Week 5 Flashcards
How is the WISC IQ test interpretated?
IQ: how well you can learn and what you know and can do
- It indicates your weak and strong skills
- Focuses on schoolbased skills
- it also focuses on acquired knowledgde and skills, so not just potential
But, the relation between IQ and school is not perfect.:
- sometimes a child can perform lower in school than his/her IQ test predicted
- Sometimes a child can perform higher in school than his/her IQ test predicted
What is giftedness?
Traditional view:
- IQ > 130
- extermely high level of knowledge, can do many things extremely well
Now:
- Sometimes IQ < 130, but they still exhibit gifted behaviors (e.g. creativity, problem-solving, talents)
- The focus has shifted from just IQ to actual gifted behavior and performance. High ability remains an essential factor, but the definition has broadened beyond just IQ scores.
Explain the myth: Gifted kids are socially immature.
- Hoogbegaafdheid betekent niet per definitie sociale achterstand
- Hoogbegaafde kinderen hebben vaak een hoog ontwikkelingsniveau op meerdere vlakken, waaronder sociaal en emotioneel. Ze kunnen zich bewust zijn van sociale dynamieken en empathie tonen op een niveau dat verder gaat dan leeftijdsgenoten. - Mogelijke sociale uitdagingen komen door mismatch, niet door onvolwassenheid
- Soms ervaren hoogbegaafde kinderen moeilijkheden in sociale interacties, maar dit komt vaak doordat hun interesses en denkpatronen afwijken van die van leeftijdsgenoten. Dit betekent echter niet dat ze sociaal onvolwassen zijn—ze hebben gewoon behoefte aan gelijkgestemden. - Hoog empathisch vermogen en rechtvaardigheidsgev0el
- Veel hoogbegaafde kinderen hebben een sterk ontwikkeld rechtvaardigheidsgevoel en een diepgaande emotionele intelligentie. Ze kunnen zich zorgen maken over wereldproblemen of diep meeleven met anderen, wat hen juist sociaal bewuster maakt. - Verschillende sociale ontwikkeling, niet per se onvolwassen
- Sommige hoogbegaafde kinderen voelen zich meer aangetrokken tot oudere kinderen of volwassenen omdat ze intellectueel op een hoger niveau functioneren. Dit kan ten onrechte worden geïnterpreteerd als sociale onvolwassenheid, terwijl het in feite een teken is van geavanceerde sociale voorkeuren.
Explain the mythe: ‘Gifted kids are all the same’.
- Hoogbegaafdheid kent verschillende vormen:
- Niet alle hoogbegaafde kinderen blinken uit in dezelfde vakken of vaardigheden. Sommige zijn academisch sterk, terwijl anderen uitblinken in creativiteit, leiderschap, sport of kunst. Hoogbegaafdheid kan zich op verschillende manieren uiten. - Individuele persoonlijkheden en leerstijlen verschillen:
- Net zoals bij andere kinderen, hebben hoogbegaafde kinderen verschillende persoonlijkheden, interesses en leerstijlen. Sommige zijn extravert en sociaal, anderen zijn introvert en observerend. Sommigen leren snel door theorie, terwijl anderen liever experimenteren. - Dubbel bijzondere (twice-exceptional) kinderen
- Sommige hoogbegaafde kinderen hebben ook leerstoornissen zoals dyslexie, ADHD of ASS (autismespectrumstoornis). Deze ‘dubbel bijzondere’ kinderen hebben unieke uitdagingen en talenten, wat aantoont dat er geen standaard ‘hoogbegaafd profiel’ bestaat. - Verschillende sociale en emotionele behoeften
Sommige hoogbegaafde kinderen hebben een sterk rechtvaardigheidsgevoel en een diepe empathie, terwijl anderen meer rationeel en analytisch zijn. Hun sociale ontwikkeling en emotionele behoeften kunnen sterk variëren. - Omgeving en opvoeding spelen een rol
