Chapter 4- Learner Differences and Learning Needs Flashcards
intelligence
ability or abilities to acquire and use knowledge for solving problems and adapting to the world
general intelligence
g, a general factor in cognitive ability that is related in varying degrees to performance on all mental tests
fluid intelligence
mental efficiency that is culture-free and non-verbal and is grounded in brain development, decreases with age
crystallized intelligence
ability to apply culturally approved problem-solving methods, increases with age
theory of multiple intelligences
Gardner’s theory, a person has eight separate abilities: linguistic, musical, spatial, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist
mental age
in intelligence testing, a score based on average abilities for that group
intelligence quotient
score comparing mental and chronological ages
flynn effect
a steady rise in IQ test scores because of better health, smaller families, increased complexity in the environment, and more and better schooling
learning disability
disorders which may affect the acquisition, organization, retention, understanding, or use of verbal or nonverbal information and affect learning; distinct from global intellectual disorders, problems with executive functioning, physiological and environmental bases, most common problem is related to relating sounds to letters that make up words
learned helplessness
the expectation, based on previous experiences involving lack of control, that all of one’s efforts will lead to failure, believe that they cannot control or improve their own learning
attention-deficit/hyperactivity disorder
a neurodevelopmental disorder characterized by pervasive and frequent patters of inattention and/or hyperactivity-impulsivity that get in the way of an individual’s daily life or typical development, problems with executive functioning
emotional and behavioural disorders
behaviours and emotions that deviate so much from the norm that they interfere with the child’s own growth and development and/or the lives of others- inappropriate behaviours, unhappiness or depression, fears and anxieties, and trouble with relationships
social and emotional learning (SEL)
refers to the development of competencies for recognizing and managing emotions, developing care and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations effectively
developmental disabilities
significantly below average intellectual and adaptive social behaviour evident before the age of 18, problems with executive functioning, affects all aspects of development and is widely used when referring to students who have significant limitations in cognitive abilities and adaptive behaviours, mild or severe
transition programming
gradual preparation of exceptional students to move from high school into further education or training, employment, or community involvement
autism and autism spectrum disorders
developmental disability significantly affecting verbal and nonverbal communication, social interaction, and imaginative creativity, generally evidence before age 3 and ranging from mild to major, characterized by restrictive and repetitive patterns of behaviour, interests, and activities, ASD emphasizes that autism includes a range of disorders, considered separate from intellectual disabilities
inclusion
the practice of integrating exceptional students into regular education classrooms; the emphasis is on participation rather than placement
canadian charter of rights and freedoms
legislation that protects the rights of all canadians, and in particular, canadians who are members of minority groups, including canadians with disabilities
least restrictive placement
the practice of placing exceptional students in the most regular education settings possible while ensuring that they are successful and receive support appropriate to their special needs
individualized education program
IEP, annually revised program for an exceptional student detailing present achievement levels, goals, and strategies, drawn up by teachers, family members, specialists, and the student, if possible
universal designs for learning
considering the needs of all users in the design of new tools, learning programs, or websites
learning preferences
preferred ways of studying and learning, such as using pictures instead of text, working with other people versus alone, learning in structured or in unstructured situations, more appropriate than learning styles
