EDUCATIONAL PSYCHOLOGY DISABILITIES
DEFINITIONS TERMS:
Disability physical o r mental defects that incapacitate a person to move, socialite and learn like many others. Impairment lost or damage, lessen part of the body. Handicap person with impairment/disability that limits his capacity in moving and learning. Exceptional Children (Kirk in Smith and Neisworth, 1975) Who deviates from the average or normal child (1) in mental characteristics, (2) in sensory abilities, (3) neuro-muscular or physical characteristics, (4) in social or motional behavior, (5) in communication abilities, or (6) multiple handicaps o such an extent that he requires a modification of school practices, or special educational service, in order to develop to his maximum capacity. (Gearhart in Smith and Neisworth, 1975) The exceptional child shall be considered to be one whose educational requirements are so different from the average or normal child, that he cannot be effectively educated without the provisions of special educational programs, services, facilities, or materials.
KINDS OF DISABILITY
Learning Disabilities Physical Disabilities Behavioral Disabilities Mental Disabilities Visual Impairments Hearing Impairments
Exceptional Children is Divided in to Two Category
1. Mental Giftedness 2. Mental Retardation
MENTALLY GIFTED
(Renzulli, 1978) One who has an above general ability, high level of task commitment, and high level of creativity, whose IQ is approximately 130 or more(Fox, 1981)
Characteristics of Mentally Gifted
Accdng. To Gage and Berliner (1979) 1. Learns rapidly and easily 2. Uses a lot of common sense and practical knowledge. 3. Reasons things out, thinks clearly, recognizes relationships, and comprehends relationships. 4. Retains what has been heard or read without much rote drill 5. Knows about things which other children of the same age are unaware. 6. Uses a large number of words easily and accurately. 7. Reads books that are one to two years in advance of the rest of the class. 8. Performs mental tasks. 9. Asks many questions and is interested in a wide range of things. 10. Does academic work one to two years in advance of the class h belongs to. 11. Original and uses good or unusual methods or ideas 12. Alert, keenly observant, and responds quckly.
IDENTIFICATION OF THE ACADEMICALLY GIFTED (Fox, 1981)
Multi- method approach with the use of psychometric and non-psychometric methods 1. Intelligence and Aptitude testing 2. Evidence of specific academic achievement as measured by standardizes test and/or informal measures such as teachers or experts judgments about science project, essays; or poems. 3. Recommendations of teachers, counselors, reading, specialists, or other educators.
Different Kinds of Tests
Bender Gestalt-Motor-Visual Test Arthur Point Scale Wechsler Intelligence Scale for children (WISC) Wechsler Adult Intelligence Scale (WAIS)
Children Apperception Test (CAT) Thematic Apperception Test (TAT)
STRATEGIES FOR EDUCATING THE MENTALLY GIFTED
1. Help develop their potentials. 2. Acceleration 3. Enrichment of the course or curriculum refers to additional course or curricular content aside from required or regular contents 4. Establishing of special schools. MENTAL RETARDATION Accdng. to Robinson and Robinson, 1976. Definitions are suggestive o the Historical development of the concept.
Traditional definitions 1937, Tredgold mental deficiency as a state o incomplete mental
development of such a kind and degree that the individual is incapable of adapting himself to the normal environment of his fellows in such a away as to maintain existence independently of supervision, control or external support. 1974, Doll social incompetence due to mental sub normality, which has been developed mentally arrested, which obtains maturity, is of constitutional origin and is essentially incurable. Kanner - Absolute Feeble-mindedness and relative mental deficiency. Absolute feeble-mindedness is marked deficiency in cognitive, emotional and constructively conative potentialities that would stand out as defectiveness in any given culture. Relative mental deficiency refers to limitations definitely related to the standards of the particular culture which surround them. Definition according to test score (IQ) The cut off scores vary from 70, 75, 80. This means that individuals with IQ lower than the cut-off score are mentally deficient. Contempory definitions According to Social System perspective, experimental analysis point of view and American Association of Mental Deficiency.
Social System Perspective three models are posited; the pathological model states that mental deficiency is an out-growth of a medical orientation, concerned with physiological malfunction and symptoms of disease or defect. Derived from the mental testing movement, mental deficiency in statistical model defined as deviant range of continuum of intellectual ability. From the social system model, the mentally deficient deviates from socially accepted behavior. Experimental analysis point of view (Bijou, 1976) a retarded individual is one who has limited repertory of behavior shaped by events that constitute his history. AAMD mental retardations referring to the sub average general intellectual functioning existing concurrently with deficit in adaptive behavior, and manifested during development period. Cupertino School for Special Children Condition of impaired or incomplete development which originates during early childhood and characterized by delayed development in several areas particularly in learning.
ETIOLOGY OF MENTAL RETARDATION
The causes focus on medical and psychological factors. It includes; Prenatal overexposure to X-rays, illness and infections like German measles and meningitis etc. Natal longed labor 0r too rapid delivery, pelvic pressure, hemorrhage or lack of oxygen in the brain. Post-natal high fever, diseases of childhood, lead poisoning, metabolic defects, extreme malnutrion or accidents. Psychological factors inadequate care during pregnancy, indifferent maternal care, rejection of the child by significant others, lack of adequate opportunities to learn and depressed environment.
CLASSIFICATION OF THE MENTALLY RETARDED
Classification Moron IQ level 50 - 70 Program Educable and may profit from regular class capable of going through Grades 1-6
Trainable, capable of self maintenance and partial self support Cannot do anything, totally dependent.
Imbecile Idiot
20 - 50 0-20
(* according to Binet IQ Scale and Adult MA range)
Degree of Retardation Mild Moderate Severe Profound
Binet IQ Scale 54 - 56 36 - 51 20 - 35 Below 20
Adult MA Range 8 years, 6 mos. 10 yrs 10 mos. 6 yrs, 1 mo. 8 yrs, 5 mos 3 yrs, 9 mos. 6 yrs. Below 3 yrs, 3 mos.
CHARACTERISTICS OF MENTALLY RETARDED AND HANDICAPPED CHILDREN
According to Cupertino School for Special Children, the most common signs are; 1. Persistence of infantile habits beyond the age when these are normally dropped. 2. Slow progress or repeated failures in school or functioning at least two grade level below normal expectations 3. Difficulty in understanding and following instructions 4. Poor memory and attention span 5. History of delayed development in walking. Talking eating and bathroom skills. 6. Difficulty in learning through abstract means. 7. Difficulty in social and vocational situations.
APPROACHES TO EDUCATING THE MENTALLY RETARDED:
1. Accept the child as he comes to you. 2. Realize that every child can do better 3. Survey your recourses 4. Respect the opinions of other professionals 5. determine the role and preparation of your assistants 6. involve parents realistically. 7. Plan the layout of your classroom. 8. be cautious and deliberate in your selection of instructional materials 9. decide on the basic kinds of and procedures for collecting data 10. Plan a workable practical curriculum
11. be practical in your plans in grouping children 12. Consider how consequences affect behavior 13. Study contemporary instructional techniques 14. Avoid dead time. 15. Structure formats for conferences with parents and reports on students 16. Maintain your own motivation.
