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75 Cards in this Set
- Front
- Back
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Parenting:
High Involvement/Warmth High Demands |
Authoritative:
Democratic Logical Consequences Best outcome |
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Parenting:
High Involvement/Warmth Lod Demands |
Permissive/Indulgent:
No Rules |
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Parenting:
Low Involvement/Warmth Low Demands |
Rejecting/Neglecting
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Parenting:
Low Involvement/Warmth High Demands |
Authoritarian:
Strict, tight ship Kids who come from low economic status homes or scary neighborhoods actually do better with this type of teacher |
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Culture
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Behaviors and belief systems of a social group
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Ethnic group
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: individuals who have common historical roots, values, beliefs, and behaviors. Members share a sense of interdependence
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Acculturation
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gradual process of adopting customs and values of a new culture
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Types of Diversity
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Language and Dialect
Expression vs Restraint Eye contact Responding to questions Family Expectations |
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IRE Cycle
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Initiate, Respond, Evaluate
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Which sex is more aggressive?
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Men
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Which sex tends to be more physically active?
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Men
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Which sex has the slower neurological development?
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Men
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Which gender is more nurturing and more oriented towards relationship-maintenance?
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Women
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Which gender had more competitive (as opposed to coperative) peer relationships?
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Men
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Which gender is better at making inferences and understanding contextual cues?
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Women
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Which gender is better at talking and writing?
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Women
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Which gender is better at spatial and complex math reasoning?
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Men
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Which gender has higher IQ
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neither
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Who is more motivated in the classroom?
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Girls show more behavioral motivation while boys are more likely to challenge themselves
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Which gender is more likely to behave?
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Usually girls (except for gossiping). Boys are more likely to participate.
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Origins of Gender Differences
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biology, parenting, peers, popular media, self-socialization
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socioeconomic status
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determined by income and education level
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Spearman
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"G"
high correlation between scores on different types of tests (positive manifold). G stands for general intelligence. |
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Cattell & Horn
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• Fluid intelligence: ability to acquire knowledge quickly and adapt to new situations effectively
• Crystallized intelligence: knowledge and skills acquired from experiences, schooling, and culture. Fact-based |
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CHC Theory
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Cattell, Horn, Carrol
Three different strata of intelligence skills |
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Howard Gardner
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Multiple intelligences
He thinks there are at least 8 kinds of intelligence. Lots of criticism: lacks research. Are they talents instead of intelligence? Picture and logic smart correlate extremely highly. |
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determining IQ
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(mental age / chronological age) x 100
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Flynn effect
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IQ scores increase by 20 points over the course of a generation. People are getting smarter over time, family sizes get smaller, better schooling, increased cognitive stimulation.
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IQ tests: nature or nurture?
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research shows high influence of heredity in correlational studies
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Special Education: mainstreaming
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participate in regular classroom for PART of the day
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Special Education: Inclusion
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Keep students in classroom with supplemental help. Pull them out to resource room for one segment of the day.
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Cooperative teaching
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specialist in content & specialist in special ed
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IDEA
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Individuals with Disabilities Education Act
Grants educational rights from birth to 21 to all kids regardless of disability |
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FAPE
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free & appropriate public education
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Evaluation
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fair & nondiscriminatory evaluation
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LRE
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least restrictive environment. as close to regular education environment as possible
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Due Process
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parental rights. need consent before we evaluate kids. Right to see all educational and psychological records they want. Right to appeal psychologist’s recommendation
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To receive IDEA services, the student must...
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• Have an eligibility for an IDEA disability
• AND need special educational services |
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Autism Spectrum Disorder
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disabilities with language & communication
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Emotional Disability
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depression & anxiety, inability to make appropriate peer relationships, kids who fly off the handle or are very disruptive to class
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Orthopedic Impairment
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catch-all category. Cerebral palsy, ADHD
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Specific Learning Disability
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all different subjects
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Speech or Language Impairment
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difficulty communicating
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Traumatic Brain Injury
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car accident & memory problems
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Section 504
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Individuals with disabilities need to be able to fully participate in all areas of life to the same extent as non-disabled peers.
