intelligence

ability to reason deductively or inductively, think abstractly, synthesize information, and apply it to new domains

fluid intelligence

flexibility in thinking and working memory, strongest between ages 16-20

crystalized intelligence

accumulation of knowledge, facts and skills; usually increases over time

Group intelligence (IQ) test

independent tests given to a group, often requires reading and writing

Individualized intelligence (IQ) test

one-on-one testing setting where a student works with school psychologist to assess intelligence

Wechsler (WISC-V) test

one form of IQ test

Stanford- Binet test

form of IQ test

IQ tests are ______

norm-referenced

the average IQ test score

100

IQ test score considered to be an intellectual disability

70 or less

IQ test score to be considered gifted

130 or more

Howard Gardner

known for his theory of multiple intelligences (MI), theorizing that some people are more intelligent in certain domains

Verbal-linguistic intelligence

"word smart"; finding the right words to express what you mean

Visual-spacial intelligence

"picture smart"; visualizing the world in 3D

Mathematical-logical intelligence

"logic/numbers smart"; quantifying things, making hypothesis, and proving them

musical-rhythmic intelligence

"sound smart"; discerning sounds, their pitch, tone, rhythm, and timbre

bodily-kinesthetic intelligence

"body smart"; coordinating your mind with your body

interpersonal intelligence

"people smart"; sensing people's feelings and motives

intrapersonal intelligence

"self- smart" understanding yourself, what you feel, and what you want

naturalist intelligence

"nature smart", understanding living things and reading nature

existential/spiritual intelligence

added after Howard Gardner's time; "life smart"; tackling questions of why we live and why we die

Critics of Howard Gardner say that....

Some intelligences he proposes are not separate abilities; they are talents; and personality traits

Is teaching only to a students' learning style effective?

no

Creativity

intentional invention, something that can be learned if taught, and requires both divergent and convergent thinking

divergent thinking

thinking outside the box

convergent thinking

thinking that comes togethger

creativity has elements of

fluency, flexibility, and origanality

fluency

thinking of many possibilities; part of creativity

flexibility

thinking across categories; part of creativity

origanility

thinking in unique ways; part of creativity

"labeling"

identifying a student for special education/ special educational services and assigning an eligibility category

Imparement

the condition itself

disability

the limitation resulting from the imparement

handicap

a situational disadvantage of difficulty due to the impairment that limits/prevents participation in an activity (due to circumstances + disabilites)

person-first language

using a person's features before their disability: "my friend, who has dyslexia"

disability-first language

using a person's disability before their features: "my dyslexic friend'

RTI

Response to intervention

RTI is used

before students fail, to test how well they respond to methods of intervention, before special education services are implemented to see if a student is having other causes to difficulty learning, or if they have a disability/intellectual disability

Tier 1 interventions

80% of students, universal instruction using evidence-based effective practices

Tier 2 interventions

10-15% targeted intervention; small groups, and more time

Tier 3 interventions

5% of students- intensive intervention, even more time, and 1-1 instruction, if this isn't working, the special education process starts

PL-94142

Public Law 94142, became IDEA, and then later IDEIA

IDEIA

Individuals with Disabilities Education Act, which guarantees FAPE for all students

FAPE

Free and appropriate public education for all students

LRE

Least-restrictive environment- the closest setting to the general education classroom possible for a student

Who is on an IEP team?

Always: special education teacher, general education teacher, administration, and parents By Circumstance: school psychologist, social worker, school counselor, occupational therapist, speech/physical therapists, ect

IEPs are _____ year

revisited every

What is revisited in an annual IEP meeting?

PLOP, goals, measurements towards goals, services, how much of an education program takes place outside of a general education classroom, alternative assessments that may be administered, behavior intervention plans, and transitional services that will be used

PLOP

Present level of acheivement/goals

Protections for families that are in place under IDEIA

confidentiality, right to see records, given an explanation that they can have an independent evaluation done, can bring a lawyer/representative to meetings, they are notified of changed, and can challenge recommendations

Section 504 of the Vocational Rehabilitation Act of 1973

The law governs more than just schools, but a 504 plan is often drawn up by a team and describes accommodations that will take place to meet the student's needs

a 504 is different from an IEP in that

it is governed by a civil rights law, serves k-12, college, and beyond, and outlines regular classroom accommodations teachers should make, also not updated yearly

Students qualify for an IEP by having

disability within 13 categories, and that disability must affect their education

Autism (ASD)

Qualifies for an IEP; higher than average response to stimuli, varying degrees in difficulty with communication, behavior, and social interactions. They often have a need to stick to routines, and have intense, highly focused interests. Note that ASD is not the same as in intellectual disability

Strategies to help learners with ASD

Sensory interventions/reductions, practicing/modeling conversational skills, body language, and humor, theming learning towards their interests, clear & consistent routines with prewarning if routine changes, using timers/visual schedules as appropriate

Deaf-blindness

students with hearing and visual impairments that cannot be accommodated for in special education programs that are soley for students with only deafness or blindness

Deafness

students whose education is adversely affected by the inability to process linguistic information through hearing, with or without amplification

Emotional disturbance

Students with mental health impairments, where an IEP would allow them to receive services like counseling

Methods that may help students with Emotional Disturbance

- use ABA (applied behavior analysis methods) - Teach and encourage self-regulation/social-emotional skills - provide structure with well-defined limits - establish consistent schedules and routines, offering choices when appropriate - considering the environment - remain calm, and form positive relationships

Hearing imparement

Impairment that adversely affects their education but are not classified as "deaf"

Intellectual disability

Students who have an IQ of 70 or less, who often have difficulties with adaptive behavior/ daily living skills

Multiple Disabilities

students are classified if they have simultaneous impairments that cannot be accommodated for in special education programs solely for one of the impairments

Orthopedic imparment

Students who have physical disabilities of the musculoskeletal system that limit movement and/or function

Other health imparements

students with limited strength, vitality, or alertness and can include a broad range of categories (ADHD, eilepsy, heart conditions, diabetes, ect)

SLD

Specific learning disorder

Specific learning disorder

students who have difficulty in psychological processes in understanding, or using language that is spoken or written that may affect their ability to learn (dyslexia, dysgraphia, dyscalculia) students can have a range of IQs

How to help students with SLDs

Tier 1 type interventions, guided notes, guidance, tutoring, ect

Speech or Language imparement

Students who have speech disorders like fluence, articulation, or voicing (pitch, volume, ect)

Traumatic Brain Injury (TBI)

Students who have had injury to the brain by external force

Visual Impairment, including blindness

includes students with both partial sight and blindness that have impairments in vision that, even with correction adversely affect their educational performance

GIEP

Individualized education plan for gifted students

Gifted students may have

a higher intelligence, ability, creativity, motivation to achieve, preferences to work alone, strong feelings about justice, struggles with perfection, anxiety/depression, poor behavior, potentially poor performance

2e

twice exceptional, a student may have a learning disability and be gifted

aceleration

moving gifted students through a curriculum faster

enrichment

giving students more challenging/thought-provoking work but keeping them with others of similar age

How to help gifted learners

challenge and support, but don't expect them to be good at everything