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CHAPTER 4 ABILITIES AND DISABILITIES

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Title: CHAPTER 4 ABILITIES AND DISABILITIES


1
CHAPTER 4 ABILITIES AND DISABILITIES
  • EXCEPTIONAL STUDENTS

2
LANGUAGE AND LABELLING
  • Exceptionality Students who have high abilities
    in particular areas or disabilities that impact
    learning
  • Labelling Pros and Cons
  • Does NOT tell which methods of teaching/strategies
    to use
  • Does Not identify the specific concerns of the
    individual
  • Can become self fulfilling prophecies.

3
School District 061 6 Year - Graduation Rates
  • 2001/02 2002/03 2003/04
    2004/05 2005/06
  • All Students 73 7 3
    73 79 73
  • Female 74 76
    77 81 76
  • Male 71 70
    70 74
    71
  • Aboriginal 33 34
    35 37 36
  • ESL 63 71
    75 82
    79
  • French Immersion 91 87
    90 78 85
  • Special Education Performance Reporting Groups
  • Sensory Disabilities 78 93
    62 55 54
  • Learning Disabilities 40 45
    56 70 66
  • Behaviour Disabilities 10 11
    15 1 3 20
  • Gifted 100 100
    100 100 100
    Refer to the Glossary
    for details.

4
MINISTRY OF EDUCATION B.C. Definition of Special
Education Student
  • Category A -Physically Dependent
  • Category B - Deaf/Blind
  • Category C Moderate to Severe/ Profound
    Intellectual Disability
  • Category D Physical Disability/Chronic Health
    Impairment
  • Category E Visual Impairment
  • Category F Deaf or Hard of Hearing

5
SPECIAL EDUCATION CATEGORIES CONTINUED
  • Category G Autism
  • Category H Intensive Behavior
    Intervention/Serious Mental Disorder
  • Category K Mild Intellectual Disability
  • Category P Gifted
  • Category Q- Learning Disability (Formerly J)
  • Category R Moderate Behavior Support/Mental
    Illness (Formerly M and N)

6
TOTAL ENROLMENT
  • 02/03 04/05 06/07
  • Victoria 22,056 21, 388 20,587
  • Saanich 9,664 9,367 8,425
  • Sooke 9, 385 9,325 9,026

7
ENROLMENT - Saanich
  • Grade 9 10 11 12
  • 01/02 881 850 1,102 1082
  • 02/03 831 991 989 1235
  • 03/04 887 958 1243 984
  • 04/05 866 998 1216 1103
  • 06/07 797 885 1081 941

8
School District 61 Victoria
  • Grade 9 10 11 12
  • 02/03 1,820 1894 2415 2187
  • 03/04 1767 1864 2521 1862
  • 04/05 1765 1765 2647 1839
  • 05/06 1820 1843 1855 1940
  • 06/07 1680 1900 1988 1718

9
Special Education in School District 61
  • Number of Students 2002/03 2003/04
    2004/05 2005/06 2006/07
  • Total 2,361 2,325
    2,357 2,489 2,425
  • A - Physically Dependent 36
    33 30 28 28
  • B - Deafblind 1
    2 3 3
    3
  • C - Moderate to Profound
  • Intellectual Disability 105
    102 108 113
    107
  • D - Physically Disability/
  • Chronic Health Impairment 193 208
    202 216 102
  • E - Visual Impairment 18
    19 18 16
    15
  • F - Deaf or Hard of Hearing 47 47
    47 46
    37
  • G - Autism Spectrum Disorder 57 60
    61 81
    201
  • H - Intensive Behaviour Interventions/Serious
  • Mental Illness
  • K - Mild Intellectual Disability 101 88
    92 88
    90
  • P Gifted 535
    475 436 484
    488
  • Q - Learning Disability 740 727
    716 694 748
  • R - Moderate Behaviour
  • Support/Mental Illness 164 224
    282 347 298

10
TERMINOLOGY
  • Disability Inability to do something specific,
    such as walk or see
  • Handicap Disadvantage in a particular situation
  • Stephen Hawking Lou Gehrigs disease confined
    to a wheel chair, cannot speak or walk.. Is a
    disability but did not prevent him for his career
    as a Theoretical Physicist

11
INTELLIGENCE
  • Ability or abilities to acquire and use knowledge
    to solve problems and adapt to the world.
  • DEFINITIONS vary a great deal
  • - One basic ability that affects performance on
    all cognitively oriented Tasks - G - Spearman

12
Intelligence
  • Cattell and Horn Fluid and Crystallized
  • Fluid mental efficiency that is culture free,
    non-verbal and is biologically based
  • Crystallized Ability to apply culturally
    relevant/approved problem solving skills
    Knowledge, vocabulary , facts.