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Section 504 vs IDEA
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504: accommodations
IDEA: modification |
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Accommodation
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support or service that lets student fully access the general education curriculum
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Advantages of Inclusion
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• Academic achievement: achievement is equal or higher to students served in self-contained classroom
• Self-concept • Social development: more appropriate classroom behaviors |
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Disadvantages of Inclusion
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• Resistance: from teachers and peers
• Negative peer reactions • Attention to special needs: needs may not be met |
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Advantages to labeling students with special needs
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• Federal funding
• Special interest groups • Facilitates communication • Increases Tolerance |
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disadvantages to labeling students with special needs
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• Disagreement about definitions and identification
• Heterogeneity: different types of kids in each category • Expectations • Stigma |
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Specific Learning Disability Characteristics
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o Average intelligence
o Academic difficulty o Processing deficit: specific problem with the brain o Gender differences: boys are 3x as likely as girls to be diagnosed. |
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Types of SLDs
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• Listening comprehension
• Oral expression • Written expression • Basic reading skills • Reading fluency skills • Reading comprehension • Mathematics calculation • Mathematics problem-solving |
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Adapting Instruction for SLD
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• Minimize distractions
• Present new information in an explicit and well-organized manner • Use multiple modalities to present information • Analyze students’ errors • Teach study skills and learning strategies • Provide study aids |
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Characteristics of Intellectual Disability
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• Immaturity
• Lacking general knowledge • Short attention span • Poor memory |
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Causes of Intellectual Disability
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• Brain damage
• Genetic factors |
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Strategies for Intellectual Disability
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• Pacing: slower
• Scaffolding: giving hints & supports to help kids learn stuff • Repetition: sometimes the only way they learn stuff • Vocational and life skills focus |
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Types of ADHD
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• Predominantly hyperactive impulse: restless, fidgety, squirming all the time
• Predominantly inattentive: can sit still, but have short attention span. Daydreaming, forgetfulness, disorganization • Combined |
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ADHD: Behaviors must
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• Appear before age 7 (because it’s a brain-based disorder)
• Last 6 months • Create a real handicap in at least two areas of life |
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ADHD: Critical questions:
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• Excessive, long-term, and pervasive?
• A continuous problem? • Observed in several settings? |
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Causes of ADHD
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• Brain differences
• Prenatal abnormalities • Heredity |
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Treatment of ADHD
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• Medication
• Behavior management |
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ADHD: teaching strategies
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• Modify (control) schedules and environments. Consistency. Let them know of changes in advance.
• Teach attention strategies • Provide for activity • Reinforce appropriately |
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Emotional Disability: characteristics
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• Unsatisfactory relationships
• Inappropriate behaviors: fighting, excessive cussing, falling asleep in class, never participating • Unhappiness or depression • Physical symptoms or fears: making themselves sick |
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Emotional Disability: types
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• Externalizing: fight, be disrespectful, throwing desks
• Internalizing: upset, teary, quiet, may appear to be well behaved |
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Emotional Disability: a condition in which one or more of the characteristics is evident
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• Over a long period of time and
• To a marked degree, and it • Adversely affects the child’s educational performance |
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Emotional Disability: strategies for dealing with
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• Being alert for problems at home (e.g., abuse). Big nurture component
• Making classroom events/topics relevant • Showing a personal interest in student • Being alert for suicidal signs • TEACHING interpersonal skills • Being clear about expectations • Identifying problems early |
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Autism Spectrum Disorders: defining characteristics
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• Impaired social interaction: don’t understand at all
• Communication difficulties • Restricted or repetitive interests/behaviors • Unusual response to sensory experiences |
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Autism Spectrum Disorders: peripheral characteristics
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• Strong visual-spatial thinking skills
• Good memory • Focus during distractions • Echolalia: repeating what they hear other people say like and echo • Abnormal movements |
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Autism Spectrum Disorders: strategies
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• Maximize consistency
• Use visual approaches to instruction • Use restricted interests to your advantage • Social skills practice |
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Giftedness: Characteristics
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• “ . . . perform or show the potential to perform at substantially high levels of accomplishment when compared to others of their age, experience and environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields.”
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Giftedness: Peripheral Characteristics
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• Highly motivated
• Learn with little effort • High standards of performance: perfectionists • Boredom during easy tasks • Above average social development |
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Giftedness: Strategies
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• Individualized assignments
• Study groups • Critical thinking in context • Seek outside resources |
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Differentiated Instruction: What TO do
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o Understand students and subject matter well
o All options must be equally respectful o Allow for noise and busy-ness o Realize that it takes a long time to do well |
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Differentiated Instruction: What NOT to do
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o Focus on altering the quantity
o Forget about basic learning goals o Ability grouping or tracking o Figure out one way to teach the “normal” kids and one way to for the special kids o Always use individualized instruction or small group |
