Foundations of Exceptionalities

Chapter 3 Template

Learning Styles and Multiple Intelligences

What does the book say about learning styles and multiple intelligences?

O’Brien et al. (2019) state that learner diversity is central to learning styles theory. The authors state that the theory must begin with determining the primary learning styles of the students to provide them with direct and efficient training. Using this, the teacher can modify their lesson to better meet the requirements of the students they are teaching and ensure their academic success. Better academic results are expected in special education when teachers plan and implement lessons based on students’ preferred learning styles. Every theory has different drawbacks or difficulties; for example, the fact that every child learns differently and has unique needs that must be met is a significant challenge. This begs the question, how are teachers expected to adapt their lesson plans to their pupils’ 25 distinct learning styles when they have 25 or more students in their class? The most appropriate response is that they cannot, which means they will have additional classroom assistance. Multiple intelligence is a theory that describes how a wide range of students’ talents are composed of their intellect (O’Brien et al., 2019). In order not to confine their knowledge to the antiquated methods of academia alone, intelligence is more than test results in subjects like math and reading. For this reason, additional testing is needed to determine the IQs of different students. It becomes more than test results; it provides an internal picture of students’ aptitudes and highlights any support they might require.

Word count: 241

What does your research article say about learning styles and multiple intelligences? How is this the same or different from what your textbook says?

Multiple intelligences is a philosophy that focuses on each student’s unique strengths (Hasanuddin et al., 2022). It claims that the IQ levels of each student differ. Howard Gardner first proposed this theory, and the nine intelligences include “Logical-mathematical, linguistic, interpersonal, intrapersonal, musical, visual-spatial, bodily-kinesthetic, naturalist, and existential intelligence.” Furthermore, Hasanuddin et al. (2022) discuss the relationship between intellect and technical and linguistic skills, and these opinions closely resemble those presented in O’Brien et al.’s textbook, where the points of view reinforce and reflect one another. This article explained the concept of learning styles and listed several distinct learning styles; for example, the six areas of the learning style proposed by Riechmann and Gasha include independent, dependent, collaborative, competitive, avoidant, and participative styles (Hasanuddin et al., 2022). The article claims that a student’s learning style can predict their talents, similar to the textbook. Furthermore, the paper echoes the idea of measuring certain learning styles using a particular method. This is critical to comprehend since both the text and the article stress the importance of recognizing that every student has a unique learning style, and teachers must, therefore, support learning in those methods. Teachers should develop the most effective ways and use different and special techniques to ensure that these students’ needs are met.

Word count: 212

As a leader, how can you make a positive impact on instructional design and student outcomes based on this information?

The text and the chosen research article provide valuable insights into multiple intelligence and learning style theories, which help me, as an instructor, better understand how to customize my instruction to meet the needs of each student. The adapted curriculum is my primary mode of instruction as a special education teacher. Personalized training is essential for me as a leader. Given the modest class sizes, it would be simple for me to accommodate the many learning styles and diverse intelligences in my classroom. Furthermore, the literature and research equip me with the necessary skills to assume a leadership role in both the special education context and the broader education field. Understanding that each student learns in their unique way is paramount in education. Embracing this diversity challenges educators to delve deeper into their students’ learning styles and abilities. One effective approach is to utilize specific assessment tools or surveys to identify these learning styles accurately. Additionally, exploring Individualized Education Programs (IEPs) provides valuable insights into students’ abilities and helps tailor instruction to meet their needs using the most appropriate tools and visuals. Using instructional resources in teaching and learning school topics is crucial for increasing teacher effectiveness and raising student achievement as they enhance the appeal, realism, practicality, and interest of learning.

Word count: 212

Disability and Exceptionality

What does the book say about disability and exceptionality? How are these terms defined in schools?

