Module 2: Chapter 4
Chapter 4: Learner Differences and Learning Needs
Concept 1: Intelligence
Summary: In this section of the book, there is a lot mentioned about intelligence and how it relates to a student/person. In general, this causes distinction of disabilities and abilities also causing for inappropriate labels placed on various people. Gardner had developed a theory of multiple intelligences in which each person is capable of being intelligent in their own ways. Some might be intelligent in sports, or music, while others are talented academically. Sternberg also had a theory of intelligence in which there are three elements: analytic, creative, and practical. This means a person fits in between one of these categories. IQ scores are also a common way to measure intelligence, but studies have shown these to not be fully accurate in showing the full capabilities of a human being and what they are worth.
Reflections: I remember learning about Gardners and Sternberg's theories in a different class. I remember that they were trying to prove that there is intelligence in all humans, just in different forms which I appreciate. I don't fully trust IQ tests, especially ones that are online and unprofessional. I think Gardner and Sternberg were on to something because everyone has a form of smartness in them, it just might not be academics. Doing well in school and having good grades is what society deems as intelligence, but I don't believe this to be true. Overall, there are so many aspects to intelligence that are unseen, and I hope that as a future educator I am able to help my students find their aspects.
Concept 2: Students with Learning Challenges
Summary: This section of the book discusses learning disabilities, impairments, signs of them, and the best approaches to handling their differing learning styles and accommodations. It defines a learning disability as "listening, speaking, reading, writing, reasoning, or mathematical abilities being affected" (Woolfolk, p. 172). It goes through disabilities/impairments such as specific learning disabilities, ADHD, communication disorders, emotional/behavioral disorders, intellectual disabilities, autism, Asperger syndrome, and visual/hearing impairments. Finally, it goes into the model of RtI (response to intervention), the three tiers, and what happens in each tier.
Reflections: I am a special education major, so this section of the book was very familiar knowledge due to having multiple sped classes. I have learned about the 7 categories of disabilities, what falls into each category, person first language, the RtI model, IEPs and more. I do think the book briefly explained things in a pretty good way. I do appreciate that they have this section in the book because in my opinion, every teacher should be educated on assisting students with disabilities. In tier 2 of RtI, students with disabilities are able to be accommodated in an inclusive classroom, therefore, they are in the general ed classroom with other classmates and are able to learn together. I think that teachers need to be aware of this so they can care for and accommodate any and all students they come across.
Concept 3: Students who are Gifted and Talented
Summary: This section of the book briefly explains what a gifted/talented student is, the struggles they may face, and is this acceleration approach is best for them or not. A gifted/talented student is one that excels above classmates in some sort of way. Challenges they face might be bullying, being expected to do too much, not being able to be a kid, and social situations. The book argues that having gifted/talented is good, but it also depends on the student. A student might get bored in class if they are kept in their grade. They might also not be able to communicate with kids their own age. There are a lot of factors going into this.
Reflections: In one of my special education courses, I am actually doing a research presentation on gifted/talented students. I have been looking up a lot of programs that advocate for programs to keep kids educated and motivated. I believe gifted/talented students often get overlooked and not given enough appreciation due to them being expected to do so much/looked at too highly. These students often times struggle with anxiety, depression, and confidence due to the added pressure. I think it's important to remember that it should be their personal choice in wanted to be in an accelerated program solely because if it is their teachers or parent's choice, it could make the child miserable.
Hey Dani,
ReplyDeleteThank you for sharing, I really enjoyed reading what you had to say about the chapters! I think that each student does learn in their own unique way, and it is important for teachers to understand that. Students might not be the best at math, but they love, and are great at basketball, so finding ways to connect the two might be beneficial for that specific student. I think finding small connections like that can really help a student know that they are cared for. I think that gifted and talented students are often overlooked. People just think that they are extremely smart, so they do not need any assistance, but that is not always the case. Some of these students might have trouble making connections with other students their age because they do not feel a connection, or they might not even understand what they are talking about sometimes. These are some great points that you make, and I'm glad you talked about this part of the chapter because it made me realize that these students are all trying their best to be who they are.
Dani,
ReplyDeleteI agree that it's important to understand that everyone is intelligent in their own way. For example, someone who is considered really smart in school might not be considered street smart and vice versa. I also don't fully trust IQ tests. I feel like you can't base someone's intelligence off of one test that they took that was full of a bunch of random questions. I believe everyone is smart in their own way regardless of academic capabilities. Someone can excel as a fashion designer and understand style while not being the smartest academically. I feel like there's a stereotype that you need to be successful in school to be successful in life, but I don't think that's true.
I agree that it's important for all teachers to be educated on how to teach students with disabilities. I plan on being a general education science teacher, but am taking a SPED class now and am really enjoying it. There's always a possibility that a student with disabilities could be placed into my general education classroom if that's what his LRE seems to be the best fit. Working with students who have disabilities requires more skill than working with regular students so it's important for someone to learn those skills and understand their responsibilities before becoming a teacher.
I never thought about the struggles that gifted/ talented students face. I'm sure the pressure they have to deal with is a lot. I've always done well in school which has caused my parents to develop high expectations for me. I've struggled to meet their expectations at certain times which has caused me plenty stress and anxiety so I can't even imagine what a gifted/ talented student has to go through. I do think it's important for the choice to be up to the student since they're going to be the one doing all the work and feeling the pressure.