Chapter 4 Flashcards
(121 cards)
1
Q
does not tell which methods to use with individual students
A
Label
2
Q
is an inability to do something specific
A
Disability
3
Q
is a disadvantage in certain situations
A
Handicap
4
Q
When speaking about a person with a disability, we must avoid the?
A
Language of pity
5
Q
It emphasizes the person first before their disability
A
Person-First Language
6
Q
Although many good tests and careful procedures are available to identify students with disabilities and to use labels properly, racial and ethnic minority students are_______________ in the disability categories and_____________ in programs for?
A
overrepresented
underrepresented
students with gifts and talents
7
Q
Most early theories about the nature of intelligence involved one or more of the following three themes:
A
- the capacity to learn;
- the total knowledge a person has
acquired; and - the ability to adapt successfully to
new situations and to the environment in
general
8
Q
the ability to reason deductively or inductively, think abstractly, use analogies, synthesize information, and apply it to new domains
A
Intelligence
9
Q
Often referred to as “g” or the g- factor is a theoretical construct in psychology that suggests a broad mental capacity underlies performance across various cognitive tasks, encompassing abilities like reasoning, problem-solving, and learning
A
General Intelligence
10
Q
It is the mental efficiency and reasoning ability.
A
Fluid Intelligence
11
Q
related to changes in brain volume, myelinization (coating of neural fibers that makes processing faster), the density of dopamine receptors, or processing abilities in the prefrontal lobe of the brain such as selective attention and especially working memory
A
neurophysiological underpinnings of fluid intelligence
12
Q
It is the ability to apply the problem-solving methods appropriate in your cultural context —the “application to new domains”
A
Crystallized Intelligence
13
Q
can increase throughout the lifespan because it includes learned skills and knowledge
A
Crystallized Intelligence
14
Q
It refers to a theory describing the different ways students learn and acquire information
A
Multiples Intelligence
15
Q
Howard Gardner’s theory of multiple intelligences suggests that there are eight or nine kinds of human abilities. An individual might have strengths or weaknesses in one or several areas
A
Eight or Nine Intelligence
16
Q
suggests that there are eight or nine kinds of human abilities. An individual might have strengths or weaknesses in one or several areas
A
Howard Gardner’s theory of multiple intelligences
17
Q
Sensitivity to, and capacity to discern logical or numerical patterns. Ability to handle long chains of reasoning
A
Logical-Mathematical
18
Q
Sensitivity to sounds, rhythms, and word meanings. Sensitivity to different functions of language.
A
Linguistic
19
Q
Ability to appreciate and produce rhythm, tone, pitch, and timbre. Appreciation of forms of musical expression
A
Musical
20
Q
Ability to perceive the visual and spatial world accurately. Ability to perform transformations on those perceptions.
A
Spatial
21
Q
Ability to perceive the visual and spatial world accurately. Ability to perform transformations on those perceptions.
A
Interpersonal
22
Q
Knowledge of your own strengths, weaknesses, capabilities, and needs and ability to use these to guide your behavior. Access to your own feelings.
A
Intrapersonal
23
Q
Ability to read the moods and motivations of others. Ability to understand the desires and needs of others and respond appropriately.
A
Interpersonal
24
Q
Ability to recognize plants and animals. Ability to use categories and systems to understand the natural world.
A
Naturalist
25
Ability to control body movements and know where your body is in space. Ability to handle objects skillfully.
Bodily-Kinesthetic
26
Ability to consider and examine deeper or larger questions about human existence and the meaning of life. Ability to understand religious and spiritual ideas.
Existential
27
Gardner’s criteria for defining a specific intelligence are:
Potential [of the intelligence] isolation by brain damage
The existence of prodigies and other exceptional
individuals who are experts in some areas and average or below in others
An identifiable core operation or set of operations
A distinctive developmental trajectory, culminating in
expert performances
An evolutionary history and evolutionary plausibility
Support from experimental psychological tasks
Evidence from psychometric findings
Susceptibility to encoding in a symbol system
28
teachers should take the _________________among students seriously and__________________ to connect with each students.
individual differences
differentiate their instruction
29
any discipline, skill, or concept should be____________________ (but not eight ways every time)
taught in several appropriate ways
30
Sometimes called executive processes higher-order planning, strategy selection, and monitoring
Metacomponents
31
implementing the strategies selected
Performance Components
32
gaining new knowledge
Knowledge-acquisition Component
33
involves applying these components to situations with relatively familiar problems
Analytic intelligence
34
is necessary to cope successfully with new experiences
Creative Intelligence
35
Creative intelligence is necessary to cope
successfully with new experiences in two ways:
Using insight
Using automaticity
36
or the ability to deal effectively with novel situations and find new solutions
Using insight
37
the ability to become efficient and automatic in thinking and problem-solving—the ability to quickly make the new solutions part of your cognitive tool kit
Using automaticity
38
highlights the importance of choosing an environment in which you can succeed, adapting to that environment, and reshaping it if necessary
Practical Intelligence
39
generate new ideas and problems as well as possible solutions to the problems
Creativity
40
to evaluate the quality of these solutions
Analytical intelligence
41
to implement decisions and persuade others of their value
Practical Intelligence
42
ensure that these decisions help achieve a common good over the long and short term
Wisdom
43
It is the capacity to reason effectively, analyze situations systematically, and draw valid conclusions based on evidence. It involves the use of rational thinking to solve problems and make sound judgments
Ability to think logically
44
focused on measuring the intellectual skills needed for school success, not just what students had already learned.