13
GARDNER MULTIPLE INTELLIGENCES
  • Logical Mathematical
  • Linguistic (Verbal)
  • Musical
  • Spatial
  • Bodily Kinesthetic
  • Interpersonal (Understanding others)
  • Intra personal (Understanding self)
  • Naturalist (Observing and Understanding nature)

14
Gardner
  • Intelligence is the ability to solve problems and
    create products or outcomes that are valued by a
    culture.
  • CRITICS -Just talents, not mutually exclusive.
    Logical /Mathematical and Spatial highly
    correlated
  • Importance encourages teachers/coaches to think
    outside the box

15
How is Intelligence Measured
  • Alfred Binet - 1904 Public education system in
    Paris. How do we identify children who need extra
    help.
  • Concept of IQ Intelligence Quotient
  • IQ Mental Age/Chronological Age was developed
    at Stanford University when Binets IQ was
    brought to North America

16
What does IQ mean
  • Average IQ -100.. 50 of a randomly selected
    population will score above 100 and 50 below
  • 68 of the population 85 - 115
  • NATURE VERSES NUTURE Is Intelligence primarily
    influenced by genetics or is the environment the
    dominant
  • Great deal of controversy -Arthur Jensen ,
    prominent Psychologist in US found that
  • Orientals score higher than Caucasians and
    Caucasians score higher than Blacks on IQ tests

17
Nature vs Nurture
  • Probable answer is that genetics provides the
    upper and lower limits of Intelligence and
    environment determines how much of your potential
    you actually obtain.

18
ABILITY DIFFERENCES AND TEACHING
  • Tracking or Between class ability grouping
    assignment of students to classes based on
    ability.
  • High school Matriculation vs non matriculation
    subjects.
  • Appears to benefit higher functioning students.
  • INCLUSION PHILOSOPHY All students should be
    taught in the regular classroom

19
Between-class Ability
  • Mixed ability groups in one class Suggestions
  • Offer honour activities or pullout challenge
    activities
  • Require all student to take the same core classes
    and then allow self selection after core is
    completed
  • Provide tutoring before and after school
  • Reduced class loads , opportunity to take courses
    in the summer to improve grades

20
Non graded elementary
  • Students of several ages are together in one
    class, but are flexibly grouped within the class
    for instruction based on motivation, achievement
    or interest
  • Victoria school district - No grades assigned K
    8. Comments, strengths and weaknesses, progress
    outlined in report cards

21
WITHIN CLASS ABILITY GROUPING
  • Students are grouped according to ability in one
    class. Attempt to accommodate individual
    differences
  • Cognitive styles -
  • Field dependent tend to perceive the whole,
    difficulty picking out important small details .
    Work well in groups Literature and History

22
Cognitive styles
  • Field independent separate parts of a pattern
    are analyzed and perceived as wholes. do well
    in science and math. Less socially skilled
  • Relevance -Some students need more direction and
    structure when it comes to solving problems, i.e.
    in math if a field Independent person.

23
COGNITIVE STYLES
  • Impulsive quickly respond but often
    inaccurately
  • Reflective works slower but fewer errors.
  • Learning preferences preferred ways of learning
    and studying, such as visual vs auditory ,
    working in groups rather than alone, learning in
    a less structured rather than more structured
    environment.
  • Lots of controversy Lazy students , poor
    students may choose the easiest route or not know
    how to study require much more direction from the
    teacher.

