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Educational Psychology > Chapter 6 > Flashcards

Chapter 6 Flashcards

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1
Q

Learning Disabilities

A
  • 4.8% of all children in public schools.
  • A child with a learning disability has difficulty in learning that involves understanding or using spoken or written language.
  • Can appear in listening, thinking, reading, writing, and spelling.
  • The most common academic areas in which children with a learning disability have problems are reading, writing, and math.
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2
Q

Dyslexia

A
  • A severe impairment in the ability to READ and spell.
  • Trouble with reading, phonological skills, and comprehension.
  • 80% of those with a learning disability
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3
Q

Dysgraphia

A
  • A learning disability that involves difficulty in handwriting.
  • Writing may be slow, virtually illegible, and have numerous spelling errors.
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4
Q

Dyscalculia

A
  • This learning disability involves difficulty in MATH computation.
  • occurs in 2-6% of those with a learning disability.
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5
Q

Amethyst School

A
  • An intervention strategy.
  • Short-term residential elementary and secondary school for pupils with severe learning disabilities in reading.
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6
Q

ADHD

A

A disability in which children consistently show one or more of the following characteristics over a period of time:

  • Inattention
  • Hyperactivity
  • Impulsivity
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7
Q

Inattention

A
  • Is easily distracted.
  • Has trouble following directions and finishing tasks.
  • Displays organizational problems.
  • Experiences difficulty listening while others are speaking.
  • Forgets about daily activities.
  • Often loses things.
  • Has a tendency to day dreams.
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8
Q

Hyperactivity

A
  • Squirms or fidgets when sitting.
  • Hard to stay seated.
  • Has trouble playing quietly.
  • Is restless (always on the move).
  • Talks excessively.
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9
Q

Impulsivity

A
  • Experiences difficulty waiting for their turn.
  • Has trouble waiting until a question is finished before answering.
  • Often interrupts others.
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10
Q

ADHD Types

A
  • ADHD predominantly Inattentive
  • ADHD predominantly Hyperactivity/Impulsivity
  • ADHD Combined:
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11
Q

ADHD Predominantly Inattentive

A
  • Makes careless mistakes.
  • Has difficulty sustaining attention.
  • Struggles to follow directions.
  • Avoids constant mental effort.
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12
Q

ADHD predominantly Hyperactivity/Impulsivity

A
  • Fidgets, runs or climbs excessively.
  • Has difficulty writing.
  • Disturbs others.
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13
Q

ADHD Combined

A
  • Meets criterial for BOTH inattentive and hyperactivity/impulsivity ADHD.
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14
Q

Intellectual Disability (ID)

A

A condition with an onset before age 18 that involves inadequate intellectual functioning (low intelligence).

  • Usually have an IQ below 70.

Difficulty adapting to everyday life.

Classified as mild, moderate, sever, or profound.

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15
Q

Mild Intellectual Disability

A
  • IQ range of 55-70
  • 89% of children with intellectual disabilities.
  • Educated in the classroom.
  • By late adolescence, individuals can be expected to develop academic skills at approximately the 6th grade level.
  • In adulthood, many can hold jobs and live on their own with minimum support.
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16
Q

Moderate Intellectual Disability

A
  • IQ range of 40-54
  • 6% of children with intellectual disabilities
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17
Q

Severe Intellectual Disability

A
  • IQ range of 25-39
  • 4% of children with intellectual disabilities.
  • More likely to show signs of other neurological complications.
  • Require more support.
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18
Q

Profound Intellectual Disability

A
  • IQ range below 25.
  • 1% of children with intellectual disabilities.
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19
Q

Intermittent Support

A
  • Supports are provided “as needed”.
  • Individuals may need episodic or short-term support during life-span transitions.
  • Supports may be low-intensity or high-intensity when provided.
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20
Q

Limited Support

A
  • Supports are intense and relatively consistent over time.
  • Time-limited but not intermittent.
  • Supports will be needed for adaptation to the changes involved in the school-to-adult period of life.
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21
Q

Extensive Support

A
  • Supports are characterized by regular involvement (ex. daily), in at least some setting (ex. home or work) and are not time limited.
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22
Q

Pervasive Support

A
  • Supports are constant, very intense, and are provided across settings.
  • They may be of a life-sustaining nature.
  • Typically involves more staff members and intrusiveness than the other support categories.
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23
Q

Determinants of Intellectual Disability

A
  • Genetic factors
  • Brain damage
  • Environmental factors
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24
Q

Down Syndrome

A
  • A genetically transmitted form of intellectual disability due to an extra (47th) chromosome.
  • Appears in 1 in every 700.
  • Can fall into mild to severe categories of intellectual disabilities.
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25
Q

Physical Disorders

A

Disorders that usually require special education related services.