De manier waarop hoogbegaafde kinderen zich ontwikkelen hangt af van opvoeding, schoolomgeving, en kansen. Een kind dat wordt gestimuleerd in zijn of haar talenten zal zich anders ontwikkelen dan een kind dat onvoldoende wordt uitgedaagd. - Vaak raken hoogbegaafde kinderen verveeld op school en missen ze uitdaging en stimulatie waardoor je soms juist slecht zullen performen of drop-out. ‘1 blaadje per keer voeden aan een olifant’
explain this mythe: ‘Gifted kids will do well at school’
- Onderstimulatie en verveling:
- Veel hoogbegaafde kinderen ervaren verveling in de klas, vooral als de lesstof te eenvoudig of te repetitief is. Zonder voldoende uitdaging kunnen ze hun motivatie verliezen en onderpresteren. - Gebrek aan passende begeleiding:
- Het schoolsysteem is vaak gericht op gemiddelde leerlingen en houdt niet altijd rekening met de leerbehoeften van hoogbegaafde kinderen. Zonder versneld leren, verrijkingsprogramma’s of differentiatie kunnen ze zich niet volledig ontwikkelen. - Niet alle hoogbegaafde kinderen hebben dezelfde leerstijl:
- Sommige hoogbegaafde kinderen leren op een andere manier dan het traditionele schoolsysteem voorschrijft. Ze kunnen bijvoorbeeld:
—- Diepgaand leren en verbanden willen leggen, terwijl school vaak gericht is op oppervlakkige kennis.
—- Sneller denken dan ze kunnen schrijven, waardoor ze moeite hebben met toetsen en opdrachten.
—– Non-conformistisch zijn en niet zomaar instructies opvolgen, wat soms als ‘ongehoorzaamheid’ wordt gezien. - Dubbel bijzondere kinderen (twice-exceptional, 2E):
- Sommige hoogbegaafde kinderen hebben ook leer- of ontwikkelingsstoornissen zoals dyslexie, ADHD of ASS. Hierdoor kunnen ze worstelen met bepaalde schooltaken, ondanks hun intellectuele potentieel. - Perfectionisme en faalangst:
- Hoogbegaafde kinderen kunnen hoge eisen aan zichzelf stellen en bang zijn om fouten te maken. Dit kan leiden tot faalangst of uitstelgedrag, wat hun prestaties negatief beïnvloedt.
Explain the mythe: ‘Gifted kids will succeed’
- Intelligentie is geen garantie voor succes:
- Succes vereist meer dan alleen een hoog IQ. Vaardigheden zoals doorzettingsvermogen, emotionele intelligentie, sociale vaardigheden en werkethiek zijn minstens zo belangrijk. Zonder deze vaardigheden kunnen hoogbegaafde kinderen moeite hebben om hun potentieel te realiseren. - Gebrek aan uitdaging kan leiden tot onderpresteren:
- Veel hoogbegaafde kinderen ervaren verveling en onderstimulatie, vooral in omgevingen die hun potentieel niet herkennen of ondersteunen. Dit kan leiden tot demotivatie, slechte studiegewoonten en onderpresteren. - Psychische en emotionele uitdagingen:
- Hoogbegaafde kinderen kunnen worstelen met perfectionisme, faalangst, of een sterk rechtvaardigheidsgevoel, wat hen kan belemmeren in hun succes. Ze kunnen ook gevoelig zijn voor depressie of burn-out, vooral als ze het gevoel hebben dat ze niet aan verwachtingen voldoen. - Niet alle hoogbegaafde kinderen krijgen de juiste begeleiding bij het inzetten van hun vaardigheden
- Sommige kinderen met hoogbegaafdheid hebben ook ADHD, ASS, of dyslexie.
Explain some perspectives on giftedness
- Reflects values of society:
- Giftedness is not a fixed trait but is shaped by what society values at a given time. For example, in some eras, artistic talent might be more recognized, while in others, scientific innovation might be prioritized. - While some children show early signs of giftedness, it is their ability to translate potential into real-world accomplishments—especially in adulthood—that truly defines giftedness.