24
CREATIVITY , GIFTEDNESS AND TALENT
  • Creativity - imaginative, original thinking or
    problem solving.
  • Domain relevant skills talents, competencies
    that are valuable for working in their given
    domain Michelangelos stone carving probably
    developed while he was living with a family of
    stonecutters as a child

25
Creativity
  • 2. Creativity- relevant processes work habits
    and personality traits
  • 3. Intrinsic motivation curiosity/interest in
    the subject is the primary motivation
  • Divergent thinking ability to propose many
    different ideas or answers to a problem
  • Convergent ability to come up with the right
    answer

26
GIFTEDNESS
  • Terman longitudinal research Walked earlier,
    stronger , more emotionally stable . Lower rates
    of delinquency, emotional difficulty , rates of
    divorce and substance
  • ISSUES Gifted adolescent girls greater self
    esteem problems., more depressed, isolation and
    ridicule from peers.
  • Children more goal directed, focused and maybe
    resistant to direction from parents and teachers.

27
GIFTED
  • Gifted girls more likely to hide their abilities
  • IQ tests, Portfolios, Performances.
  • Skipping grades and Giftedness no long term
    negative effects. Adjust socially and benefit
    from not being held back.

28
Recommendations from gifted kids Vancouver
University Hill Secondary School
  • Let me work ahead and at higher levels
  • Let us work with older kids
  • Give us independent programs
  • Provide additional challenge in our talent areas
  • Use Humor
  • Use more videos, films , Technology

29
INDIVIDUALIZED EDUCATION PROGRAM
  • Every student with exceptional learning needs
    must have an educational program tailored to
    their unique needs. The IEP is written by a team
    that includes the students teacher(s), qualified
    school psychologist or special education
    supervisor, parent/guardian and where possible
    the student.

30
IEP
  • Should be reviewed annually and address the
    following
  • Goals for the year and short term measurable
    objectives leading to these goals
  • List of specific services to be provided to the
    student and details of when those services will
    be initiated
  • A description of how fully the student will
    participate in the general education program
  • Students present level of functioning
  • A schedule telling how the students progress will
    be measured
  • A statement of needed transitional services to
    move the student toward further education and or
    work

31
HIGH INCIDENCE DISABILITIES
  • Individual Education Plan (IEP) mandatory with
    all exceptional learners in B.C.
  • Learning Disabilities Problems with acquisition
    and use of language. Reading, writing, reasoning
    or math may be impacted

32
L. D.
  • Affect the acquisition , organization, retention
    and understanding or use of verbal and non verbal
    information in individuals of otherwise average
    intelligence.
  • Learning disabilities vary in terms of degree of
    severity.

33
Learning Disabilities Continued
  • Not all students with LDs are alike. Specific
    difficulties in one or more academic areas poor
    concentration, coordination, hyperactivity,
    impulsivity, problems organizing and interpreting
    visual and auditory information disorders of
    thinking, memory, speech and hearing.
    Difficulties interpersonally and in keeping
    friends.

34
Learning Disabilities
  • Most common LDs problems with reading.
    Phonemic weakness- sense that words are composed
    of separate sounds and these sounds can be
    combined to say and spell words
  • Math computation and problem solving
  • LD kids writing is illegible.

35
Teaching LD Children
  • Controversial no universal agreement on
    teaching strategies
  • Emphasize study skills and methods of processing
    information. Slower pace, more individualized
    instruction.
  • Proper diagnosis essential

36
ATTENTION DISORDERS AND HYPERACTIVITY
  • Hyperactivity behavior disorder marked by
    atypical, excessive restlessness and
    inattentiveness.
  • Directing and maintaining attention is
    problematic
  • ADHD Attention Deficit Hyperactivity Disorder
    Disruptive behavior disorder marked by
    overactivity, excessive difficulty sustaining
    attention and impulsiveness
  • Treatment of Choice Psychostimulants Ritalin
    and Dexedrine (Speed)

37
TEACHING STUDENTS WITH ADHD
  • Focus on strengths
  • Encourage and reinforce positive behaviors.
  • Work with the students aide

38
COMMUNICATION DISORDERS
  • Speech Impairments a student who cannot produce
    sounds effectively.
  • 5 8 of school aged population University of
    Lethbridge research.
  • Articulation disorders pronunciation
    difficulties. Must take into account
    developmental age and dialect.
  • Stuttering 3 4 years of age. 50 disappear
    during adolescence. Early intervention is
    critical
  • Voicing problems speaking with inappropriate
    pitch, loudness or quality.