Disability is defined as the “limitations in performing a given task based on an impairment or condition” (O’Brien et al., 2019, p. 23). Furthermore, the definition of exceptionality on page 23 refers to the “characteristics of an individual that is particularly unique when compared to the mainstream population.” The text essentially illustrates the striking similarities between exceptionality and infirmity. The book discusses the range of impairments that might be considered disabilities, including hearing and vision problems and physical limitations. A student may be classified as belonging to one of several disability categories (O’Brien et al., 2019, p. 54)—for instance, a boy with strong pre-literacy capabilities, social skill deficits, linguistic inadequacies, and behavioral self-monitoring at age five. O’Brien et al. (2019) note that “Crowl, Kaminsky, and Poddell (1997) suggest that the disability is not in the student but in the gap between the student and the educational environment” (p. 55). This implies that a student’s disability is a function of their surroundings. Furthermore, schools diagnose exceptionalities and disabilities following psychiatric and psychological norms, especially those impairments that are mental and behavioral. IEPs are, therefore, used in schools to support students with behavioral, mental, and learning impairments. Specialized education, extra accommodations, and adjustments are needed for these students in schools.

Word count: 209

What does your research article say about disability and exceptionality? How is this the same or different from what your textbook says?

Wormald et al. (2015) present the similarities between exceptionality and disability, just like the textbook. This article examines giftedness and particular learning problems through a case study approach. This case study examines a child who could not perform basic everyday tasks like getting dressed, writing, or even sitting still on a chair. Nonetheless, this student could create entire cityscapes out of blocks and solve “complex puzzles and verbally precocious” tasks despite his handicap (Wormald et al., 2015). This student successfully finished his schooling and succeeded academically at the university level. Comparing the exceptionalities of the student’s disability and giftedness is an intriguing method to characterize and define a pupil. The article explores and makes some recommendations to support the education of students who have exceptionalities. “Suggestions are made for identification, service provision, teacher professional development, and cooperation among all parties involved with these students.” This turns out to be crucial to the pupils’ behavioral, social, and intellectual progress. The case study demonstrates that people with disabilities should not be limited in their capacity to succeed in particular areas. Educators should keep in mind that since every student is special and unique, they will always be more adept in some areas than others.

Word count: 202

From what you found out, how does it differ from how society, in general, defines the terms?

The way society identifies and classifies students with disabilities frequently deviates from the definitions provided in the selected research article and textbook. Often, labels are applied to students with disabilities. These labels often lead to stigmas and negative implications that follow the pupils throughout their academic careers. In addition, parents frequently delay getting their children properly diagnosed or treated for a disability for an extended period out of concern that they would be labeled as “special education” students. I witness it regularly in both teachers and children, especially for those who fail to recognize that every child with a disability is unique, just like pupils in a general education classroom. I believe that students with disabilities are seen as a single group by society at large. They are identified as SpEd students with more moderate to severe disabilities. As a result, the remaining items in the SpEd category have the same labels, the student is misunderstood, and their abilities are underestimated in the classroom. Furthermore, there is little hope in society for students with disabilities because they are frequently dismissed as flawed members of society. As educators, we must change the stigma and labels attached to children or students with disabilities.

Word count: 201

Assessing Intelligence

According to your book, what is intelligence, and how is it assessed in schools?

According to O’Brien et al. (2019), intelligence quotient (IQ) scores are used to gauge a person’s level of intelligence, and after an assessment, a single composite score is generated to arrive at this result. When determining a student’s eligibility for special education services, the special education setting primarily considers their IQ scores, among other factors. For instance, instructional evaluation specialists are frequently needed to collect IQ scores on children declared qualified for the categories of intellectual disabilities and specific learning disabilities. The IQ test may be biased, as the textbook reveals, as there have been some discrepancies found in the results among African-American pupils. Black pupils frequently receive 15 points less than white students. As a result, the group receiving special education services is disproportionately represented in the disability diagnosis rate. The Weschler Intelligence Scale for Children (WISC) is one tool used to measure IQ. This tool is considered to be the most popular IQ test administered in schools all across the world today. There are eleven subtests in this test, plus five more supplemental subtests. The subtests include “similarities, vocabulary, comprehension, picture concepts, and matrix reasoning,” and other topics are among the subtests (O’Brien et al., 2019, p. 68–69). The student is then given a composite score generated by combining these subtests.

Word count: 214

What does your research article say about assessing intelligence? How is this the same or different from what your textbook says?