  • Orthopaedic Impairments
  • Seizure Disorders
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26
Q

Orthopaedic Impairments

A

Restricted or lack of control of movements caused by muscle, bone, or joint problems.

  • Cerebral Palsy
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27
Q

Cerebral Palsy

A
  • A disorder that involves a lack of muscle coordination, shaking, or unclear speech.
  • Caused by a lack of oxygen at birth.
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28
Q

Epilepsy

A
  • The most common seizure disorder.
  • A neurological disorder characterized by recurring sensorimotor attacks or movement convulsions.
  • Show normal behaviour when not having seizures and overall functions well.
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29
Q

Sensory Disorders

A

Visual and hearing impairments.

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30
Q

Visual Impairments

A
  • About 1 in every 1,000 students are visually impaired.
  • Either have low vision or are educationally blind.
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31
Q

Low Vision

A
  • Have a visual acuity between 20/70 and 20/200 with corrective lenses.
  • Can read large print books.
32
Q

Hearing Impairments

A

Children who are born deaf or experience significant hearing loss early on do NOT develop normal speech and language.

Two categories of educational approaches to help students with hearing impairments…

  • Oral Approaches
  • Manual Approaches
32
Q

Educationally Blind

A
  • Cannot use their vision in learning and must rely on their hearing and touch.
  • 1 in every 3,000 children.
  • Have normal intelligence and function very well academically with appropriate supports and learning aids.
33
Q

Oral Approaches

A

Reliance on visual cues

  • Lip reading and speech reading.

Also relies on whatever hearing the student has.

34
Q

Manual Approaches

A

Involves sign language and fingerspelling.

35
Q

Speech Disorders

A

Three Types:

  • Articulation Disorders
  • Voice Disorder
  • Fluency Disorders
36
Q

Articulation Disorders

A
  • Problems in pronouncing words/sounds correctly.
  • A child’s articulation should be error-free by age 8.
37
Q

Voice Disorders

A
  • Disorders producing speech that is hoarse, harsh, too loud, too high-pitched, or too low-pitched.
  • May occur in children who have a cleft lip.
38
Q

Stuttering

A
  • A fluency disorder.
  • Stuttering occurs when a child’s speech has a spasmodic hesitation, prolongation, or repetition.
39
Q

Language Disorders

A

Significant impairments in a child’s receptive or expressive language.

  • Receptive Language
  • Expressive Language
40
Q

Receptive Language

A
  • The reception and understanding of language.
41
Q

Expressive Language

A
  • The ability to use language to express one’s thoughts and communicate with others.
42
Q

Specific Learning Impairments (SLI)

A
  • Involves problems in language development that are not accompanied by other obvious physical, sensory, or emotional problems.
  • In some cases, the disorder is called developmental language disorder.
  • Have problems understanding and using words in sentences.
  • Early identification is very important.
43
Q

Autism Spectrum Disorder (ASD)

A
  • This disorder is characterized by persistent impairment in reciprocal social communication and social interaction, as well as restricted, repetitive patterns of behaviour, interests, or activities.
  • These symptoms limit or impair everyday functioning and are present from early childhood.
44
Q

Autistic Disorder

A
  • It used to be described as a severe developmental disorder that had its onset during the first three years of life.
  • Deficiencies in social relationships.
  • Problems with verbal and nonverbal communication.
  • Restricted, repetitive, and stereotyped.
  • Showed 5x more in boys.
  • Intelligence be average or high, or one may have an intellectual disability.
45
Q

Asperger Syndrome

A
  • It used to be described as a relatively mild disorder.
  • Child has relatively good verbal language skills and milder non-verbal language problems.
  • Restricted range of interests and relationships.
  • Often engaged in repetitive routines.
46
Q

Emotional Behavioural Disorder

A
  • Serious, persistent problems that involve relationships, aggression, depression, fears associated with personal or school matters, and other inappropriate socio-emotional characteristics.
47
Q

Outward Emotional Problems

A

Includes disruptive, aggressive, defiant, or dangerous behaviours.

48
Q

Inward Emotional Problems

A

Includes depression, anxiety, and fears.