39
DEVELOPMENTAL DISABILITIES
  • Significantly below average intellectual and
    adaptive social behavior before the age of 18.
  • Diagnosis IQ below 75 AND impairment in
    adaptive behavior, problems with independent
    living and social interaction

40
Developmental Disabilities
  • Mentally handicapped, mental retardation
    (American).
  • Various degrees of support required depending on
    the level and severity of the disability.
  • Individual transition plan as a part of an IEP.
    Designed to assist the student in making the
    adjustment from one critical juncture to another
    Pre school to elementary , middle to high
    school , and post high school to work,
    independent living, supportive living etc.

41
LOW INCIDENCE DISABILITIES
  • Severe developmental disabilities, autism, and
    Sensory Impairments.
  • Physical disabilities and chronic health
    problems. Allergies, HIV/AIDS, Cystic Fibrosis,
    Cerebral Palsy, Seizure disorders etc.

42
LOW INCIDENCE
  • Cerebral Palsy Neurological damage prior to or
    during birth resulting in the person having
    difficulty controlling movement and coordination.
    May also have hearing impairments, speech
    problems and mild developmental disabilities

43
Low incidence
  • Seizure disorders Including Epilepsy. Due to
    abnormal neurochemical actions in the brain.
  • High fever, and infections may also cause
    seizures.
  • Generalized seizures once called Grand Mal .
    Uncontrolled jerking movements two to five
    minutes, possible loss of bowel control followed
    by a deep sleep or coma. Confusion and dizziness
    likely when students wake up.
  • Medications -Tegretol, Cogentin.

44
Low Incidence
  • Deaf and hard of hearing (deaf community) vs
    hearing impaired.
  • Sign language/finger spelling manual method of
    communicating perform better academically as
    compared to lip reading.

45
Low Incidence
  • Low Vision and Blindness
  • Low Vision Vision limited to close objects. A
    person with 20/70 vision can see at six meters
    what a normal sighted person can see at 21.3
    meters.
  • 20/200 considered legally and educationally blind
    . Must use hearing and touch as their primary
    learning channels.
  • Special equipment in the classroom Large print
    typewriters, software that converts printed
    material into speech or Braille, variable speed
    tape recorders .Quality of printed material very
    important.
  • Special education technology (SET-BC) -resource
    materials for teachers and parents

46
EXCEPTIONAL CHILDREN AND INCLUSION
  • Education a provincial responsibility and
    therefore each province has its own school act.
  • INCLUSION POLICY- Practice of integrating
    exceptional children into regular classroom.
    Emphasis on participation and not just placement.
  • BC. Equitable access to learning by all students
    and the opportunity for all students to pursue
    their goals in all aspects of their education.
  • Integration policy , Ministry of Education BC
    integration of exceptional students into regular
    classroom is only one way to achieve inclusion

47
INCLUSION
  • Inclusion can also be attained by having the
    student spend time with a teacher aide outside
    the regular classroom for some part of the day
  • Emphasis is on meeting the educational needs of
    the student in the most effective manner.

48
Canadian Charter of Rights and Freedoms
  • Section 15.1 Every individual is equal before
    and under the law and has the right to equal
    protection and equal benefit of the law without
    discrimination and in particular without
    discrimination based on race, ethnic origin,
    colour, religion, sex , age or mental or physical
    disability.

49
EFFECTIVE TEACHING IN AN INCLUSIVE CLASSROOM
  • You have to be aware of the specific
    exceptionality of the students in your classroom.
    Consult with colleagues and the students
    assistant/aide about their current situation

50
Teaching in an inclusive classroom
  • Use time efficiently by having smooth management
    routines, and careful planning
  • Ask questions at the right level of difficulty
  • Give supportive feedback to the students
  • Create heterogeneous groups of students for small
    group activities
  • Make sure your language and behavior with
    exceptional learners is appropriate
  • Try to keep activities and schedules similar for
    all students.

51
CHARACTERISTICS TEACHING IN AN INCLUSIVE
CLASROOM
  • Organized Know what you want to do
  • Efficient Make good use of your time
  • Flexible
  • Respectful of diverse student needs
  • Familiar with cultural/ethnic and socio economic
    backgrounds of all students
  • Treat all students as individuals
  • Recognition that some students will likely have a
    Learning Disability working at a level
    significantly below grade level or may have
    Gifted student who will need extra work/special
    projects

52
RESOURCE ROOM
  • Specialized materials and teaching staff. More
    individual attention for the student. Special ed.
    Teachers greater degree of expertise in working
    with particular exceptionalities.
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