Binet and Theodore Simon
45
provide one perspective, but they don't capture all aspects of intelligence.
IQ Test
46
just estimates, and they can be influenced by various factors, including cultural background, education, and experiences
IQ scores
47
designed to measure certain cognitive abilities. They don't measure every aspect of intelligence, and they can be influenced by various factors
IQ test (IQ score mean)
48
describes the observed rise in average IQ scores worldwide throughout the 20th century. This increase is not necessarily indicative of people becoming "more intelligent" in a fundamental sense. Rather, it suggests that factors influencing cognitive abilities have changed over time.
Flynn Effect
49
The relationship between this in life after school is not as clear-cut as the relationship between IQ and academic success.
IQ AND SUCCESS
50
This emphasizes the "nature versus nurture" concept. Intelligence is not solely determined by genes or solely by surroundings; it's a complex interaction of both
Heredity and Environment
51
These focus on how people process information, such as being reflective or impulsive.
Cognitive-centered style
52
These focus on more stable personality traits, like being extroverted or introverted.
Personality-centered styles
53
These styles combine cognition and personality traits and how they affect a person's approach to activities. These are particularly relevant to teachers
Activity-centered styles
54
Students can tailor their learning strategies to their individual needs.
Effective learning
55
Students are more likely to stay motivated when they understand how they learn best
Increased Motivation
56
Creating an inclusive and supportive learning environment
Acknowledge and Appreciate Individuality
57
Tailoring instruction to meet the specific needs of each student
Adapt Teaching Methods
58
This refers to the practice of varying teaching methods and content to address the individual learning needs of students
Differentiate Instruction
59
ensures students with disabilities receive appropriate education.
IDEA
60
It mandates services and inclusion while acknowledging implementation challenge
IDEA
61
refers to children of near average, average, or above average intelligence with certain learning or behavioral disabilities, ranging from mild to severe which are associated with deviations of function of the central nervous system
Minimal Brain Dysfunction
62
It is a learning disability where your brain processes written language differently. It affects reading and language skills
Dyslexia
63
Studies of the brains show some differences in structure and activity compared to those of students without problem at with?
students with learning disabilities and with attention-deficit disorders
64
is a problem with one or more of the basic mental processes that help us understand and use language — whether it’s spoken or written
Learning disability
65
The most common characteristics are specific difficulties in one or more academic areas;
poor coordination;
problems paying attention;
hyperactivity and impulsivity;
problems organizing and interpreting visual and auditory information;
seeming lack of motivation;
and difficulties making and keeping
friends
66
Their writings virtually unreadable, and their spoken language can be halting and disorganized
Students with learning disabilities
67
important so that students with learning disabilities do not become terribly frustrated and discouraged. The students themselves do not understand why they are having such trouble, and they may become victims of learned helplessness
Early diagnosis
68
methods that teach student a new material, step by step.
Direct instructions
69
methods that teach specific strategies to help them succeed.
Strategy Instruction
70
TREE
Topic sentence
Reasons
Ending
Examine
71
is not one particular condition, but two
kinds of problems that may or may not occur
together
Hyperactivity
72
Hyperactivity is not one particular condition, but two kinds of problems that may or may not occur together:
attention disorders and impulsive- hyperactivity problems.
73
Difficulty focusing, organizing, following instructions, and remembering things.
Inattention
74
Constant movement, talking too much, interrupting, and acting without thinking
Hyperactivity/ Impulsivity
75
likely to have some of these symptoms before age 7, the symptoms occur across many settings (not just school), and the symptoms lead to problems learning and getting along with others
ADHD
76
Alternatives/Additions to drug treatment for ADHD can be behavioral treatments involve the application of methods derived from behavioral learning theories such as:
contingency management, time-out, shaping, self-
regulation, and modeling
77
may overwhelm students with learning disabilities and attention deficits, so give them a few problems or paragraphs at a time with clear consequences for completion
Long assignments
78
between the ages of 6 and 21 are the second largest group served by special education. These students may have language disorders, speech disorders, or
both. They make up about 19% of students
receiving services
students with Communication disorders
79
Students who cannot produce sounds effectively for speaking are considered to have a?