49
Q

Opposition Defiant Disorders (ODD)

A
  • Is a type of behavioural disorder.
  • Mostly diagnosed in childhood.
  • Children with ODD show a pattern of uncooperative, defiant, and hostile behaviour towards others.
  • They are more troubling to others than they are to themselves.
  • ODD can be mild, moderate, or severe.
50
Q

Mild Opposition Defiant Disorder (ODD)

A

The symptoms occur only in 1 setting.

  • ex. home OR school
51
Q

Moderate Opposition Defiant Disorder (ODD)

A

The symptoms are seen in at least 2 settings.

  • ex. home AND school
52
Q

Severe Opposition Defiant Disorder (ODD)

A

The symptoms occur in 3 or more settings.

  • ex. at home or school, with peers, or in public
53
Q

Depression

A

Symptoms include…

  • Feelings of worthlessness and hopelessness.
  • Behaving lethargically for a prolonged period.
  • Having a poor appetite.
  • Not being able to sleep.

More likely in adolescence than childhood.

Higher in girls.

Found in 1 in 5 adolescents with mental illness.

54
Q

Anxiety

A
  • Involves a vague, highly unpleasant feeling of fear and apprehension.
55
Q

Panic Attacks

A
  • Tend to come on quickly, often without warning,
  • Are very intense.
  • Last only a few minutes.
56
Q

Anxiety Attacks

A

Often occur in anticipation of something that causes extreme worry or is perceived as a danger.

  • ex. during an elevator ride.
57
Q

Law 94-142

A

The Education for All Handicapped Children Act (1975)

  • Which required that all students with disabilities be given a free, appropriate public education.
  • Provided the funding to help implement this education.
58
Q

Individuals with Disabilities Education Act (IDEA) — 1990

A

This act spells out broad mandates for services to all children with disabilities.
Includes…
- Evaluation and determination of eligibility.

  • Appropriate education.
  • Individualized Education Plan (IEP)
  • Education in the Least Restrictive Environment (LRE)
59
Q

Individualized Education Plan (IEP)

A

A written statement that spells out a program specifically tailored for the student with a disability.

Should be…

  • Related to the child’s learning capacity.
  • Specially constructed to meet the child’s individual needs.
  • Designed to produce educational benefits.
60
Q

Positive Behavioural Support

A
  • Focuses on being culturally appropriate.
  • Change made to IEP in 1997.
61
Q

Functional Behavioural Assessment

A
  • Involves determining the consequences, antecedents, and setting events.
  • Understanding the context is important.
  • Change made to IEP in 1997.
62
Q

No Child Left Behind (NCLB)

A
  • 2004
  • Designed to improve the educational achievement of ALL students.
63
Q

Education in the Least Restrictive Environment (LRE)

A
  • A setting that is as similar as possible to the one in which children who do not have a disability are educated.
  • Inclusion
  • Collaborative Teaming
64
Q

Inclusion

A

Educating children with special education needs full-time in the regular classroom.

65
Q

Collaborative Teaming

A
  • People with diverse expertise interact to provide services for children.
  • Often results in gains for children, as well as improved skills and attitudes for teachers.
66
Q

Instrumental Technology

A

Includes various types of hardware and software combined with innovative teaching methods, to accommodate students’ learning needs in the classroom.

  • ex. software, websites, and apps for mobile devices.
67
Q

Assistive Technology

A

Consists of various services and devices designed to help students with disabilities function within their environment.

  • ex. communication aids, alternative computer keyboards, and adaptive switches.
68
Q

Children Who are Gifted

A

Children with above-average intelligence (usually defined as an IQ of 130 or higher) and/or superior talent in some domain such as art, music, or mathematics.

69
Q

The Five Areas of Giftedness

A
  • Intellectual
  • Academic
  • Creative
  • Visual + Performing Arts
  • Leadership
70
Q

Characteristic of Children Who are Gifted

A

Precocity:

  • Children who are gifted are precocious when given the opportunity to use their gift or talent.

Marching to Their Own Drummer:

  • Gifted children learn in a qualitatively different way than non gifted children.

A Passion to Master:

  • They frequently have a high degree of internal motivation.

One’s information processing skills is another area where a gifted child excels (learn faster, better at reasoning).

71
Q

Pullout Classes

A

The special classes during the regular school day.

72
Q

Double Promotion

A
  • Grade skipping.
73
Q

Telescoping

A
  • Completing two grades in one year.
74
Q

Curriculum Compacting

A

A variation of acceleration.
In which teachers skip over aspects of the curriculum that they believe gifted children do not need.

75
Q
A

Educational Psychology (7 decks)

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