Educational Psychology Chapter 4 Handout: Individual ...
Educational Psychology Chapter 5 Handout: Individual Differences and Special Needs
From the PowerPoint Presentation
Sternberg's Triarchic Theory
|Term |Nature |Definition |
|Componential (cognitive |Deductive & Analytic |Ability to think abstractly, process information efficiently (similar to IQ) |
|processes) | | |
|Experiential (prior |Inductive & Creative |Ability to formulate new ideas, to combine seemingly unrelated facts or information |
|experience) | | |
|Contextual (environmental |Street Smart & Practical |Ability to adapt to changing circumstances and to shape the environment to maximize |
|context) | |one's strengths and compensate for one's weaknesses |
Temperament Styles
|Component |Easy Child (40%) |Difficult Child (10%) |Slow-to-Warm-Up Child (15%) |
|Rhythmicity |Regular eating and sleeping |Irregular |? |
|Activity |? |High |Low |
|Adaptability |Adjusts easily |Adjusts slowly, temper tantrums |Gradually adjusts with time |
|Mood |Positive |Negative |? |
|Intensity of Mood |Mild/Moderate |High |Low |
|Frequency |40% |10% |15% |
Assisting exceptional children~
-Become knowledgeable about the disabilities represented in your classroom.
- Participate in in-service education/ training.
- Seek knowledgeable volunteers for individualized instruction.
- Be cautious about labeling children with disabilities.
- Be familiar with special education teachers, resource teachers, and related services for the disabled.
Inclusion Pros and Cons
|Potential Benefits |Potential Problems |
|*better chance for normal peer relationships and social skills |*insufficient individual attention |
|*equivalent or higher achievement |*insufficient teacher training |
|*Better self-esteem |*potential for disruption of class |
|*More appropriate behaviors | |
|*higher expectations from staff and student | |
|*diversity benefits “normal” students | |
|Adapting Instruction: Learning Disabilities ~ |Adapting Instruction: ADHD |
|Minimize distractions |Modify schedules and work environments |
|Use multiple modalities |Teach attention-maintaining strategies |
|Analyze errors for clues about where the problem is |Provide outlets for excess energy |
|Teach learning and memory strategies |Help students organize and use time |
|Provide study aids |Teach and encourage appropriate classroom behaviors |
|Adapting Instruction: Speech/Lang ~ |Adapting Instruction: Soc/Beh Disorders ~ |
|Speech therapy |Show a positive personal interest in students |
|Encourage practice but don’t embarrass |Incorporate student interests |
|Listen patiently & actively |Empower students to help control their behavior |
|Ask for clarification if you don’t understand |Watch for signs of abuse |
|Allow students more time to formulate and express responses |Watch for signs of suicide |
|Adapting Instruction: Autism ~ | |
|Minimize changes in the classroom arrangement |General Recommendations: Soc/Behavioral~ |
|Follow regular schedules |Teach interpersonal skills |
|Use visual approaches to instruction |Communicate clear expectations for behavior |
| |Try to anticipate and prevent problems |
| |Specify and follow through on consequences |
|Adapting Instruction: Mental Retardation |Adapting Instruction: Giftedness ~ |
|Slow pace of instruction |Provide individualized/advanced assignments |
|More specific and complete explanations |Acceleration |
|Lots of scaffolding |Cooperative study groups |
|Teach vocational and life skills |Independent study |
| |Seek outside resources |
Mental Retardation
|Mild Retardation |Moderate Retardation |
|75%-90% of cases |~10% of cases |
|IQ 50 to 70 |IQ 35 to 49 |
|Slow in all areas |Noticeable delays, esp. in speech |
|May have no physical signs |May have some physical signs |
|Can acquire practical skills |Can learn simple communication |
|Useful reading & Math up to grade 3-6 |Can learn elementary health and safety habits |
|Can conform socially |Can participate in simple activities and self-care |
|Can acquire vocational skills |Can perform tasks in sheltered conditions |
|Integrated into general society |Can travel alone to familiar places |
|Severe Retardation |Profound Retardation |
|~5% of cases |~1% of cases |
|IQ 20 to 34 |IQ ................
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