Chapter 9

Question 1

Maslow’s hierarchy of needs

Answer 1

• how well biological and psychological needs are met
• First motivated by basic needs for survival and safety
• Then people naturally seek to satisfy higher needs the highest which is self-actualization
• some families may not be able to attend to a child’s needs (hunger, shelter, being tired)

Question 2

IQ testing

Answer 2

• traced back to 1905 and has transformed into a paper and pencil test that could be administered to large groups.
• 67% of population has a “normal” IQ range of 85-115
• valued by psychologists and special education to help diagnose a student’s strengths and weaknesses

Question 3

Maslow’s Hierarchy

Answer 3

base to top:
physiological needs
safety and security
love and belonging
self-esteem
self actualization

Question 4

multiple intelligences

Answer 4

• Founder-Howard Gardner believes humans have 7-10 separate forms of intelligence
• “children aren’t just smart or not smart.. there are many ways to be smart”

Question 5

learning styles

Answer 5

• the approaches to learning that best work for them (students)
• also known as learning style preferences or cognitive styles
• Determined by a combination of hereditary and environmental influences ie. hearing, seeing materials in writing, noisy settings vs quiet settings.

Question 6

8 Styles of Learning

Answer 6

• logical-use abstract relations
• linguistic-sense of world using language
• musical-understand meanings from sounds
• spatial-re-create visual images from memory (use graphs, charts,and pictures. use webs before writing a paper)
• bodily-kinesthetic- use all or part of the body to solve problems
• interpersonal- recognize and make distinctions about others’ feelings
• intrapersonal-distinguish among their own feelings, mental models of themselves
• naturalist-use features of the environment (farmers, florists, etc)

Question 7

“people first” language

Answer 7

• a disabling condition should not be used as an adjective to describe a person (an autistic child vs. a child with autism)

Question 8

ADHD

Answer 8

• A child who has the potential, but may be easily frustrated waiting their turn, blurts out answers, cannot stop wiggling or tapping their pencils, sometimes comes to school without backpack or homework (EXAMPLES OF SYMPTOMS)
• Attention deficit hyperactivity disorder-one of the most commonly diagnosed disabilities among children.
• 3-5% of children have ADHD in the U.S.

Question 9

Individual Education Programs (IEPs

Answer 9

• Can be used for “educating gifted students” with small groups or pullout programs (QuestBridge links exceptional students with colleges and universities)
• Every child with a disability MUST have a written IEP that meets the child’s needs and specifies educational goals, methods for achieving those goals, and the number and quality of special educational services to be provided.
• Parents/guardians, child, teacher, professional evaluating child, and principal/special education resource must all review the IEP annually.
• INDIVIDUAL EDUCATION PROGRAM

Question 10

Education of All Handicapped Children Act (PL 94-142)

Answer 10

• guaranteed to all children with special needs a free and appropriate education.
• Ages 3-18 were granted due process in regard to identification, placement, and educational services received.

Question 11

least restrictive environment

Answer 11

• a student must be mainstreamed into a regular classroom whenever integration is feasible and appropriate and there would be benefit for the child.
• speech/language impairments/specific learning disabilities–regular classroom most of the day
• emotional disturbance/mental retardation/multiple disabilities-outside of regular classroom at least 60%.

Question 12

Individuals with Disabilities Education Act (IDEA)

Answer 12

• extended the availability of a free, appropriate education to youth with special needs between ages 3-21.

Question 13

response to intervention model (RTI)

Answer 13

• general education teachers work with special education with screenings and academic progress to ensure students are “responsive” to instruction they are receiving.
• Students at risk for reading and other learning disabilities receive increasingly intensive instruction outside the regular classroom.
• The goal is to provide student with appropriate instruction and educational assistance BEFORE they experience years of low achievement.
• “wait to fail” approach- for identifying students with learning disabilities was previously the approach