Class notes PROFED05

GENERAL EDUCATION – FIRST YEAR

VOLUME ONE

,
, 3.1: UNIVERSAL DESIGN FOR
TABLE OF CONTENTS LEARNING BY CETL AT OU .............. 20
3.1.1: UDL DEFINITION AND
EXPLANATION ............................... 20
TABLE OF CONTENTS ............................ I 3.1.2: UDL GUIDELINES ................. 20
3.1.3: ENGAGEMENT STRATEGIES 21
COURSE 1: FOUNDATION OF SPECIAL
3.1.4: REPRESENTATION STRATEGIES
AND INCLUSIVE EDUCATION.............. 1 ....................................................... 22
CHAPTER 1: DIVERSITY WHEEL AND 3.1.5: ACTION AND EXPRESSION
MODELS OF DISABILITY ............................. 2 STRATEGIES.................................... 23
1.1: MODELS OF DISABILITY ............... 2 3.2: INCLUSIVE EDUCATION ............ 24
1.1.1: MORAL/ RELIGIOUS MODEL 2 3.2.1: RA 10533 – EBEA 2013........ 24
1.1.2: MEDICAL MODEL ................. 3 3.2.2: ACCOMMODATION AND
1.1.3: SOCIAL MODEL .................... 4 MODIFICATION ............................. 25

1.1.4: IDENTITY MODEL ................... 7 3.3: DIFFERENTIATED INSTRUCTION . 25
1.1.5: HUMAN RIGHTS MODEL ....... 7 3.3.1: “HOW TO DIFFERENTIATED
INSTRUCTION” ............................... 25
1.1.6: CULTURAL MODEL ................ 8
3.3.2: DIFFERENTIATED
1.1.7: ECONOMIC MODEL ............ 8 INSTRUCTIONS LECTURE ............... 25
1.1.8: CHARITY MODEL................... 8 3.4: SIMILARITIES BETWEEN DI AND
1.1.9: LIMITS MODEL ....................... 9 UDL .................................................. 28
1.2: DIVERSITY WHEEL ........................ 9 CHAPTER 4: LEARNERS WITH EMOTIONAL
1.2.1: FOUR LAYERS MODEL ........ 10 AND BEHAVIORAL DISORDERS
(COMMON DISORDERS, ADHD, ASD) ... 29
CHAPTER 2: HISTORICAL AND LEGAL
FOUNDATIONS OF SPECIAL AND 4.1: TEMPLE GRANDIN .................... 29
INCLUSIVE EDUCATION .......................... 11 4.2: EMOTIONAL AND BEHAVIORAL
2.1: HISTORICAL AND LEGAL DISORDER ........................................ 29
FOUNDATIONS ................................. 11 4.2.1: DEFINITIONS OF EBD ........... 29
2.1.1: ERA OF EXTERMINATION .... 11 4.2.2: CHARACTERISTICS OF EBD 30
2.1.2: ERA OF RIDICULE ................ 11 4.2.3: CAUSES OF EBD .................. 30
2.1.3: ERA OF ASYLUM ................. 12 4.3: ATTENTION DEFICIT
2.1.4: ERA OF EDUCATION........... 12 HYPERACTIVITY DISORDER.............. 30
2.1.5: CURRENT DEVELOPMENTS . 14 4.4: AUTISM SPECTRUM DISORDER . 31
2.2: SPECIAL AND INCLUSIVE 4.4.1: CHARACTERISTICS OF ASD 31
EDUCATION ..................................... 17 4.4.2: CATEGORIES OF ASD ......... 32
2.2.1: SPECIAL EDUCATION ......... 17 4.5: EDUCATIONAL APPROACHES . 32
2.2.2: INCLUSIVE EDUCATION ...... 17
CHAPTER 5: GIFTED AND TALENTED
CHAPTER 3: DIFFERENTIATED INSTRUCTION LEARNERS ............................................... 35
AND UNIVERSAL DESIGN ........................ 20 5.1: GIFTED AND TALENTED
INDIVIDUALS .................................... 35


