In the previous lesson, you learned about cognitive development. In that lesson, you learned about two different theories of learning and development. Piaget believed all children went through a series of stages. This theory is universal stating that all children will pass through each stage at the given ages. Vygotsky was not a stage theorist. He believed that the environment and cultural led development. These theories discuss different perspectives of learning and development; however, we have to look at the individual differences in order to meet the needs of the diverse student population. Different people generally have different abilities, interests, and temperament, which have significant implications for teaching (Woolfolk, 2015). In this lesson, you will therefore learn about learner differences and learning needs. You will learn about intelligence and learning styles, which are terms that are often misunderstood. You will also learn about gifted and talented students and students with learning challenges. Please learn more about learner differences and learning needs by studying the readings for this lesson.
This chapter has a wealth of information concerning the definition of intelligence as well definitions and descriptions of multiple different disabilities, diagnosis, person first language as well as Individuals with Disabilities Act (1990, 1997, and 2004). I will highlight a few of the key concepts within this chapter; however, it does not diminish the importance of the entire chapter.
Gardner’s Theory of Multiple Intelligences
- There are multiple types of intelligences which can be seen in the differences of abilities and talents among people.
- He believes intelligence has a biological base
- These intelligences are not considered learning styles and do not disprove the idea of general intelligence.
Eight Intelligences
- Logical-mathematical: reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions.
- Linguistic-using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories.
- Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background.
- Spatial- think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream.
- Bodily-Kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching.
- Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts.
- Intrapersonal- understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions.
- Naturalist-abilities to recognize plants and animals to make distinctions in the natural world to understand systems and define categories.
Critics of MI
- These “intelligences” represent talents and abilities or personality traits.
- Not much empirical evidence to support this theory. No strong evidence to state that adopting this will impact learning.
- These may not be a separate as stated in this theory (not independent from each other).
Learning Preferences
- Little research to show that matching “learning styles” with teaching styles did not improve learning.
- Most research shows that learning styles are more about learning preferences.
- One that does have research support is the distinction between visual and verbal.
- Personal Preferences: Do you learn best at a certain time of day? Can you sit still for long periods of time or do you concentrate best when you can move around periodically? Do you like to eat or drink while you learn?
- Social Preferences: Do you like to work with others or alone? Do you prefer to work competitively or cooperatively? Do you prefer to work with peers or authority figures?
- Thinking Style: Do you like to learn things sequentially (with visible structure and linear order) or randomly (with multiple sources and flexible structure)? Do you prefer to deal with concrete illustrations of concepts or abstract illustrations of concepts?
IDEA: What is it?
- Individuals with Disabilities Education Act: this requires that schools plan for the transition of adolescents with disabilities into further education or employment starting at age 16. It also replaced the term handicapped children with the term children with disabilities.
- This also increased the academic expectations for children and adolescents with disabilities and to include classroom teachers as well as parents with the planning for and assessment of the learners.
- Least Restrictive Environment
- Mainstreaming
- Integration
- Individual Education Plan
- Evidenced Based Practices
Autism
Autism spectrum disorder (ASD) is a range of complex neurodevelopment disorders, characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior.
Manifestations of this disorder vary depending on the severity of the autistic condition, developmental level, and chronological age; hence, the term spectrum.
Common Signs
- No big smiles or other warm, joyful expressions by six months or thereafter
- No back-and-forth sharing of sounds, smiles or other facial expressions by nine months
- No babbling by 12 months
- No back-and-forth gestures such as pointing, showing, reaching or waving by 12 months
- No words by 16 months
- No meaningful, two-word phrases (not including imitating or repeating) by 24 months
- Any loss of speech, babbling or social skills at any age
Diagnosis
- There is no one test to diagnosis autism.
- Parents/teachers need to use knowledge of developmental milestones and instincts to determine if more screenings or recommendations for screenings should be reported.
- An expert that is medically trained to make the final diagnosis.
Attention Deficit Hyperactivity Disorder (ADHD)
A chronic condition that affects millions of children and often persists into adulthood.
Causes
- Genetics could play a large role as well as a combination of many factors and variables including environment, brain injuries, and nutrition
- Onset is around 7 and can continue through adulthood
- Some children will fit the symptoms but they may have other behavioral or emotional issues/disorders
Learning Disabilities
- Disorders that impede academic progress of people who are not mentally retarded or emotionally disturbed.
- Some districts will categorize LD as a student who falls more than two grade levels behind expectations and has an IQ in the normal range
Teaching Students with Learning Disabilities
- Emphasize Prevention
- Teach learning to learn skills
- Give frequent feedback
- Use teaching strategies that engage students actively in lessons
- Use effective classroom management methods
- Coordinate supplementary services with classroom instruction
Gifted and Talented
- Giftedness: exceptional intellectual, creativity, or talent
- IQ use to be weighed heavy on the decision if a child was gifted now the definition has changed to include students with superior abilities in a wide range of activities including the arts.
- There are many that are under-identified which include females, students with disabilities, underachievers, and students who are members of racial or ethnic minority groups.
- Typically have strong motivation.
- Learn to read early
- Excellent work in most school areas.
- High self-concepts (although they tend to be perfectionists).
Individual Education Plan
Process:
- Initial referrals are made to the principal who contact the specialists for screenings and assessment.
- Assessment and Evaluation
- Eligibility
- Meetings are scheduled within 30 days of eligibility
- IEP meeting is scheduled
- IEP meeting is held and written
- Services are provided