The absence of change in the assessment and evaluation procedure for determining eligibility is the first topic covered in the Frey (2019) article. Education and the environment surrounding education are always changing, but the way schools decide who qualifies for special education services has not changed much. Frey (2019) continues by discussing the critical role that evaluation plays in recognizing and identifying disabilities. This identifies the pupils who might be eligible for additional “services and protections” (Frey, 2019). This indicates that it revealed the student’s impairment category and whether or not they qualify for special education services. Further, according to Frey (2019), education should alter the difficult path that all students with disabilities and their families must navigate. “Norm-referenced tests,” which provide professionals with variable techniques to select and place students, bear a heavyweight in the evaluation process. Frey (2019) says that instead of determining which students are eligible for special education services, educators and education institutions should consider the needs of the students they serve. This results in questions like, what kind of assistance are these pupils going to need to succeed? These are important questions that require clarification. Noteworthy, this article and the textbook diverge at some points. However, their opinions on student assessment and testing appear to agree. Consequently, this demonstrates the necessity for some modification within this area of education.

Word count: 225

What are your thoughts on assessing intelligence?

I consider intelligence testing as a way into a biased society. Every type of testing, whether conventional or standardized, has its own biases. Furthermore, I believe that there are several approaches to meeting the needs of children with disabilities and that all students, regardless of IQ, should already have access to some of these needs or services. When deciding whether or not children with impairments are eligible for special education services, I wish there was a better method to handle this situation. A comprehensive evaluation procedure is required to consider other facets of everyday life activities. I find it difficult to comprehend why, in the field of education, things have kept changing and expanding, yet eligibility determination evaluation has reached a dead end and has become accustomed to its current practices. For this reason, I think the WISC has some good qualities and does a respectable job of at least producing a composite score that may be used.

Overall, I believe that a better process for testing and evaluating children with disabilities to determine eligibility can be developed. These students require help, and educators must provide it without failing. Other factors should also be considered other than the students’ scores.

Word count: 200

Gifted children

According to your book, how do students who are gifted fit within the paradigm of exceptional children?

According to the Elementary and Secondary Education Act, “Students who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or specific academic fields, and who need services and activities not ordinarily provided by the school to develop those capabilities fully” (O’Brien et al., 2019) are considered gifted. Pupils with gifted identification frequently have high IQs. Furthermore, students who are classified as gifted possess a diverse range of abilities and accomplishments, many of which extend beyond the classroom. According to O’Brien et al. (2019), around three million students in the US are gifted. This is only an approximation because there are not enough records on gifted people. Gifted students are not subject to the same tracking requirements as those with impairments receiving special education services. It is not necessary to maintain statistical records on gifted students. Similar to pupils classified as exceptional or students with disabilities, gifted students need precisely planned instruction. To reach their maximum potential, the work must become more challenging due to the instruction they have been given. This can be achieved through rigorous instruction, quick instruction, or difficult material. Gifted children appear to fall into the same group of exceptionality by definition. They are not like the rest of the population in any particular way.

Word count: 215

What does your research article say about gifted children?

In 2022, Baccassino and Pinnelli conducted a systematic evaluation of the pedagogy used in gifted education. Accordingly, gifted students should be provided with environments that are stimulating. Also, these environments should address the cognitive, physical, emotional, and social needs of gifted children in the curriculum. Educators should let the students move quickly through the required curriculum content and onto more advanced material. The domain of Italian education is the subject of this holistic review. Legislation acknowledging the presence of gifted children among pupils with exceptional educational needs was first mentioned in 2019. The writers also examine the absence of support for gifted students, noting that the term “gifted student” is still associated with exclusivity and is sometimes viewed as elitist. The essay explains how this elitist and exclusive approach contradicts the full inclusion model currently used with Italian and international legislation. By implementing this comprehensive inclusion method, teaching professionals can effectively serve all students. However, much like with students with impairments, teachers are frequently ill-prepared to work with them. Therefore, programs that prepare teachers to work with these talented pupils are crucial. The study’s authors clarify that more investigation is required to fully understand this group of children. A deeper understanding of the general success of gifted students’ education and meeting their demands will eventually be possible as instructors become fully educated in teaching them.

Word count: 225

What will you do as a leader to ensure that gifted children are not overlooked?