- Giftedness is not a general trait; rather, individuals may be gifted in specific domains, such as mathematics, music, leadership, or athletics.
This moves away from the idea of an all-encompassing high IQ defining a person as gifted. - Giftedness is influenced by multiple factors:
- Biological: Genetic potential and innate abilities.
- Pedagogical: The role of education and instruction in shaping talent.
- Psychological: Motivation, mindset, and perseverance.
- Psychosocial: The influence of family, mentors, and cultural environment. - Relative not just to the ordinary (peers) but also to the exceptional
- Gifted individuals are not only compared to their age-matched peers but also to other highly talented individuals in their domain.
- For example, a gifted pianist may be exceptional among classmates but must continue to develop their skills to stand out among other top musicians.
Explain the 3-component model of Renzulli’s
Giftedness is not just about having a high IQ, but emerges when 3 components intersect:
1. Above-average ability: This refers to intellectual or general abilities (such as problem-solving, memory, and reasoning) and/or specific abilities (such as mathematics, music, or writing).
2. Creativity: Gifted individuals often demonstrate original thinking, curiosity, risk-taking, and innovation in their problem-solving and ideas.
3. Task commitment: This represents motivation, perseverance, determination, and focus, which are crucial for translating potential into actual achievements.
True giftedness occurs at the intersection of above-average ability, creativity, and task commitment. This means that having a high IQ alone is not enough; creativity and dedication are also necessary to transform potential into real-world accomplishments.
- Giftedness can apply to any valuable area of performance, not just traditional academics (e.g., music, art, leadership, sports).
- It is not just about talent or potential but also about how well an individual can commit to and apply their abilities.
- Focus on exceptional behavior rather than just intelligence. Giftedness is about how someone applies their abilities in real-world settings.
- Gifted children have special educational needs that are not typically met in standard classrooms.
— Without proper support, gifted students may become disengaged or underperform.
— This emphasizes that gifted children require tailored instruction and resources to fully develop their potential.
Explain the model about giftedness from Gardner
Theory of multiple intelligences: intelligence is diverse and domain-specific, meaning that individuals can excel in different types of intelligence
- Multiple intelligences: Gardner identified multiple types of intelligence, each representing a unique way of processing information:
- Linguistic intelligence: strong verbal and writing skills
- Logical-mathematical intelligence: logical reasoning and problem-solving ability
- spatial intelligence: physical coordination and motor skills
- bodily-kinesthetic intelligence: sensitivity to sound, pitch and rhythm
- interpersonal intelligence: strong social and communication skills
- intrapersonal intelligence: self-awareness and introspection - Gardener suggests that intelligence is biologically influenced, but it requires environmental stimulation to be fully developed. It’s not just about genetics but also about how intelligence is activated and nurtured
- Intelligence is not fixed; it can be developed through the right experiences. Teachers should use varied teaching methods to engage different intelligences:
- Music, field trips, group discussions
- hands-on experimentation - Gardner’s Perspective on Intelligence:
- He focuses more on innate capacities, but these need to be activated in the right setting.
- Intelligence is not just raw ability but also includes behavior and adaptation. - Gardner’s theory is highly influential in education, emphasizing diverse learning styles.
- However, it has not been well-researched empirically, and some critics argue that these “intelligences” may be more like talents or skills rather than distinct types of intelligence.
- Despite this, many modern theories acknowledge the existence of multiple domains of excellence, supporting the idea that intelligence is more than just IQ.
Explain the model about giftedness from Sternberg
Challenges the traditional view of intelligence as a single general ability (g-factor).
Intelligence is more complex and involves different cognitive skills rather than just IQ.
Explain the 4 strengths and weaknesses that contribute to giftedness
- Creative Intelligence – The ability to generate novel and useful ideas.
- Thinking outside the box and producing innovative solutions. - Analytical Intelligence – The ability to evaluate and assess ideas effectively.
- Ensuring ideas are logical, valid, and applicable. - Practical Intelligence – The ability to apply ideas in real-world situations.
