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first psychologist to reseach intelligence scientifically (g)
- (1)Fluid intelligence: culture-free, non-verbal, increasis until adolesence, grounded in brain development, sensitive to injury
- (2)Christalized intelligence: ability to apply culturally approved problem solving methods.
Garnders theory of multiple intelligences
There are at least 8 separate intelligences.
at the center of EI are four broad abilities: perceiving, integrating, understanding and managing emotions.
Triarchic theory of successful intelligence
- Three aspects involved and is a cognitive process approach to understanding intelligence:
- analytic (componential), creative (experiential), practical (contextual).
we are getting more intelligent over generations.
Streaming or ability-class grouping
whole classes are formed based on ability.
ability grouping for part of the school timetable or for a particular activity.
focus on memorisiing the learning materials, not understand them.
understanding the underlying meaning of learnintg materials.
studied the distinction between visual and verbal learners. There is a visualizer and verbalizer dimension and it has 3 facets: cognitive spatial ability, cognitive style (visualizer/verbalizer) and learning preferences (verbal learner/visual learner)
integration of all learnersm including those with severe disabilities, into mainstream classes.
Code of Practice
- Emphasises that children with special educational needs, including those with statements should:
- be educated alongside other children in mainstream schools
- Have full access to a broad and balanced education including the national cirriculum.
4 different word identification strategies
- 1. by analogie, 2. seeking the part of the word that you know.
- 3. attempting different vowel pronunciations. 4. peeling off prefixes and suffixes in a multisyllabic word.
Steps of the SMART approach:
- Separating the problem of ADHD from the child
- Mapping the influence of ADHD on the child and family
- Attending to the exceptions to the adhd story
- Reclaiming special abilities of children diagnosed with adhd
- Telling and celebrating the new story
National literacy strategy (NLS)
- damage to the brain before or during birth or during infancy. Difficulties moving/coordinating the body. Characterized by spasticity. Secondary disabilities:
- Visual impairments, speech problems, mild intellectual disabiliries.
recurrent seizures, but not all seizures are the result of epilepsy.
Partial or absence seizure
involves only a small part of the brain. Child loses contact briefly.
Generalized or tonic-clonic seizure
includes much more of the brain.
Autism spectrum disorders
Developmental disabiliy significantly affecting verbal and non-verbal communication and social interaction. Evident before age 3.
includes many of the autism characteristics but greatest problems lie in social relations. Children lack a theory of mind ( understanding that they and others have minds)
3 part conception of giftedness
above avarage g, high creativity, high task commitment/motivation.
Person first language
not �autists� but �people with autims�
Distinguish between disability and handicap
- Disability is an inability to do something specific such as see or walk.
- A handicap is a disadvantage in certain situations. Some disabilities lead to handicaps, but not in all contexts.
few broad abilities, and at least 70 specific abilities. Fluid and cryst. Intell. Are broad ones.
knowing how rather than knowing that.
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