Exceptional Learning Midterm 2

Alfred Binet

Who believed intelligence is practical, multi-faced capacity, involving reasoning, judgement, memory, and collaboration? The difference in mental abilities that work together?

David Wechsler

Who believed intelligence is the overall capacity of a person to act purposely, think rationally, and deal effectively with their environment? The persons overall ability to think, act, and function effectively in their environment?

Beint-Simon Scale

30 question test, questions focused on abilities not explicitly taught in school. Such as attention, memory, and problem solving.

Main goal of the Binet-Simon Scale

Finding out which questions best predicted academic success.

Limits to the Benit-Simon Scale

Intelligence test couldn’t capture everything about a persons intelligence:

1. IQ is to bros to be measured

2. IQ is complex and influenced my many factors

3. IQ can change over time

4. Children should only be compared o other children who have a similar background

Lewis Terman

Who adapted the Benit-Simon Scale?

How did Lewis Terman adapt the Benit-Simon Scale?

1. Translated it into English

2. Standardized it using a sample of American children

3. Published the Stanford-Benit test

David Wechsler

Who created the WAIS, WISC, and WPPSI?

WISC

Wechsler Audet IQ Scale, for ages 16-91

WISC

Wechsler IQ Scale for Children, for ages 6-17

When did the WISC-V come out

2014

WPPSI

Wechsler Preschool and Primary scale for IQ, for ages 6mo to 7 years.

When did the WPPSI-IV come out

in 2012

Cultural Bias in IQ testing

An assessment favours people from certain cultural/social backgrounds, potentially disadvantaging people from others.

Gifted Students

Students who are advanced in one or many areas. They exceed expectations placed by parents and/or school curriculum.

6 main areas of gifted students

1. Intellectual

2. creative

3. motivated

4. emotional

5. social

6. learning behaviours

Gifted Intellectual Abilities

A student with a high IQ / advanced cognitive abilities, a quick learner with string reasoning skills, exceptional memory and problem solving skills

Gifted Intellectual abilities

A student who understands a math concept after one explanation and can solve more challenging problems independently is an example of what type of gifted student

Gifted creativity and Imagination

A student with original thinking and curiosity, strong imagination, and enjoys exploring new ideas and possibilities.

Gifted Creativity and imagination

A student who develops an unusual solution to a classroom problem that other students haven’t considered is an example of what type of gifted student?

Gifted creativity and Imagination

A student with intense focus on preferred subjects, self-driven and persistent, with high enthusiasm for acquiring knowledge.

Gifted motivation and passion

A student who spends hours researching dinosaurs because they are genuinely interested in the subject in an example of what type of gifted student

Emotional Characteristics

A student who is sensitive and compassionate, deep emotions and strong reactions, sometimes with perfectionist tendencies.

Gifted emotional characteristics

A student who becomes very upset with they make a small mistake because they expect their work to be perfect is an example of what type of gifted student?

Gifted social characteristics

A student who may prefer older peers or adults, can feel different or isolated from same age peers, and may demonstrate strong leadership abilities.

Gifted social characteristics

A student who finds it easier to connect with older students because they share similar interest is an example of what type of gifted student?

Gifted learning style and behaviour

A student who finishes their assigned work quickly and becomes frustrated when asked to complete more of the same activity is an example of what the of gifted student?

Boredom

When a gifted student finds regular classroom activities doesn’t provide a challenge, why type of challenge is this?

underachievement

When a gifted student performs below their potential because of lack of motivation or support, this challenge is called

Social and emotional difficulties

when a gifted student struggles to connect with same age peers or manage their emotions, this challenge is called

Hight School Dropout rates

Gifted students are disproportionately represented in what population

4 ways to support gifted students

1. DI (Differentiated Instruction)

2. Enrichment Programs

3. Emotional and Social support

Why was the Benit-Simon scale originally developed?

To identify students needing educational assistance

Specific Learning Disorder

A condition that affects how an individual acquires, processes, retains, or communicates particular types of information and skills.

4 things SLD may affect

1. reading

2. writing

3. mathematics

4. Information processing

How can we help students with SLDs make meaningful progress

with appropriate instruction and support

DSM-5 (2013)

what replaced learning disabilities with SLDs?

