Educational Foundations
Chapter 9: Addressing Learners’ Individual Needs
Outline: pp. (288-323)
Becoming A Teacher
Maslow: Hierarchy of Needs (9.4, P. 297)
“People are motivated by basic needs; will seek to meet higher needs if (basic
needs) are met.”
Hierarchy of Needs: Physiological Needs
1. Safety Needs
2. Belongingness and Love Needs
3. Esteem Needs
4. Need to Know and Understand
5. Aesthetic Needs
6. Self-Actualization Needs
What is the significance of Maslow’s Hierarchy of Needs for teachers/classroom instruction?
TWO STAGES OF DEVELOPMENT FOR TEENS:
Early Adolescence: 10-16 yrs. Peers/rely on others
Late Adolescence: 15-19 self-reliance/independence
What teachers can do to help children and adolescents develop: 8.5 p. 296
1. INTELLIGENCE: The ability to LEARN
History
a. 1905: Metrical Scale of Intelligence designed by French
psychologists Binet and Simon. Identify children with special needs
b. 1908: scale revised by Binet
c. 1916: adapted for American children by Terman, psychologist at
Stanford University (Stanford-Binet IQ Test)
d. Adapted by U.S. Army; pencil-and-paper test for recruits-who
would make a “good” soldier?
e. normal range: 85-115 (67 percent of the population)
f. cultural bias: white middle-class experience
2. Multiple Intelligences (9.6
p. 301)
a. Howard Gardner, Harvard University psychologist, postulates
human beings have atleast EIGHT separate forms of intelligence:
1. LINGUISTIC
2. LOGICAL MATHEMATICAL
3. MUSICAL
4. SPATIAL
5. BODILY-KINESTHETIC
6. INTERPERSONAL
7. INTRAPERSONAL
8. NATURALIST
b. EMOTIONAL INTELLIGENCE: “awareness of and ability to
manage own feelings”
c. LEARNING STYLES: approaches to learning that work best for
the individual, “determined by a combination of heredity and
environmental factors”
3. ABILITY LEVELS
EXCEPTIONAL LEARNERS: DISABILITY
“children who require special education and related services it they
are to realize their full human potential”
1. inclusion = integrated, included in regular education classroom
2. disability = loss of physical functioning or difficulty in learning and
social adjustment that significantly interferes with normal growth and
development
3. handicap = limitation imposed on the individual by environmental
demands and related to individual’s ability to adapt or adjust to those
demands
a. specific learning disabilities (50% of students in special education
programs)
-difficulties in acquisition and use of listening, speaking, reading, writing,
reasoning, or mathematical/computing skills
-must be of normal intelligence
-significant difference between their estimated intelligence and actual
classroom achievement.
-children with ADD/ADHD do NOT qualify for special education unless
they also have another documented disability
academic and behavioral characteristics of LD: (exhibit several)
 significant discrepancy between potential and achievement
 inability to problem-solve
 substantial delay in academic achievement
 lack of engagement with learning tasks
 poor language and/or cognitive development
 lack of basic reading and decoding skills
 lack of attention during lectures or class discussion
 excessive movement, hyperactivity
 impulsivity
 poor motor coordination and spatial relation skills
 poor motivation
b. speech/language impairments
c. mental retardation
d. serious emotional disturbance
e. hearing impairments
f. orthopedic impairments
g. other health impairments
h. visual impairments
i. multiple disabilities
j. deaf-blindness
k. autism/other
4. EXCEPTIONAL LEARNERS: GIFTED and TALENTED
“demonstrated a high level of attainment in intellectual ability,
academic achievement, creativity, or visual/performing arts.”
 Above-average general ability
 High level of creativity
 High level of task commitment or motivation to achieve in an area
Giftedness (Joseph Renzulli):
a. “school house” = test taking, lesson learning
b. creative-productive
c. 3-5% of the total population
Traits of a teacher of the Gifted and Talented student: (p. 311)
a.
b.
c.
d.
e.
f.
be highly intelligent
have cultural and intellectual interests
strive for excellence and high achievement
be enthusiastic about talent
relate well to talented people
have broad general knowledge
Teaching Strategies:
a. acceleration
b. self-directed/independent study
c. individual education plan/programs
d. alternative/magnate schools
5.
SPECIAL EDUCATION
“specially designed instruction that meets the unusual needs of an
exceptional learner.”
History/Law
a. 1975: PL 94-142, Education for all Handicapped Children Act
“free and appropriate public education” for 3-18 yrs.
b. 1990: IDEA, Individuals with disabilities Education Act for 3-21
c. 1997: IDEA 97, Amendments to IDEA: access, student outcomes,
modified eligibility requirements, IEP guidelines, public and
private placements, discipline guidelines, procedural safeguards
*d. least restrictive environment: most “normal” or “regular”(9.7, P. 313)
e. IEP = individualized education plan written plan on file, containing
goals, methods and services (Iowa uniform IEP form, handout)
 Must be reviewed annually (once a year) by five parties:
 Parent/guardian
 Child him/herself
 A teacher
 Evaluator
 Other person from the district/representative of the district
f. related services: supportive services required by child to benefit
from special education
 transportation
 developmental services
 corrective services
 NOT to include medical treatment by a physician
g. confidential records: parental permission required to look at
child’s records; parents may amend records
h. due process: parental permission to disagree and having a hearing
mainstreaming = inclusion of all children into regular education
classrooms as is appropriate: follow least restrictive environment
i. inclusion: all students with disabilities integrated into general
education classes and school life with support from educators and
technologies
 full inclusion: integration of students with disabilities in the
general education classrooms ALL times, regardless of the
nature/severity of the disability.
j. 10% of students 3-21 yrs. are exceptional learners (meet criteria)
2. THREE Key areas that will enable you to create a truly inclusive
classroom”
 collaborative consultation
 partnerships with parents
 assistive technology for special learners