Psychology 2043A/B Study Guide - Fall 2018, Comprehensive Midterm Notes - Traumatic Brain Injury, Speech-Language Pathology, Special Education
12 Oct 2018
School
Department
Course
Professor
Psychology 2043A/B
MIDTERM EXAM
STUDY GUIDE
Fall 2018
Lecture 1 - Children with Exceptionalities and their Families
Professionals
- Careers for working with children with exceptionalities - teacher, special education, speech
pathology, psychologist and school administrator - occupational therapist, pediatrician, physical
therapist, school counselor, school nurse, audiologist, educational assistant, social work
Exceptional Children Characteristics
1. Mental characteristics
2. Sensory Abilities - ability to see, smell, etc
3. Communication abilities
4. Behaviour and emotional development
5. Physical Characteristics
Children are not Considered Exceptional
- Unless they are remarkably different from the norm
- Children with exceptionalities are different in some ways from other children in the same life age
- Students are not considered exceptional unless the educational program is modified to help them
be successful
Interindividual Differences
- Differences between children
Intraindividual Differences
- Differences within a single child
The Story of Max
- Child with exceptionalities
- 1850 - only a smattering of physicians were interested in Max’s specialization, usually who lived
in a urban centre
- 1900 - isolated and stirring with a urban community and would not have helped Max
- 1950 - beginning of special programs, in some states of urban centres
- 1975 - Specialized services became apart of legislation to help exceptional children
Response to Intervention Model
- Framework with 3 tiers
- Multi tier designed to meet the needs of all students to help them get the education support they
need
- Tier 3 → Intensive instruction - few students (speech therapy)
- Tier 2 → Small groups - enhanced instruction (might go to class and take a bunch of students
who are poor readings, and help them read words)
- Tier 1 → Core - General classroom - teach the entire class the same thing
find more resources at oneclass.com
find more resources at oneclass.com
Information Input Model
- Information input is how the student gets information from the world in terms of their senses as a
majority
- 6 Types of Input (Vision, Hearing, Kinesthetic (movement), Haptic (cold/ heat), Gustatory,
Olfactory (smell)
- Processing → thinking, figuring things out and making sense of the world after the
information has been collected
- 5 Types of Processing ( Memory, Classification, Association, Reasoning, Evaluation)
- Information Output - Responding to the information they processed, through output - how the
world influences your behaviour
- 6 Types of Output - Speaking, Writing, Motor Response, Dancing, running , Social Interaction
- Emotional context affects everything that you learn - stress can cause you to perform weaker
Executive Function
- Mental processes that enable us to plan, focus attention, remember instructions and juggle
multiple tasks successfully
Early Intervention
- Before school
- All professions that serve children agree on the proposition - the earlier the intervention, the
better - more significant positive outcomes with less effort
Heredity and Environment
- Up until 1960, people figured that your genes, dictated and determined how smart you are gonna
be, and will determine what your disability was
- In the 1960, major movement to stress the important role of the environment - children with early
intervention did significantly better - educators were vital for children with exceptionalities
- Environment - educators more active and important role in causing change
- 1990 - Gottlieb - an interaction of heredity and environment - genes influence where the child
starts, but education and support have an impact on that
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Lecture 1 - children with exceptionalities and their families. Careers for working with children with exceptionalities - teacher, special education, speech pathology, psychologist and school administrator - occupational therapist, pediatrician, physical therapist, school counselor, school nurse, audiologist, educational assistant, social work. Exceptional children characteristics: mental characteristics, sensory abilities - ability to see, smell, etc, communication abilities, behaviour and emotional development, physical characteristics. Unless they are remarkably different from the norm. Children with exceptionalities are different in some ways from other children in the same life age. Students are not considered exceptional unless the educational program is modified to help them be successful. 1850 - only a smattering of physicians were interested in max"s specialization, usually who lived in a urban centre. 1900 - isolated and stirring with a urban community and would not have helped max. 1950 - beginning of special programs, in some states of urban centres. 1975 - specialized services became apart of legislation to help exceptional children.
