Educational Foundations
Chapter 9: Addressing Learners’ Individual Needs
Outline: pp. (288-323)
Becoming A Teacher
Maslow: Hierarchy of Needs (9.4, P. 297)
“People are motivated by basic needs; will seek to meet higher needs if (basic needs) are met.”
Hierarchy of Needs: Physiological Needs
1. Safety Needs
2. Belongingness and Love Needs
3. Esteem Needs
4. Need to Know and Understand
5. Aesthetic Needs
6. Self-Actualization Needs
What is the significance of Maslow’s Hierarchy of Needs for teachers/classroom instruction?
TWO STAGES OF DEVELOPMENT FOR TEENS:
Early Adolescence: 10-16 yrs. Peers/rely on others
Late Adolescence: 15-19 self-reliance/independence
What teachers can do to help children and adolescents develop: 8.5 p. 296
1. INTELLIGENCE: The ability to LEARN
History
a. 1905: Metrical Scale of Intelligence designed by French psychologists Binet and Simon. Identify children with special needs
b. 1908: scale revised by Binet
c. 1916: adapted for American children by Terman, psychologist at Stanford University (Stanford-Binet IQ Test)
d. Adapted by U.S. Army; pencil-and-paper test for recruits-who would make a “good” soldier?
e. normal range: 85-115 (67 percent of the population)
f. cultural bias: white middle-class experience
2. Multiple Intelligences (9.6 p. 301)
a. Howard Gardner, Harvard University psychologist, postulates human beings have atleast EIGHT separate forms of intelligence:
1. LINGUISTIC
2. LOGICAL MATHEMATICAL
3. MUSICAL
4. SPATIAL
5. BODILY-KINESTHETIC
6. INTERPERSONAL
7. INTRAPERSONAL
8. NATURALIST
b. EMOTIONAL INTELLIGENCE: “awareness of and ability to manage own feelings”
c. LEARNING STYLES: approaches to learning that work best for the individual, “determined by a combination of heredity and environmental factors”
3. ABILITY LEVELS
EXCEPTIONAL LEARNERS: DISABILITY
“children who require special education and related services it they are to realize their full human potential”
1. inclusion = integrated, included in regular education classroom
2. disability = loss of physical functioning or difficulty in learning and social adjustment that significantly interferes with normal growth and development
3. handicap = limitation imposed on the individual by environmental demands and related to individual’s ability to adapt or adjust to those demands
a. specific learning disabilities (50% of students in special education
programs)
-difficulties in acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical/computing skills
-must be of normal intelligence
-significant difference between their estimated intelligence and actual
classroom achievement.
-children with ADD/ADHD do NOT qualify for special education unless
they also have another documented disability
academic and behavioral characteristics of LD: (exhibit several)
· significant discrepancy between potential and achievement
· inability to problem-solve
· substantial delay in academic achievement
· lack of engagement with learning tasks
· poor language and/or cognitive development
· lack of basic reading and decoding skills
· lack of attention during lectures or class discussion
· excessive movement, hyperactivity
· impulsivity
· poor motor coordination and spatial relation skills
· poor motivation
b. speech/language impairments
c. mental retardation
d. serious emotional disturbance
e. hearing impairments
f. orthopedic impairments
g. other health impairments
h. visual impairments
i. multiple disabilities
j. deaf-blindness
k. autism/other
4. EXCEPTIONAL LEARNERS: GIFTED and TALENTED
“demonstrated a high level of attainment in intellectual ability, academic achievement, creativity, or visual/performing arts.”
· Above-average general ability
· High level of creativity
· High level of task commitment or motivation to achieve in an area
Giftedness (Joseph Renzulli):
a. “school house” = test taking, lesson learning
b. creative-productive
c. 3-5% of the total population
Traits of a teacher of the Gifted and Talented student: (p. 311)
a. be highly intelligent
b. have cultural and intellectual interests
c. strive for excellence and high achievement
d. be enthusiastic about talent
e. relate well to talented people
f. have broad general knowledge
Teaching Strategies:
a. acceleration
b. self-directed/independent study
c. individual education plan/programs
d. alternative/magnate schools
5. SPECIAL EDUCATION
“specially designed instruction that meets the unusual needs of an exceptional learner.”
History/Law
a. 1975: PL 94-142, Education for all Handicapped Children Act
“free and appropriate public education” for 3-18 yrs.
b. 1990: IDEA, Individuals with disabilities Education Act for 3-21
c. 1997: IDEA 97, Amendments to IDEA: access, student outcomes, modified eligibility requirements, IEP guidelines, public and private placements, discipline guidelines, procedural safeguards
*d. least restrictive environment: most “normal” or “regular”(9.7, P. 313)
e. IEP = individualized education plan written plan on file, containing goals, methods and services (Iowa uniform IEP form, handout)
· Must be reviewed annually (once a year) by five parties:
· Parent/guardian
· Child him/herself
· A teacher
· Evaluator
· Other person from the district/representative of the district
f. related services: supportive services required by child to benefit
from special education
· transportation
· developmental services
· corrective services
· NOT to include medical treatment by a physician
g. confidential records: parental permission required to look at
child’s records; parents may amend records
h. due process: parental permission to disagree and having a hearing
mainstreaming = inclusion of all children into regular education classrooms as is appropriate: follow least restrictive environment
i. inclusion: all students with disabilities integrated into general education classes and school life with support from educators and technologies
· full inclusion: integration of students with disabilities in the general education classrooms ALL times, regardless of the nature/severity of the disability.
j. 10% of students 3-21 yrs. are exceptional learners (meet criteria)
2. THREE Key areas that will enable you to create a truly inclusive classroom”
· collaborative consultation
· partnerships with parents
· assistive technology for special learners