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41 Cards in this Set
- Front
- Back
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Intelligence |
Ability to acquire knowledge for solving problems and adapting to the world, the ability to reason, think abstractly, use analogies, synthesize information and apply it to new domains, many facets, general ability is related to maturation and functioning of the frontal lobe while specific abilities are connected to other parts of the brain |
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General intelligence |
G, Charles spearman, general factor in cognitive ability that is used to perform mental tests requiring specific abilities, g+task specific ability=mental ability |
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Fluid intelligence |
Raymond Cattle & John Horn, the mental efficiency and reasoning ability, increases until late adolescence and declines gradually with age, sensitive to injury and disease |
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Crystallized intelligence |
Ability to apply problem solving methods in your cultural context, increases throughout lifespan, includes learning skills such as reading and basic skills like hailing a cab |
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The theory of multiple intelligences |
Howard Gardner, believed in 8 separate abilities, may excel in one area but not others 1. Linguistic: verbal, sensitive to sounds and functions of language 2. Musical: ability to produce and appreciate rhythm and musical expression 3. Spatial: capacity to perceive visual spatial world and perform transformations on perceptions 4. Logical/mathematical: capacity to discern logical numerical patterns, can handle long chains of reasoning 5. Bodily/kinaesthetic: ability to control ones body movement 6. Interpersonal: understanding others moods, motivations and desires 7. Intrapersonal: understanding self and guide behaviour, knowledge of strengths and weakness 8. Naturalist: observing and understanding natural and human made patters and systems |
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Triarchic theory of intelligence |
Sternberg, analytic intelligence involves mental processes that require meta components, performance components and knowledge acquisition, creative intelligence requires coping with new experience, practical intelligence involves choosing to live/work where success is likely |
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Alfred Binet |
Concerned with rights of children, believed having an objective measure of learning ability could protect students in poor families who might leave school because of discrimination |
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Mental age |
Binet, intelligence testing based on average abilities for that age group |
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Intelligence quotient (IQ) |
Stanford-Binet test, compares mental age with actual age, individual test, takes two hours, mainly oral |
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Deviation IQ |
A number that tells how much above or below the average person scored on the test, compared with others in the same age group |
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The Flynn Effect |
IQ test scores have been rising since introduced, explanations include better nutrition, medical care, complex thinking environments, smaller families, literacy of parents, better schooling, questions on test are getting harder which implicates students with disabilities |
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No child left behind act |
Characterizes students as gifted if they have no evidence of high achievement capabilities in intellect, creativity, leadership or specific academic fields, need services or activities provided by the school to fully develop |
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Acceleration |
Move quickly through grades of subjects, many object, studies indicate students who are gifted begin or finish school early do better than those progressing at a normal pace, social and emotional adjustment is not impaired, can accelerate for specific subjects but keep them with same age classmates |
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Enrichment |
Gives students additional more thought provoking work but keeps them with their age group |
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Curriculum compacting |
Assessing students knowledge of material in a unit then teaching only for those goals not reached, allow teachers to eliminate half of the curriculum without loss of learning |
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Executive functions |
Attention, inhibition, cognitive flexibility, working memory, linked to self control and regulation, problems with these functions are central to learning disabilities |
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Working memory |
Predictor of a range of cognitive skills including language, reading, math, and fluid intelligence, disabilities in reading and math have difficulty with working memory |
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Learning disability |
Problem with language, difficulty reading, writing, reasoning, math, visual/spatial processing, processing speed, memory/attention, and executive functioning, results from brain injury, exposure to toxins before birth by mothers who smoked/drank, poor nutrition, poor instruction, genetics play a role |
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Learned helplessness |
Expectation based on previous experience that all of ones efforts will lead to failure |
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Direct instruction |
Involves explanations and demonstrations of new material, teaching in small steps with practice between steps, immediate feedback, guidance and support |
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Strategy instruction |
Strategies are specific rules for focusing attention and accomplishing tasks |
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Hyperactivity |
Behaviour disorder marked by atypical excessive restlessness and in attentiveness, fidgets, can't stay in seat, can't move slow, talks excessively |
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ADHD |
Current term for disruptive behaviour disorder marked by overactivity, excessive difficulty sustaining attention or impulsiveness, doesn't pay lose attention to activities, details of work, teacher directions, discussions, can't organize work or space, easily distracted and forgetful, has trouble waiting for a turn, interrupts, symptoms come between age 3-7 |
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Behaviour disorders |
Behaviours that deviate from what is appropriate for the child's age group and interfere with the child's growth and development and the lives of others, most challenging to teach, many arrested, many unemployed, disorder is a temporary response to stressful events, students are aggressive, withdrawn, depressed, don't follow rules or pay attention, supports that enhance confidence, responsibility, independence, structure, predictability are effective, lots of feedback, specific consequences, opportunities for success, behaviour alternatives, positive home to school relationship |
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Emotional disturbance |
Wide range of specific conditions including anxiety, depression, conduct disorders, eating disorders, OCD, psychotic disorders |
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Social and emotional learning (SEL) |
Development of competencies for recognizing and managing emotion, developing care for others, establishing relationships, making good decisions, handling challenges effectively |
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Suicide |
Depression, substance abuse, family history, stress, impulsivity, belief they will go to a better place, family rejection, warning signs: changes in diet, sleeping, weight, grades, disposition, friends |
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Drug use |
DARE provides little positive effects, being disconnected with school predicts drugs use, forming positive relationships and connecting students to caring adults and peers is critical in creating a protective environment |
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Developmental disability |
Students who have significant limitations in cognitive abilities and adaptive behaviour, slower learners, learning may plateau, difficulty maintaining skills without practice, and generalizing skills learned in one context to another, difficulty with tasks that involve combining or integrating multiple skills |
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Least restrictive placement |
U.s law says exceptional students must be taught in the least restrictive environments possible |
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Individualized education program |
Annually revised program for an exceptional student detailing present achievement level, goals, and strategies, drawn up by teachers, parents, specialists and the student, address measurable instructional objectives, list of services to be provided to students, a description of participation in general education, a schedule showing progress towards objectives, a statement of transitional services |
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Universal designs for learning |
Rosa and Gravel, Ensuring classroom environment, tasks assigned, and resources are equally accessible and useable to a range of learners |
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Transitioning programming |
Preparing students to live and work in the community |
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Autism |
Developmental disability that affects communication, social interaction, imaginative creativity, characterized by restrictive, repetitive patterns of behaviour, interests and activities, evident by age 3 |
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Autism spectrum disorder |
Range of disorders from mild to major, difficulty with social relations, do not form connections with others, avoids eye contact, don't share enjoyment with others, impaired communication, can be nonverbal, change is disturbing, restricted interests, sensitive to light, sound and sensory information |
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Asperger syndrome |
Struggle with social relations, average to above average intelligence |
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Theory of the mind |
Lacking in ASD kids, an understanding that individuals have minds, thoughts, and emotions |
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Education/school act |
Governs education in elementary and secondary schools |
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Inclusion |
Integrating exceptional students into regular education classrooms, emphasizes participation rather than placement |
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Integration |
Exceptional students participation in activities with non exceptional peers, used in BC |
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Canadian charter of rights and freedoms |
Every individual is equal before the law and has the right to equal protection and benefit without discrimination based on race, origin, religion, sex, age or disability |