IQ discrepancy model

an approach that looked for a significant difference between a students IQ and their academic achievement when identifying learning disabilities

Three main types of SLDs

1. SLD in reading

2. SLD in written expression '

3. SLD in Mathematics

SLD in Reading

students may experience difficulties with word reading accuracy, reading comprehension, and reading fluency

SLD in reading

A student who understands a story when the teacher reads it aloud but struggles to understand that same story when reading independently is an example of a student who shows signs of what

SLD in written expression

students who experience difficulties with spelling accuracy, grammar and punctuation accuracy, and clarity and organization of writing

SLD in written expression

A student who can explain their ideas very well during a class discussion but produces very short written responses or struggles to organize their thoughts on paper is an example of a student who shows signs of what

SLD in Mathematics

A student who experiences difficulties with number sequence, memorization of arithmetic facts accurate or fluent calculations, mathematical reasoning

SLD in mathematics

A student who contuse to struggle with two0digit plus two-digit addition despite receiving instruction and an example of a student who who shows signs of what

The purpose of SLDs for teachers

to help teachers recognize learning needs respond effectively, and collaborate with appropriate professionals

Circumstances that need to be considered before identifying an SLD

• Student has an intellectual disability

• an IQ score below 70+5

• External factors are affecting learning

• Lack of educational opportunity

• consistency poor instruction

• second-language learning

A teacher may notice 4 possible warning signs of an SLD

1. persistent difficulty despite consistent instruction

2. song oral ideas but limited written patterns

3. repeated difficulty with number patterns

4. work quality varies depending on the test or format

5 steps for a teacher when dealing with a possible SLD

1. document observable examples

2. check work samples and progress

3. consult with the service delivery team

4. communicate respectfully with the students and family

5. follow school district policies

ADHD

According to the DSM-5-TR, a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development is defined as

two main symptom categories of ADHD

1. inattention

2. hyperactivity-impulsivity

DSM-5-TR criteria to be diagnoses with ADHD inattention

1. at least 6 out of 8 symptoms

2. symptoms persisting for at least 6 months

3. symptoms inconsistent with the individual’s developmental levels

4. negative moat on functioning

To be diagnosed with ADHD, symptoms must have started before the age of

12

To be diagnosed with ADHD, symptoms must be present in how many settings

at least 2 or more

to be diagnosed with ADHD, symptoms must interfere with

everyday life

To be diagnosed with ADHD, symptoms must not

interfere with another disorder that better explains the symptoms

The “daydreamer” facade

a student who may have ADHD inattentive, someone who is quite and not disruptive, but isn’t paying attention to what they are suppose to do. Ex, looking out the window

Instructional Disconnect

A student who may have ADHD inattentive appears to be paying attention during whole group instruction, but when starting independent work, asks a classmate what they are suppose to be doing.

processing deficits

a student who may have ADHD inattention, pauses for several seconds after being told something, and responds with “what,” because they need additional time to process what was said.

executive functioning

Refers to mental processes that help us manage and regulate our behaviour and complete tasks

defiance

a student is choosing not to follow expectations.

At the heart of gifted education is what question

If intelligence is a fixed of malleable trait

Developmentally Advanced

Exceptionally high abilities in one or several areas

Twice Exceptional

Students who are considered gifted in one or more areas, but also have disabilities, like learning disabilities

If a student is considered Twice Exceptional, what does that include?

Verbally strong, and have superior reasoning skills, but have the cognitive processing difficulties that is seen in students with LDs.

Some students who may be considered gifted that go unnoticed

Students from diverse cultural groups, those living with incomes instability, those with disabilities , and high achieving girls

Metacognition

Knowledge and the monitoring of our own thinking.

Students with Cognitive gifts differ from their classmates on 4 key ways

1. The rate they learn new knowledge and skills

2. Depth of their comprehension

3. the range of their interests

4. enhances metacognition/ability to decide when and where to use their knowledge and skills

How to differentiate learning for gifted learners

Look for curriculum ares where students aren’t challenged and consider how to fix that, RTI, and enabling students to pursue their interests

Authentic Problem Solving

Students apply their knowledge and skills to problems that are significant to their own lives.

Independent Studies

Students pursue an area of personal interest or investigate a topic from the curriculum on their own.

Telescoping

Taking advantage of the overlap in curricula of adjacent grades, students do two curricula in a year.

Compacting

After discerning what students already know of the unit, the teacher provides assignments involving the mastery of unfamiliar material and then provides enrichment activities

Ability Group

Students work with their intellectual peers on a regular, part-time basis in the classroom or outside the classroom, providing social and emotional support, as well as intellectual stimulation

Mentor Programs

Students apply their knowledge and skills in a hands-on, real-life setting under the supervision of an adult in the community. Example

Open Ended Assignments

Students are given options for completing an assignment and deciding how far to take their learning.

Tiered Assignments

Teacher prepares a range of distinct assignments, from simple to complex, focusing on key learning outcomes. Students may be assigned particular activities, or the teacher may select one activity to be completed by everyone, and vary the level of other activities depending on differentiation of content, process, or product.

Acceleration

Refers to placing students based on readiness and potential to succeed instead of chronological age

Learning Disabilities

Having dysfunctions in cognitive processing or executive function.

Dyslexia

LD in reading

Dyscalculia

LD in Math

Dysgraphia

LD in written expression