REBYUWER Volume 1 | I

, 5.2: CATEGORIES OF GIFTEDNESS ... 35 6.6: IDENTIFICATION AND
5.2.1: COGNITIVELY GIFTED ......... 35 ASSESSMENT .................................... 49
5.2.2: ACADEMICALLY GIFTED .... 35 6.6.1: INTELLECTUAL FUNCTIONING
....................................................... 49
5.2.3: CREATIVELY GIFTED ............ 36
6.6.2: ADAPTIVE BEHAVIOR ......... 49
5.2.4: GIFTEDNESS IN LEADERSHIP
ACTIVITY ........................................ 36 6.7: THE INDIVDUALIZED EDUCATION
PROGRAM....................................... 50
5.2.5: GIFTEDNESS THROUGH
VISUAL AND PERFORMING ARTS 6.7.1: DEVELOPING THE IEP ......... 50
ABILITY ........................................... 36
CHAPTER 7: LEARNERS WITH LEARNING
5.3: TALENTS AND GIFTS................... 37 DISABILITY ............................................... 53
5.3.1: JANE PIIRTO’S PYRAMID OF 7.1: PROMINENT PEOPLE WITH
TALENT ........................................... 37
LEARNING DISABILITIES.................... 53
5.3.2: PERSONAL ATTRIBUTES OF
7.2: LEARNING DISABILITY ............... 53
TALENTED LEARNERS .................... 37
7.2.1: IDEA AND THE FEDERAL
5.3.3: RENZULLI’S THREE-RING
DEFINITION OF LD ......................... 53
CONCEPT OF GIFTEDNESS ........... 38
7.2.2: THREE CRITERIA FOR
5.3.4: TYPES OF GITED LEARNERS 39
IDENTIFYING STUDENTS WITH LD .. 54
5.4: EDUCATIONAL APPROACHES .. 40
7.2.3: INHERENT WEAKNESSES ON
5.4.1: IDENTIFICATION AND LEARNING DISABILITIES ................. 54
ASSESSMENT .................................. 40
7.2.4: NJCLD DEFINING LD .......... 54
5.4.2: ACCELERATION .................. 41
7.3: CAUSES ..................................... 54
5.4.3: ENRICHMENT....................... 42
7.4: TYPES OF LEARNING DISABILITY 55
CHAPTER 6: LEARNERS WITH INTELLECTUAL 7.4.1: DYSLEXIA ............................. 55
DISABILITY ............................................... 43
7.4.2: DYSGRAPHIA ...................... 55
6.1: PROMINENT PEOPLE WITH
7.4.3: DYSCALCULIA..................... 55
INTELLECTUAL DISABILITY ................. 43
7.4.4: DYSPRAXIA .......................... 55
6.2: INTELLECTUAL DISABILITY .......... 43
7.4.5: APHASIA/ DYSPHASIA ........ 55
6.2.1: IDEA DEFINING
INTELLECTUAL DISABILITY .............. 43 7.4.6: AUDITORY AND VISUAL
PROCESSING PROBLEMS ............. 56
6.2.2: AAIDD DEFINING
INTELLECTUAL DISABILITY .............. 44 7.5: EDUCATIONAL APPROACHES . 56
6.3: CLASSIFICATIONS...................... 45 7.6: IDENTIFICATION AND
ASSESSMENT .................................... 58
6.3.1: DEGREE OF INTELLECTUAL
IMPAIRMENT .................................. 45 7.6.1: INTELLIGENCE AND
ACHIEVEMENT TESTS..................... 58
6.4: CAUSES ..................................... 45
7.6.2: CRITERION-REFERENCED TETS
6.4.1: BIOMEDICAL ....................... 46 ....................................................... 58
6.4.2: ENVIRONMENTAL ............... 48 7.6.3: CURRICULIM-BASED
6.5: EDUCATIONAL APPROACHES .. 48 MEASUREMENT ............................. 58
6.5.1: ADAPTIVE BEHAVIOR ......... 48 CHAPTER 8: LEARNERS WITH HEARING
IMPAIRMENT ........................................... 59


REBYUWER Volume 1 | II