- Convincing others of the value of ideas and implementing them effectively. - Wisdom-Based Intelligence – The ability to ensure that ideas benefit the common good.
- Using ethical reasoning and positive decision-making to mediate ideas.
Sternberg stated: you need to figure out strengths and weaknesses, and then capitalizing on the strengths and correcting or compensating for the weaknesses.
Explain what Sternberg meant with successful intelligence
The ability to set and accomplish meaningful goals in life within a cultural context.
Describe the cognitive processes that Sternberg stated are needed to activate these intelligences
- Metacomponents (Higher-Order Thinking)
- Planning, monitoring, and evaluating thinking processes.
- Recognizing problems and defining solutions strategically. - Performance Components
- Applying problem-solving skills and executing plans.
- Inferring and applying relationships between concepts. - Knowledge-Acquisition Components
- Learning how to identify relevant information and transfer knowledge.
- Selecting and comparing new information with prior knowledge.
Describe the implications for gifted education according to Sternberg
- More focus on information processing yet also creativity (see Renzuli, 1978) and on realizing potential
- Giftedness should not be determined solely by IQ but by how individuals use their intelligence to succeed.
- Schools should develop all four types of intelligence, not just analytical skills.
- Creative and practical talents should be nurtured through real-world applications.
- Ethical and wisdom-based intelligence should be encouraged to create socially responsible individuals.
Describe the Multiple Factor Model of Giftedness of Monks & Ypenburg
- Personal Factors
- Giftedness requires a combination of high abilities, motivation, and creativity.
- This aligns with Renzulli’s model (1978), which also highlights the need for creativity and task commitment beyond just high intelligence. - Environmental Factors
- Giftedness does not develop in isolation but depends on support from family, school, and friends.
- If the environment does not nurture a gifted child’s abilities, their potential may remain unrealized. - Dynamic Model: Giftedness Can Change
- Unlike fixed IQ models, this model suggests that giftedness can develop or fade depending on circumstances.
- The right opportunities and support can enhance giftedness, while lack of stimulation can suppress it. - Interaction Between Personal & Environmental Factors
- The effectiveness of personal abilities depends on environmental interactions.
- Social relationships (including friendships) play a key role in developing and maintaining giftedness.
Compare the model of Monk and Ypenberg with the models of Sternberg
- More focus on realizing potential than Sternberg’s model
- While Sternberg discusses different types of intelligence, Monks & Ypenburg emphasize how giftedness is shaped by personal and social factors. - Sternberg acknowledges social skills in convincing others
- Sternberg’s model includes practical intelligence, which involves persuading others.
- This implies that social intelligence is also important in giftedness, a point that aligns with Monks & Ypenburg’s view of environmental influence.
Describe the Model of Giftedness by Subotnik, Olszewski-Kubilius, & Worrell (the mega model of giftedness)
The Mega-Model of Talent Development shifts the understanding of giftedness from a static trait (e.g., high IQ) to a dynamic and developmental process. It emphasizes that giftedness must be cultivated over time through the right opportunities, effort, and coaching to lead to eminence in a specific domain.
The model identifies three key stages in talent development:
1. Potential – The early ability that is not yet fully realized.
2. Achievement – The individual develops and applies their abilities.
3. Eminence – The individual reaches world-class status in their domain.
- Moving from potential to eminence requires effort, motivation, and external support.
- Talent development occurs in different domains, each with its own trajectory (e.g., sports, science, music, business).