As a leader in education, it would be advantageous for me to draw attention to these pupils and advocate for their needs. One way to achieve this is to provide testing when necessary. Furthermore, I would work to develop a program designed expressly for recognizing gifted individuals in the classroom. Moreover, there is a requirement to develop a teacher preparation program. Ensuring teachers have received the necessary education to teach gifted students and effectively meet their needs is imperative. Calling attention to teaching strategies essential to meeting the requirements of gifted children is another strategy to ensure that they are not disregarded. To meet their learning needs and advance academically, gifted and talented adolescents require an academic atmosphere. They require enrichment, accelerated learning opportunities, content that will challenge them in traditional classroom settings, and suitable social and emotional support. Furthermore, I think using the special education designation could be advantageous. This is not an attack on the Special Education designation but reflects teachers’ tendency. Although I understand that this seems unhelpful, I believe this is one way or another that bright students go unnoticed. They are frequently contrasted with students with special needs. These are just a few easy recommendations and strategies that an educational leader can use to support talented children.

Word count: 212

At-Risk Children

According to your book, what does it mean to be “at-risk” and how does that differ from being in special education?

Students who are at risk are those who “are likely to do poorly on standardized tests and have a higher-than-typical risk of dropping out of school” (O’Brien et al., 2019, p. 74). The book notes that there are distinct parallels between children in special education and those who are at risk. According to O’Brien et al. (2019), students in special education are more likely to fail their classes and quit altogether. The writers also emphasize the distinctions between academic abilities (as they are used in a classroom context) and non-academic abilities. Educators must recognize their strengths in academic subjects. Children who are at risk are frequently “low achievers,” and they face the same problems and obstacles in the classroom as children with disabilities do in the special education program. “Ultimately, there appears to be considerable overlap among the needs of students with high-incidence disabilities and those students deemed to be at-risk” (O’Brien et al., 2019, p. 74). At-risk adolescents frequently have numerous characteristics that turn out to be very important. Limited financial status and background, membership in a minority racial or ethnic group, and limited parental involvement in education are a few of these characteristics (p. 74). These also appear to be prevalent in students who have disabilities. Instructors must comprehend these characteristics and possess the ability to recognize the characteristics of different students, either students with disabilities and/or at-risk students.

Word count: 231

What does your research article say about at-risk children? How is this the same or different from what your textbooks say?

This article by Queiroga et al. (2020) investigates the high rates of dropouts and at-risk students.

Researchers and statisticians have given student dropout a lot of attention because it is a serious issue. The majority of the article focuses on identifying students who are in danger or at risk. It also examines the high dropout rates in various educational environments, such as atypical settings, e-learning environments, and modern contexts. It also has similarities with the textbook in that it detects children who are at risk and about to drop out may have at-risk families. Factors that contribute to students being at risk include racial groupings, parental disengagement, and socioeconomic position status and position in society. These factors have been outlined in the textbook and the selected research article. It is imperative that educators recognize the warning indicators of at-risk behavior and make every effort to recognize and minimize them. Furthermore, the findings indicate that early at-risk student dropout can be predicted. This particular method of calculating the risk is distinct. It is different from the text because it does not discuss how to recognize it. Identifying students early can assist in addressing some of the high dropout rates among them. As educators, it is critical to keep speaking up for these students.

Word count: 212

What will you do as a leader to ensure at-risk children are getting what they need?

As a leader, I believe it is crucial to assist every student. Students who are particularly at risk require more help and resources to ensure their success in the classroom. I firmly think that every student should have access to a free, suitable public education as a special educator. It is imperative that leaders in education speak up for and assist these vulnerable pupils. It is also critical that leaders inspire other educators and staff in educational institutions to take similar action and assist all students, especially at-risk students. These at-risk students may get by with simple things every day. Water bottles and snacks are good things to keep on hand for when they are hungry. Though these actions may be taken lightly, students feel their weight and view one as a caring individual. It is essential to these pupils’ development to welcome them into a warm and caring environment. It is essential to provide a loving and caring environment for them in addition to making every effort to meet their educational demands. Furthermore, some students could require social and mental health support. I cannot claim to know what it means to be deemed at risk, but I can work to make the school a welcome place where these youngsters desire to come and thrive.

Word count: 215

**Please include at least one book, one research article, and one biblical citation.

Word count: 282