cpe103 Flashcards
are students with higher abilities than average and are often referred to
gifted students
refers to students with extraordinary abilities in various areas
giftedness
ocuses on students with extraordinary abilities in a specific area.
talented students
these are the common manifestations of gifted and talented learners
- High level of intellectual curiosity
- Reads actively
- High degree of task commitment
- Keep power observation
- High verbal
- Gets bored easily.
- Can retain and recall information.
- Excited about learning new concepts.
- Independence in learning
- Good comprehension of complex context.
- Strong, well-developed imagination.
- Looks for new ways to do things
- Often gives uncommon responses to common questions
These are some suggested strategies for teaching gifted students:
- Teachers me give enrichment exercises that will allow learners to study the same topic at the more advanced level.
- Acceleration can let students who are gifted and talented can move at their own pace thus resulting a timers two in completing two grade levels in one school year.
- Open ended activities with no right or wrong answers can be provided emphasizing on divergent thinking wherein there are more possibilities than predetermined answers.
- Leadership roles can be given gifted students are often social immature gifted students are often socially immature
- Extensive reading on subjects of their own interest may be coordinated with the school librarian to further broaden their knowledge.
- Long term activities may be provided that will give the gifted students an opportunity to be engage for an extended period of time.
Students in the classroom will exhibit different levels of clarity of eyesight or
Visual acuity. There may be some students with hampered or restricted vision.
LEARNERS WITH DIFFICULTY SEEING
IDEA means?
Individuals with Disabilities Education Act
other term for LEARNERS WITH DIFFICULTY SEEING according to IDEA
impairment in vision
This refers to students with an issue regarding hearing that interferes with academics.
LEARNERS WITH DIFFICULTY HEARING
other term for LEARNERS WITH DIFFICULTY HEARING according to IDEA
impairment in hearing
considered when hearing loss is above 90 decibels
Deafness
A hearing loss below 90 decibels is called
hearing impairment.
The most common is the use of hearing aids. Combined with lip-reading. These students are referred to as ?
“oral”
they can communicate thru speech as opposed to sign language
“oral”
Some learners are observed to have difficulty communicating, either verbally expressing their ideas and needs and/or in understanding what others are saying.
LEARNERS WITH DIFFICULTY COMMUNICATING
is the interactive exchange of information, ideas, feeling, needs, and desires between and among people.
IT is also use to serve several functions, particularly to narrate, explain, inform, request, and express feelings and opinions.
Communication
is basically defined as the expression of language with sounds and oral production.
Speech
is used for communication, it is a formalized code used by a group of people to communicate with one another.
Language
5 Components of language
- Phonology
- Morphology
- Syntax
Semantics
Pragmatics
refers to the sound system of a language.
- Phonology
being referred as the smallest unit of language that has meaning and which are used to combine words.
- Morphology
pertaining to the system of rules governing the meaningful arrangement of words, which also include grammar rules.
- Syntax
refers to the meanings associated with words and combination of words in a language.
Semantics
revolves around the social use of language, knowing what, when, and how to communicate and use language in specific context.
Pragmatics
the smallest unit of sound within a language.
phoneme
Sounds, syllables, or whole words are example of
morphemes
are communication disorders such as shuttering, impaired articulation, and language or voice impairment. Such disorders are significant enough that they can adversely affect a student’s academic performance.
Speech Impairments
4 Types of speech impairments
Articulation disorder
Phonological disorder
Fluency disorder
Voice disorder
A child is unable to produce a given sound physically. Severe articulation disorder may render a child’s speech unintelligible.
“I want a blue lollipop.”
“I want a boo owipop.”
Articulation disorder
A child produces multiple patterns of sound errors with obvious impairment of intelligibility.
“That pie is good”
“Cat bye is tood”
Phonological disorder
Difficulties with the rhythm and timing of speech. Stuttering is an example marked by rapid-fire repetitions of consonant or vowel sounds especially at the beginning of words, prolongations, hesitations, interjections, and complete verbal blocks
“I want a… banana.”
(blocks)
Prolongations
“I waaaant a bbbanana.”
Fluency disorder
Problems with the quality or use of one’s voice resulting from disorders of the larynx. Voice maybe excessively hoarse, breathy, or too high pitched.
Phonation disorder
(breathiness, hoarseness)
Voice disorder
are characterized by persistent difficulties in acquiring use of language that results from deficits in comprehension that includes reduced vocabulary, limited sentence structure, and impairments in discourse, that limit a child’s functioning
Language Disorders
interferes with the production language. A child may have very limited vocabulary that impacts communications skills or misuses words and phrases in sentences.
expressive language disorder
interferes with the understanding of language. A child may have difficulty understanding spoken sentences or following the directions teacher gives.
receptive language disorder
ASD?
