Chapter 7 And 8

Front 1

What are some types of disabilities?

Back 1

-Learning disabilities

-ADHD

-Autism

-Speech/hearing impairment

-Intellectual

-Physical

Front 2

Dyslexia

Back 2

Severe impairment in the ability to read and spell

Front 3

Dysgraphia

Back 3

Difficulty in handwriting

Front 4

Dyscalculia

Back 4

Developmental arithmetic disorder

Front 5

ADHD

Back 5

-Attention Deficit Hyperactivity Disorder

-Possible Causes:

~Genetics

~Brain damage during prenatal or postnatal development

~Cigarette and alcohol exposure during prenatal development

~Low birth weight

Front 6

ASD

Back 6

-Autism spectrum disorders

-Range from autistic disorder to Asperger syndrome

Front 7

Autistic disorder

Back 7

-Onset in the first three years of life

-Deficiencies in social relationships, abnormalities in communication, restricted, repetitive, and stereotyped patterns of behavior

Front 8

Asperger syndrome

Back 8

-Good verbal language skills

-Milder nonverbal language problems

-Restricted range of interests and relationships

Front 9

Public Law 94-142 (1975):

Back 9

-The Education for All Handicapped Children Act

-All children w/ disabilities are to receive a free, appropriate public education

Front 10

IDEA (1990)

Back 10

-Individuals with Disabilities Education Act

-Evaluation, eligibility determination, IEP, LRE

Front 11

IEP

Back 11

-Individualized Education Plan

-Written statement that is specifically tailored for the disabled student

Front 12

LRE

Back 12

-Least Restrictive Environment

-Setting that is as similar as possible to the one in which non-disabled children are educated

Front 13

Inclusion

Back 13

Educating a child with special education needs full-time in the regular classroom

Front 14

Cognitive Changes

Back 14

-Piaget’s cognitive developmental theory

-Information processing

-Intelligence

Front 15

Concrete operational stage

Back 15

-Ages 7 to 11

-Children can perform concrete operations and reason logically, and are able to classify things into different sets

Front 16

Seriation

Back 16

Ability to order stimuli along a quantitative dimension

Front 17

Transitivity

Back 17

Ability to logically combine relations to understand certain conclusions

Front 18

Evaluating Piaget’s concrete operational stage

Back 18

-Concrete operational abilities do not appear in synchrony

-Education and culture exert strong influences on children’s development

Front 19

Neo-Piagetians

Back 19

-Argue that Piaget got some things right but that his theory needs considerable revision

-Elaborated on Piaget’s theory, giving more emphasis to:How children use attention, memory, and strategies to process information

Front 20

Individual differences

Back 20

Stable, consistent ways in which people differ from each other

Front 21

Mental age (MA)

Back 21

Individual’s level of mental development relative to others

Front 22

IQ

Back 22

-Intelligence quotient

-Person’s mental age divided by chronological age, multiplied by 100

Front 23

Normal distribution

Back 23

-Symmetrical distribution

-Most scores falling in the middle of the possible range of scores

-Few scores appearing toward the extremes of the range

Front 24

Sternberg’s triarchic theory of intelligence

Back 24

-Analytical intelligence

-Creative intelligence

-Practical intelligence

Front 25

Gardner’s 8 frames of mind

Back 25

1-Verbal

2-Mathematical

3-Spatial

4-Bodily-kinesthetic

5-Musical

6-Interpersonal

7-Intrapersonal

8-Naturalist

Front 26

Interpreting differences in IQ scores

Back 26

-Influences of genetics

-Environmental influences

-Group differences

Front 27

Culture-fair tests

Back 27

Designed to be free of cultural bias

Front 28

Mental retardation

Back 28

Limited mental ability in which an individual has a low IQ and has difficulty adapting to everyday life

Front 29

Organic retardation

Back 29

Caused by a genetic disorder or brain damage

Front 30

Cultural-familial retardation

Back 30

No evidence of organic brain damage

Front 31

IQ is generally between ?

Back 31

50 and 70

Front 32

KOHLBERG

Back 32

Three Levels and Six Stages of Moral Development

Front 33

Influences on Kohlberg’s stages

Back 33

-Experiences dealing with moral questions/conflicts

-Peer interaction and perspective taking are crucial

Front 34

Kohlberg’s critics

Back 34

-Moral thought and behavior

~Too much emphasis on thought, not enough emphasis on behavior

-Culture and moral reasoning

~Theory is culturally biased

-Families and moral development

-Kohlberg underestimatedGender and the care perspective

Front 35

Who's your favorite?

Back 35

Ivan is and he's daddy af

I love you

and you got this!

Front 36

pre-conventional level 1

Back 36

decisions based on reward and punishment

1. fear punishment

2. equal exchange:you can play with my truck if i can read your book

Front 37

conventional level 2

Back 37

decision based on standards set by others

3. adopt parents standards: "good girl"

4. adopt society's standards: "laws"

Front 38

post-conventional level 3

Back 38

explore alternatives and decide personal moral

5. law is important butdoes social system protect human rights and values

6. conscience or law