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38 Cards in this Set
- Front
- Back
What are some types of disabilities? |
-Learning disabilities -ADHD -Autism -Speech/hearing impairment -Intellectual -Physical |
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Dyslexia |
Severe impairment in the ability to read and spell |
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Dysgraphia |
Difficulty in handwriting |
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Dyscalculia |
Developmental arithmetic disorder |
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ADHD |
-Attention Deficit Hyperactivity Disorder -Possible Causes: ~Genetics ~Brain damage during prenatal or postnatal development ~Cigarette and alcohol exposure during prenatal development ~Low birth weight |
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ASD |
-Autism spectrum disorders -Range from autistic disorder to Asperger syndrome |
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Autistic disorder |
-Onset in the first three years of life -Deficiencies in social relationships, abnormalities in communication, restricted, repetitive, and stereotyped patterns of behavior |
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Asperger syndrome |
-Good verbal language skills -Milder nonverbal language problems -Restricted range of interests and relationships |
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Public Law 94-142 (1975): |
-The Education for All Handicapped Children Act -All children w/ disabilities are to receive a free, appropriate public education |
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IDEA (1990) |
-Individuals with Disabilities Education Act -Evaluation, eligibility determination, IEP, LRE |
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IEP |
-Individualized Education Plan -Written statement that is specifically tailored for the disabled student |
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LRE |
-Least Restrictive Environment -Setting that is as similar as possible to the one in which non-disabled children are educated |
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Inclusion |
Educating a child with special education needs full-time in the regular classroom |
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Cognitive Changes |
-Piaget’s cognitive developmental theory -Information processing -Intelligence |
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Concrete operational stage |
-Ages 7 to 11 -Children can perform concrete operations and reason logically, and are able to classify things into different sets |
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Seriation |
Ability to order stimuli along a quantitative dimension |
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Transitivity |
Ability to logically combine relations to understand certain conclusions |
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Evaluating Piaget’s concrete operational stage |
-Concrete operational abilities do not appear in synchrony -Education and culture exert strong influences on children’s development |
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Neo-Piagetians |
-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 |
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Individual differences |
Stable, consistent ways in which people differ from each other |
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Mental age (MA) |
Individual’s level of mental development relative to others |
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IQ |
-Intelligence quotient -Person’s mental age divided by chronological age, multiplied by 100 |
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Normal distribution |
-Symmetrical distribution -Most scores falling in the middle of the possible range of scores -Few scores appearing toward the extremes of the range |
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Sternberg’s triarchic theory of intelligence |
-Analytical intelligence -Creative intelligence -Practical intelligence |
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Gardner’s 8 frames of mind |
1-Verbal 2-Mathematical 3-Spatial 4-Bodily-kinesthetic 5-Musical 6-Interpersonal 7-Intrapersonal 8-Naturalist |
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Interpreting differences in IQ scores |
-Influences of genetics -Environmental influences -Group differences |
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Culture-fair tests |
Designed to be free of cultural bias |
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Mental retardation |
Limited mental ability in which an individual has a low IQ and has difficulty adapting to everyday life |
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Organic retardation |
Caused by a genetic disorder or brain damage |
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Cultural-familial retardation |
No evidence of organic brain damage |
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IQ is generally between ? |
50 and 70 |
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KOHLBERG |
Three Levels and Six Stages of Moral Development |
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Influences on Kohlberg’s stages |
-Experiences dealing with moral questions/conflicts -Peer interaction and perspective taking are crucial |
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Kohlberg’s critics |
-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 |
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Who's your favorite? |
Ivan is and he's daddy af I love you and you got this! |
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pre-conventional level 1 |
decisions based on reward and punishment 1. fear punishment 2. equal exchange:you can play with my truck if i can read your book |
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conventional level 2 |
decision based on standards set by others 3. adopt parents standards: "good girl" 4. adopt society's standards: "laws" |
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post-conventional level 3 |
explore alternatives and decide personal moral 5. law is important butdoes social system protect human rights and values 6. conscience or law |