- IQ alone does not determine giftedness, it requires continuous development
- giftedness is relative, it depends on how on performs compared to others in the field
- only a small % of gifted individuals reach eminence, most remain at the achievement or expertise level
- psychosocial and environmental factors play a crucial role: motivation, social skills, and coaching determine success
- Interest and commitment to a domain are essential
Describe the factors that influence the development of giftedness according to Subotnik
Enhancers:
1. Psychosocial factors:
- motivation and persverance
- Growth mindset
- strong social skills
- Environmental factors:
- access to mentors, coaches, and specialized education
- financial and social support
Limitations:
1. Psychosocial factors:
- low motivation
- poor mindset
- weak social skills
- environmental factors:
- lack of access to resources
- late entry into a field
- mismatch between talent and opportunities
Describe the rol of creativity in giftedness according to Subotnik
- Little-c creativity (common in children): developing original ideas, explorting interests, and independent thinking
- Big-C creativity (needed for eminence): creating groundbreaking innovations and contributions in a domain
creativity must be nurtured through structured opportunities
Describe the role of teachers and coaches in giftedness according to Subotnik
Teachers and coaches must adjust their strategies at each stage:
1. Person stage: Engage students in a domain through curiosity and passion (teaching for falling in love)
2. Process stage: develop skills, knowledge, and technique (teaching for technique)
3. Product stage: help individuals develop unique expertise and create groundbreaking work (mentoring for a personalized niche)
What is the definition of giftedness?
There is no single universal definition of giftedness, as different theories and models emphasize various aspects of high ability. However, most definitions share the idea that giftedness involves exceptional abilities that, when nurtured, can lead to high achievement or even eminence
- Traditional view: IQ-based
- Giftedness was traditionally defined by high intelligence (IQ > 130).
- This view assumes that gifted individuals are naturally talented and will succeed without additional support.
- However, modern research suggests IQ alone is not enough to define giftedness. - Renzulli’s Three-Ring model (1978):
Giftedness emerges from the interaction of three traits: - Above-average ability: strong intellectual or creative skills
- Task commitment: motivation, perseverance, and work ethic
- Creativity: the ability to think in novel and useful ways
> This model emphasizes that giftedness is more than just high intelligence—it also requires motivation and creativity.
- Sternberg’s theory of succesful intelligence (1997):
Sternberg defines giftedness as the ability to achieve success in life by adapting to, shaping, and selecting environments. He identifies four key abilities: - Analytical Intelligence: Problem-solving, logical reasoning.
- Creative Intelligence: Generating new and useful ideas.
- Practical Intelligence: Applying knowledge to real-world situations.
- Wisdom-Based Intelligence: Using intelligence for the common good.
> This definition broadens the concept of giftedness beyond just academic success.
- Subotnik, Olszewski-Kubilius, & Worrell’s Mega-Model of talent development (2011): This model views giftedness as a developmental process that progresses through different stages:
- Potential: Early high ability in a domain.
- Achievement: Demonstrated skills and accomplishments.
- Eminence: World-class expertise and recognition.
> This definition suggests that giftedness is not fixed but must be nurtured over time through opportunities, effort, and coaching.
- Monks & Ypenburg’s Multiple Factor Model (1995): This model highlights that giftedness is shaped by both personal and environmental factors:
- Personal factors: high intelligence, motivation, and creativity
- Environmental factors: family, school, peers
> This definition reinforces the idea that giftedness is influenced by external support systems
- Gardner’s theory of Multiple intelligences (1999): Howard Gardner argues that intelligence, and by extension, giftedness, exists in multiple forms, including:
- Linguistic intelligence (word smart).
- Logical-mathematical intelligence (number smart).
- Spatial intelligence (picture smart).
- Musical intelligence (music smart).
- Bodily-kinesthetic intelligence (body smart).
- Interpersonal intelligence (people smart).
- Intrapersonal intelligence (self smart).
- Naturalistic intelligence (nature smart).
Based on these models, a modern definition of giftedness would be:
‘Giftedness is the potential for exceptional ability in one or more domains, which, when nurtured through appropriate opportunities, motivation, and environmental support, can lead to high achievement or even eminence.’
Giftedness is not just about intelligence but also involves creativity, motivation, and the right conditions for development.
