Unit 3.4 DEALING WITH INDIVIDUAL DIFFERENCES Name of Teacher Trainee: Shantadurga Naik Roll. No: 62 Subject: Psychology I Topic: Dealing with individual differences College: Nirmala Institute of Education, Althino Date:25/10/2013 To be approved by: Ms. Vida Sequiera Batch: 2013-2014
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Unit 3.4
DEALING WITH INDIVIDUAL
DIFFERENCES
Name of Teacher Trainee: Shantadurga NaikRoll. No: 62Subject: Psychology ITopic: Dealing with individual differencesCollege: Nirmala Institute of Education, AlthinoDate:25/10/2013To be approved by: Ms. Vida SequieraBatch: 2013-2014
Introduction
There are a variety of individual differences that must be of concern toclassroom teachers. Some of the most prominent are academic ability(or intelligence), achievement level, gender, learning style, and ethnicityand culture.
It is difficult to define the term of individual differences it carries distinctmeaning like they deviates, physically, intellectually and socially somarked by from normal growth & developmental that they cannot bebenefited from regular classroom programme and needs special treatmentat school.
They being classified into:
1. Physically Handicapped
2. Mentally Handicapped/challenged
3. Gifted Students/children
4. Socially handicapped
5. Delinquents
6. Emotionally Disturbed
7. Children’s with learning abilities
Children with learning disabilities
Definition
“Learning disability is general or partial underachievement or inadequate
performance below the individual ability and developmental level.”
Important feature Describing
Have powerful imagination and thoughts
Unable to express them or enact them
Do not have coordination between their intellectual abilities and motor
activities
Perceptual difficulties
Retentive ability is poor due to poor attention span and quick shifting of
attention
Lack of language skills shows behavioural disorders like hyperactivity,
possess knowledge of concrete experiences
Lack of systematic way of thinking , dressing, keeping the things in
maintenance of the body
inability in social skills such as reading and writing
EDUCATIONAL PROVISION
The fundamental reading abilities and skills are to be developed with care. Such skills
are word recognition, obtaining word meanings, comprehension & interpretation,
reading silently at suitable speed, oral reading and use of books.
Motivation with exciting action stories of adventure
Individual attention should be given for their esteem & involvement.
The remedial teaching process involves initial survey of difficulties, physical or
sensory defects, attitudes, analysis of psychological profile, specific problems such as
reversals , word calling, guessing & other.
The after school classes for the disabled in hearing.
Help from pupil provides close & frank way of dealing with incomprehensible
material.
Parallel organization of classes of all the sections where advanced learners having
merit interact with less performing or learning difficulties of children.
Emotionally disturbed children
Definition
Emotionally disturbed children can be defined with certain characteristics such as
“hyperactivity, withdrawn behaviour, failure to achieve at a level reasonably commensurate
with ability, tendency towards fighting and other aggressive behaviour, resentment and
antagonism towards authority and rules and regulations, general problems in learning &
concentrating, not associated with known organic or sensory defects” (Phillips, 1967).
Important feature Describing
1. An inability to learn that cannot be explained by intellectual, sensory, or health
factors.
2. An inability to build or maintain satisfactory interpersonal relationships with
peers and teachers.
3. Inappropriate types of behaviour or feelings under normal circumstances.
4. A general pervasive mood of unhappiness or depression.
5. A tendency to develop physical symptoms or fears associated with personal or
school problems.
Educational Provision
• Establish open, accepting environment.
• Clearly state class rules and consequences.
• Emphasize positive behaviours and program for success.
• Reinforce positive behaviour.
• Supply extra opportunities for success.
• Be tolerant.
• Use good judgment.
• Teach social skills.
• Teach self-control, self-monitoring, and conflict resolution.
• Teach academic survival skills.
• Teach positive attributions.
• Carefully select partners.
• Have alternative activities available.
• Design activity checklists.
• Use carefully selected peers as assistants.
• Have groups of “one.”
• Use behavioural contracts.
Gifted studentsDefinition
According to W. B. Kolesnik “the term gifted has been applied to every child
who, in his group, is superior in some ability which may make him an
outstanding contribution to the welfare and quality living in our society”.
Important feature Describing
Physically better than the average children
Have mental superiority
Entertain many sided interests.
They are more trustworthy and sincere and less inclined to boast of their
knowledge.
They receive high grades.
Have more positive attitudes
They participate in more curricular activities.
They are more mature in their reaction to external world.
Exercise greater independence.
Express greater ego-strength.
Well adjusted.
More confident.
More successful.
More concerned with abstract ideas.
Educational Provision
There are three main approaches used for gifted children:
1. Acceleration Approach: Its an old approach for gifted children where school
process of educational programmes like early entrance to school, skipping entire
grades, doing more work per year being preferred.
2. Enrichment Approach: In this approach the enrichment of curriculum must be
both qualitative and quantitative.
• It should represent an extension of general educational objectives and generate
stimulating learning environment both in school and outside the school
• It should place a special emphasis on creative ability, insight and social
responsibilities
• It should promote basic fundamental skills knowledge, appreciation and
creativity and so on.
3. Special Group Approach: Any of the following could be provided:
• Placing the gifted child in special school
• Self-contained special classes within the regular schools
• Offering advanced courses for superior students
• Offering honours courses
Mentally challenged students
DefinitionMentally challenged students or Mental retardation is a developmental disability that
first appears in children under the age of 18. It is defined as an intellectual
functioning level (as measured by standard tests for intelligence quotient) that is well
below average and significant limitations in daily living skills (adaptive functioning).
According to American Association n Mental Deficiency (1983) defines mental
retardation as “significantly sub-average general intellectual functioning existing
concurrently with deficits in adaptive behaviour & manifested during the
developmental period”.
A classification of the mentally subnormal levels by American Association On Mental