Speech disorder
80
include distorting a sound like a lisp, substituting one sound for another, adding a sound, or omitting sounds
Articulation disorders
81
generally appears between the ages of 3 and 4. Causes of this are unknown but might include emotional or neurological problems or learned behavior. If this continues more than a year or so, the child should be referred to a speech therapist. Early intervention can make a big difference
Stuttering
82
a third type of speech impairment, include speaking with an inappropriate pitch, quality, or loudness, or in a monotone
Voicing problems
83
markedly deficient in their ability to understand or express language, compared with other students of their own age and cultural group
Students with language disorders
84
as behaviors that deviate so much from the norm that they interfere with the child’s own growth and development and/or the lives of others
Behavioral disorders
85
Structure the environment by____________________, establishing clear visual boundaries between areas where different behaviors are expected, or organizing supplies in easy-to-use holders.
minimizing visual and auditory stimulation
86
comes as a response to life problems—problems that parents and teachers sometimes dismiss
Suicide
87
not always associated with emotional or behavioral problems and people without these challenges may do this, many adolescents with emotional problems also does this.
Drug Abuse
88
We should distinguish between experimentation and
abuse.
Prevention
89
90
More current name foe mental retardation
Intellectual disability
91
the preferred name, because the term mental retardation is considered offensive and stigmatizing
Intellectual Disability
92
“a disability characterized by significant limitations in both intellectual functioning and adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18”
Intellectual disability
93
Intellectual function is usually measured by ?
IQ test
94
But an IQ score below the this range is not enough to diagnose a child as having intellectual disabilities. Defining disability based on test scores alone can
create what some critics call “the 6-hour retarded child”
70 range
95
recommends a classification scheme based on the amount of support that a person requires to function at his or her highest level
AAIDD
96
Damage to the brain before or during birth or during infancy can cause a child to have?
Difficulty coordinating his or her body movements
97
The most common form of cerebral palsy is characterized by?
Spasticity
98
overly tight or tense muscles
Spasticity
99
is a cluster of behaviors that occurs in response to abnormal neurochemical activities in the brain
Seizure
100
(once called grand mal) are accompanied by uncontrolled jerking movements that ordinarily last 2 to 5 minutes
Generalized seizure
101
(once called grandmal) are accompanied by uncontrolled jerking movements that ordinarily last 2 to 5 minutes, can easily go undetected.
Petit mal or absence seizure
102
(once is a chronic lung condition; it is more common
for students in poverty.
Asthma
103
A chronic illness that often can be controlled
with medication.
HIV/AIDS
104
is a chronic disease that affects the way the body metabolizes sugar (glucose).
Type 2 diabetes
105
needs to be taken seriously because it can affect almost every major organ in the body, including the heart, blood vessels, nerves, eyes, and kidneys
Diabetes
106
Most members of this group needing special services are classified as having low vision. There is a definition for legally blind that focuses on visual acuity (20/200 or less after correction) and field of vision
Students with vision impairment
107
You will hear the term hearing impaired to
describe these students, but this community and researchers object to this label, the preferred terms are?
deaf and hard of hearing
108
It is defined as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects the child’s educational performance”
AUTISM SPECTRUM DISORDERS AND ASPERGER SYNDROME
109
turning one ear toward the speaker, favoring one ear in conversation, or misunderstanding conversation when the speaker’s face cannot be seen.
Signs of hearing problems
110
Seeming distracted or confused at times, frequently asking people to repeat what they have said, mispronouncing new words or names, and being reluctant to participate in class discussions. Take note particularly of students who have frequent earaches, sinus infections, or allergies.
Signs of hearing problems
111
having “communication deficits, such as responding inappropriately in conversations, misreading nonverbal interactions, or having difficulty building friendships appropriate to their age.”
Autism spectrum disorder
112
have many of the characteristics just described, but they have the greatest trouble with social relations.
Asperger syndrome
113
Early and intense interventions that focus on______________________ are particularly important for children with autism spectrum disorders.
communications and social relations
114
show exceptional aptitude or competence in areas like math, language, music, or sports. They may read, solve problems, or create at levels far beyond their age.
Gifted students
115
Giftedness can be measured by_____________________, creativity, and strong motivation. Their work is often original, advanced, and impactful.
IQ (usually 130+)
116
Prone to depression, isolation, boredom
Feel “out of place” with peers & teachers
Often labeled as show-offs or stubborn
Highly sensitive & may use humor as
defense
Struggle more at very high IQ level
Problems of gifted students
117
often show traits like preferring to work alone, being passionate about justice, having high energy and intensity, forming strong bonds—sometimes with older peers—and dealing with perfectionism
Gifted students
118
Advancing faster through grades or subjects. Research shows that accelerated students often excel academically and socially, sometimes preferring older peers
Acceleration
119
Providing deeper and more challenging learning experiences while staying with age-mates
Enrichment
120
Skipping mastered content to make room for more advanced or creative learning activities.
Curriculum Compacting
121
need more than just extra facts—they need opportunities to think critically, create, and work independently. Studies show they succeed more when grouped with other high-ability peers. Teachers should find ways to both challenge and support them, like offering advanced classes, independent projects, or mentorships
Gifted students