Explain the commonalities between the different models about giftedness:
- They all think that there are different types of talents, especially Gardner and Renzuli
- They all think that giftedness is at the upper end of talent domain
- They are all multidimensional:
— they differentiate between capacity and performance
— They think that personal (Renzuli, Subotniks) and environmental factors (Monks & Ypenburg, Subotnik) influence gifted performance (bio-ecological model)
— The models are dynamic: changes in family, school or opportunities can change motivation or skills (Monks & Ypenburg, 1995; Subotnik et al., 2011). Negative or postive development: from potential to achievement to eminence (Subotnik et al., 2011)
— apart from cognitive skill (Sternberg et al., 2010) or other high ability other skills are needed such as practical skills (Sternberg et al., 2019), social skills (Subotnik et al., 2011) and creativity (Renzuli, 1978; Subotnik et al.,, 2011)
Name 3 implications (key takeaways) of giftedness development
- A child with high IQ can do badly at school > A high IQ alone is insufficient if the child lacks motivation, task commitment, creativity, or proper support.
- Cognitive and psychosocial variables are malleable: they need to be cultivated. Intelligence is not a fixed trait > it can develop with the right stimulation and environment
- Effort and opportunity are essential at every stage of talent development. Giftedness must be nurtured over time, not just identified in childhood.
- Effort (persistence, practice, and commitment) is necessary for moving from potential to achievement and, ultimately, to eminence.
- Opportunities (mentors, advanced programs, exposure to challenges) help individuals develop their talents.
- Subotnik et al. (2011) stress that without effort and opportunity, high potential remains unrealized.
How does the diagnosis of giftedness work?
Giftedness can be diagnosed by:
1. School achievement: gifted, hard worker or underachiever?
2. Achievement tests (like CITO-toets): objective measures of school skills, yet not sufficient for giftedness (because: above average by high motivation or giftedness?)
3. Intelligence tests: test potential yet be aware of testanxiety, motivation, lack of focus
4. Test multidimensional: Functional development (IQ, memory, attention) and social development (social skills/motivation, task commitment)
5. Test creativity: drawings, work outside of school
Name the 6 student profiles that may cause risk of giftedness:
- Independent
- Successful
- Provocative
- Dodging
- Learning and behavioural problems
- Dorp-out
Explain the independent profile
- This is the most ideal profile
- The student’s academic performance matches their abilities, meaning they do not underachieve or struggle despite high potential.
- The student works independently
- Has good social skills
- Need no affirmations (praise from teachers to stay motivated)
- sets personal goals, so do not just following school expectations
- not afraid to fail and see mistakes as opportunities for learning (growth mindset theory of Dweck) = individuals who believe their abilities can develop through effort tend to be more successful
Explain the successful profile
- They have good schoolresults, but there is room for improvement (not working at full potential)
- They are often perfectionistic
- They need affirmation from the teacher
- They have a fixed mindset (stick to familiar tasks and avoid taking intellectual risks) > Carol Dweck’s “Fixed Mindset” theory suggests that students with this mindset believe their intelligence is static, so they avoid challenges that might make them appear “less smart.”
- Tries not to stand out in the group (they sometimes hide their abilities to fit in socially > underachievement
Explain the dodging profile
- gifted student who denies being gifted/ their abilities to fit in with their peers
- Avoids a challenge, to avoid failure. This prevents growth
- Wants to belong to the group
Explain the provocative profile
- Corrects teachers
- Bad inhibition (not ADHD)
- Critical about rules
- Competitive
- Honest and direct
Explain the learning and behavioural problems profile
- Underachieves: in relation to age norm
- Disrupts class
explain the drop-out profile
- Skipss classes
- Does not complete tasks
- Looks for challenge outside of school (important)
- Disruptive behaviour in class
- Underachieves in relation to age norm
How can schools accommodate gifted children
- Schools must provide domain-specific skill development to help gifted students reach their full potential.
- Gifted students need more than just intellectual challenged > they must also develop social and emotional skills.