Autism Spectrum Disorder
is an umbrella term for related disorders that affect social development and communication
Autism Spectrum Disorder (ASD
is oftentimes one of the most common red flags observed by family members, daycare workers, and early childhood teachers.
Communication difficulty
Assessment always begins with the .case history that provides the specialist the necessary background about the child’s birth and developmental history; health record, achievement test scores, and adjustment in school.
Case history and physical examination.
is tested to determine whether an organic hearing problem is the cause of the suspected communication disorder, as discussed in the previous section.
- Hearing
A child’s articulation skills are assessed, which includes identifying speech errors
- Articulation
provide the foundation for beginning to read in young children. Children with difficulties in processing sounds in language as well as in hearing, segmenting, and identifying phonemes in words may experience problems with expressive and receptive spoken language as well as in learning how to read.
- Phonological awareness and processing
Formal tests may be used to measure a child’s overall language development and vocabulary as these affect how well a child is able to understand and use language in spontaneous speech and in academic settings.
- Overall language development and vocabulary.
Language is used to serve several functions such as to request, name, imitate, ask, and converse among others.
Assessment of language function.
are proficient in their mother tongue or first language in both expressive and receptive language tasks; on the other hand, they display difficulties in understanding and speaking the second language, such as English.
English Language Learners (ELL)
allows children to learn information, demonstrate understanding, and stay engage in multiple ways (i.e., multiple means of presentation, expression, and engagement).
Universal Design for Learning
When a child has difficulty moving and/or walking, the physical domain of development is affected. Examples of physical disability are developmental coordination disorder or dyspraxia, stereotypic movement disorder, tics and cerebral palsy.
LEARNERS WITH DIFFFICULTY MOVING/WALKING
refers to significant and persistent deficits in coordinated motor skills that are significantly below expected typical development. Difficulties are manifested as clumsiness slowness, and inaccuracy of motor skills
Developmental coordination disorder
characterized by repetitive, seemingly driven, and non-functional motor behavior (e.g., hand shaking or waving, body rocking, head banging, self-biting, hitting own body).
Stereotypic movement disorder
refer to a disorder of movement and posture that results from damage to the areas of the brain that control motor movement. This damage to the brain can occur before, during, or after birth due to an accident or injury.
Cerebral Palsy
Only one limb is affected (upper or lower)
Monoplegia
Two limbs on the same side of the body affected
Hemiplegia
Three limbs are affected
Triplegia
All four limbs, both arms and legs, are affected; movement of the trunk and face may also be impaired
Quadriplegia
Legs are affected, less severe involvement of the arms
Diplegia
Impairments primarily involves the arms, less severe involvement of the legs
Double Hemiplegia
Difficulty in tying shoelaces, buttoning, using spoon and fork and getting dressed; problems in jumping, what development stages is it?
Early Childhood
The difficulties in early childhood become more pronounced; tries to avoid sports, works on writing tasks for a longer period of time compared to typically developing peers. what development stages is it?
School-Age
skills involve the use of large muscles in the body to coordinate body movement, which includes throwing, jumping, walking, running and maintaining balance.
gross motor skills
involve the use of smaller muscles that are needed in activities like writing, cutting paper, tying shoelaces and buttoning.
fine motor skills
are known to significantly affect a child’s ability to perform daily activities, which include memory; perception and processing, planning, carrying out coordinated movements.
Motor difficulties and disabilities
also be affected as motor control is needed in articulation and production.
Speech
affects psychosocial functioning as children report to have lower levels of self-efficacy and competence in physical and social domains, experience more symptoms of being depressed and anxious, as well as display externalizing behaviors
developmental coordination disorder
what type of accommodations is this?
* Assign a peer/adult as scribe for note-taking
* Use different sizes of paper and graph paper to align numbers
* Try different writing tools and pencil grips
* Use a word processor/computer
* Use text-to-speech programs
* Allow for oral recitation/test-taking to supplement written tests
* Provide alternate assessment methods
Response
what type of accommodations is this?
* Allow for preferential seating near the teacher
* Adjust chair and/or desk height to maximize posture and stability
* Place a non-skid mat on the chair
* Provide opportunities for movement breaks
Setting
what type of accommodations is this?
* Allow for extra time to complete tests and writing assignments
* Provide extra time to change for physical education classes
Schedule
who find it difficult to remember lessons, concepts, and even instructions as well as those who find it a challenge to sustain their focus.
LEARNERS WITH DIFFICULTY REMEMBERING AND FOCUSING
Involves encoding, storage, and retrieval of information over time
Memory functions
include sustaining, shifting, dividing, and sharing attention.
attention functions
Mental resources that allow for storing information temporarily, for only approximately 30 second, after which is lost if strategies are not used to integrate them into long-term memory (e.g., remembering a 7-digit landline number for a moment to be able to write it down).
Short-term memory
