diagnosed

Attention Deficit Disorder (ADD)


9-15


Behavior Characteristics of Learning Disabilities

• Discrepancy between potential and achievement

• Inability to problem solve

• Delay in academic achievement

• Lack of engagement with learning tasks

• Poor language and cognitive development

• Lack of basic reading skills and attention

• Impulsivity

• Poor motor coordination and motivation


9-16


Gifted and Talented

•Have demonstrated the following: – High attainment of intellectual ability– Academic Achievement– Creativity– Visual or Performing Arts Skills

•May challenge the school system


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Gifted and Talented Criteria

•Precocity

•Perceptual sensitivity

•Persistent concentration

•Superior memory

•Efficient coordination

•Curtailed learning and reasoning

•Flexible thinking

•Metacognitive awareness

•Speedy processing

•Philosophical thinking


9-18


Programs for Gifted and Talented

• Acceleration– Elementary – early entrance, grade skipping, non-graded

classes, curriculum compacting– Junior High – grade skipping and telescoping, enrollment

in high school or college, subject concentration and curriculum compacting

– Senior High – college enrollment, subject acceleration, advanced placement, mentorships, credit by exam, early college admission

• Self-Directed or Independent Study

• Individual Education Programs

• Alternative or Magnet Schools


9-19

What are special education, mainstreaming, and inclusion?

Special Education

•specially designed instruction that meet the needs of an exceptional student

• Examples – teachers who are trained in specific methods and materials to teach students with disabilities such as highly structured classes, and hearing, visual and physical impairments


9-20


Inclusion

•integrating all students with disabilities into general education classes with support

Mainstreaming

•including all children in the classroom, variances in the amount of services a school must provide to the student with in the general education classroom


9-21


Special Education Laws

•Educational of All Handicapped Children Act (Public Law 94-142) – Guaranteed all children with disabilities a free and appropriate public education– Students ages 3–18 granted to due process in regard to

identification, placement, and services received


9-22


Individuals with Disabilities Education Act (IDEA)

•extended provisions of PL 94-142 to 3– 21 year old students

Amendments to the Individuals with Disabilities Education Act (IDEA 97)

•emphasized educational outcomes

•modified requirements

•IEP guidelines

•Public and private placement

•Student discipline guidelines

•Procedural safeguards


9-23


Least Restrictive Environment

a student must be mainstreamed into a general education classroom whenever possible and the child will benefit


9-24


Individualized Education Plan (IEP) written plan that describes child’s needs, goals, and methods for achieving goals, quality of services provided

•Must be reviewed by

• Parent or guardian

• Child

• Teacher

• Professional

• Others such as Principal or Special Education Resource Person


9-25


IDEA 97 ensures

•Related Services

•Confidentiality

•Due Process


9-26


To educate exceptional learners the teacher must be ready to:

•Accommodate individual needs

•Evaluate abilities and disabilities

•Refer for evaluation as appropriate

•Participate in conferences, writing IEP’s, due process hearings

•Communicate with parents

•Collaborate


9-27


The Debate Over Inclusion

Inclusion

• integrating all students with disabilities into general education classes with support

Full Inclusion

• Placing all students in general educations regardless of disability and bring services to the student

Assistive Technology

• technology and software that can assist student success


9-28


Equal Opportunity for Exceptional Learners

•The most important characteristic of exceptional students are their abilities, not their disabilities

•Labeling is a necessity of laws and can help students who may be overlooked receive education


9-29

How can you teach all learners in your inclusive classroom?

Creating a truly inclusive classroom

•Collaboration

•Partnerships with Parents

•Assistive Technology


Becoming a Teacher Ninth Edition Forrest W. Parkay Chapter 9 Addressing Learner’s Individual Needs ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education,

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