This is especially important to help manage perfectionism, stress, and peer relationships. - Acceleration approach: going faster through the material (faster-paced learning). Skipping a grade or taking advanced coursework. This requires condensed and compact teaching materials to ensure effective learning
- Enrichment approach: rather than moving faster through standard material, enrichment involves going deeper into topics and broadening knowledge. This can be beneficial for all students
- Focus on strategies for handling challenges:Teaching students how to approach difficult problems, manage frustration, and persist through struggles is curcial
- Cognitive Bahvioral Therapy (CBT); develop healthy thinking patterns and manage anxiety, perfectionism, or social difficulties
- plusklas (gifted enrichment class), special gifted schools, or one-day-a-week gifted classes
Explain the drawbacks of gifted programs
- Social-Emotional distance from peers; Gifted students in separate programs may feel isolated from their regular classmates. Solution: social-emotional coaching
- Big fish, small pond effect: In a regular school, a gifted student may be the best in their class.
In a gifted program, they might no longer be the best, which can lead to stress or self-doubt. This challenge can be positive if it motivates students, but some may struggle with the shift.
Some students prefer to stay in their regular class, while others thrive in specialized gifted programs.
Schools should consider the personality and learning style of each child.
Solution: Renzulli’s school model:
The Renzulli School Model promotes a stimulating environment that fosters acceptance and challenges gifted students appropriately.
Social-emotional benefits include:
- Being surrounded by like-minded peers.
- Encouragement to embrace their giftedness rather than hide it.
What is the definition of mental disability?
- IQ < 70
- Deficits in adaptive functioning (communication, social participation and independent living)
- Age of onset: < 18 jaar
- prevalence: 1-3%
Explain the definition of mental disability of the AAIDD
- Focuses on the level of support required rather than just IQ
- 4 levels of support;
1. Intermittent: Occasioinal or situational support
2. Limited: more consistent but not daily support
3. Extensive: ongoing daily support in some areas
4. Pervasive: Constant, intensive support across multiple areas
Explain the definition of mental disability of the DSM-V
- IQ < 65 < 75 or lower
- Significant limitations in adaptive functioning (social, practical, and conceptual skills)
- onset before 18
- levels of severity:
— mild: some support needed, but independence possible with guidance
— moderate: more structured support required
— severe: intensive daily support needed
— profound: 24/7 care required, with very limited independence
Explain the definition of mental disability of the IDEA
The IDEA provides special education eligibility criteria;
A child qualifies for special education services if they show:
- 35% or more delay in 1 developmental area (cognitive, motor, speech/language, social/ emotional, adaptive functioning)
- or 25% delay in 2 or more areas
IDEA focuses on practical educational support, ensuring children receive customized learning plans based on their needs.
What is Borderline Mental Disability?
- IQ: 70-85 (licht verstandelijk beperkt)
- Mild/ no significant impairments in adaptive functioning
- struggles in school but may complete standard education with support
- can often live independently
- experience social difficulties in complex social interactions
- increased risk of mental health issues
- mild cognitive difficulties: slower processing speed, difficulty with abstract thinking, and struggles in problem-solving
What can you do in school for people with mental disabilities?
- The IDEA promotes inclusive education; students with intellectual disabilities should be integrated into regular classes whenever possible (mainstreaming). Then students with disabilities have the same educational opportunities as their peers, and it fosters social interaction and reducing stigma.
- Teachers should assess each student’s specific strengths and limitations to provide realistic and effective learning opportunities.
This ensures that expectations match the student’s abilities, preventing frustration and disengagement. - Social and emotional challenges must be addressed, as they impact learning and social interactions.
- Supporting students properly can prevent frustration, anxiety, and negative self-perceptions, allowing them to reach their potential.
NOG EVEN NAGAAN
Explain effective strategies for training students with LVB
- Learning is more effctive when it connects to a student’s existing knowledge; Teachers should build on what students already understand to make learning meaningful
- Immediate and constructive feedback helps students improve; it boosts confidence and motivation
- Setting clear learning goals makes it easier for students to stay engaged; they should understand why they are learning something and how it relates to real-life skills
- Personalized learning plans should match the student’s abilities.
Adjusting task load ensures that students experience progress rather than frustration. - One-on-one or small group instruction leads to better learning outcomes.
Customized teaching methods help students progress at their own pace.
