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SPED 110,[object Object],Classroom Management,[object Object]
Unit II: Characteristics of Learners with Mild to Moderate Disabilities,[object Object]
1. Cognitive Characteristics,[object Object]
A. Cognitive Theory and Approaches to Mild Disabilities,[object Object],In order to understand the difficulties with mild disabilities have in school learning environments, it is helpful to first consider the process by which most people process the information embedded in environmental stimuli.,[object Object]
Theories and framework for explaining cognitive functioning are generally derived from three premises:,[object Object]
Learning is an active process that requires active participation of the individual.,[object Object],Learning results in lasting changes within the learner’s knowledge base: learning is inferred to have occurred when stable changes in behaviors are noted.,[object Object],The manner by which brain handles incoming stimuli in relation to previous learning determines the effectiveness of the new learning.,[object Object]
Learningmay also be conceptualized as the process of “coming to understand”.,[object Object]
The learner acquires three types of understandings or knowledge:,[object Object],Declarative knowledge,[object Object],Procedural knowledge,[object Object],Conditional knowledge,[object Object]
The following assumptions from the basis of the discussion of the cognitive characteristics of children and youth and their effect on the learning process:,[object Object]
Learning results when a student effectively relates a new learning to previous learning.,[object Object],Learners are active participants in and ultimately responsible for their own learning.,[object Object],The methods individuals use to organize and integrate information are critical to their success in learning.,[object Object]
cont...,[object Object],Learning is a holistic act: while it is possible to study the components of successful learning, any interventions must consider the whole learning act.,[object Object]
B. Theoretical Approaches to Cognitive Functioning,[object Object]
Behaviorism,[object Object],Learning is occurring when the individual forms an association between a particular environmental stimulus and a pleasant or punishing event. ,[object Object],Pleasant outcomes result in new learned behaviors; unpleasant events or that receive no reinforcement are ignored or rejected.,[object Object]
Constructivism ,[object Object],Focused on the way children develop or “construct” knowledge from the experiences provided by the environment. ,[object Object],Learning is more complicated than a series of simple stimulus-response sequences.,[object Object]
Information Processing,[object Object],Based on the premise that cognition is a highly interactive process, and it assumes that individuals interpret all newly received sensory input with respect to what they already know.,[object Object]
Models of Cognitive Functioning generally are composed of three primary components or functions:,[object Object],Structural components,[object Object],Strategic control components,[object Object],Executive control functions,[object Object]
2. Perceptual Characteristics,[object Object]
A. Perception,[object Object],The ability to process stimuli meaningfully, to organize and interpret sensory stimuli.,[object Object],It is the field of study that concerns itself with the ability to make judgements about and attach meaning to incoming stimuli, primarily by assigning new stimuli to a category with similar elements.,[object Object]
B. Theoretical Foundations of Perception,[object Object]
Perception is one of the strategic control processes in the cognitive process.,[object Object],It is the strategic process by which sensory stimuli are transformed into meaningful representations, using the process of scanning, selecting, attending and categorizing.,[object Object]
It is the capturing of stimuli and the matching of those stimuli with relevant representations in long-term memory, thereby giving the stimuli meaning.,[object Object],It allows individuals to integrate stimuli meaningfully into their existing cognitive structures.,[object Object]
It is viewed as an active and constructive process, differing significantly from simple vision or hearing.,[object Object],It is not a simple reflective action whereby the visual or auditory stimuli elicit a behavioral response.,[object Object]
It involves the organization of incoming stimuli, accomplished by the individual’s internal cognitive processes.,[object Object],It is described as coding, as the process of translating sensory input into a representational form that can be manipulated in a person’s working memory and stored in long-term memory.,[object Object]
C. Language Functions,[object Object]
1. Listening ,[object Object],Is the receptive language process used to derive meaning from language received auditorily.,[object Object],It requires that the individuals be able to attend to the message, select the main ideas, and then recall and relate the ideas to one another and to concepts stored in long-term memory.,[object Object]
Three Types of Listening:,[object Object],Appreciative Listening,[object Object],Attentive Listening,[object Object],Critical or Evaluative Listening,[object Object]
2. Speaking ,[object Object],Is the expensive language process used to encode thoughts so that they can be communicated orally to others.,[object Object]
Speaking involves:,[object Object],Accurately making speech sounds,[object Object],Speaking fluently, and using a quality of voice that contributes to and does not obscure the message,[object Object],Using adequate vocabulary, syntax, meaning, and social language skills that support the communicative purpose.,[object Object]
3. Reading ,[object Object],Is the receptive language process that utilizes both visual and auditory abilities to derive meaning from the language symbols found in written text.,[object Object],It is an interactive process between the reader and the text for the purpose of deriving meaning.,[object Object]
In order to read effectively and efficiently, the reader must be able to:,[object Object],Decode the graphic symbols to determine their morphemic referent,[object Object],Infer meaning from the combinations of words using syntactic and semantic clues,[object Object],Perform these decoding and inference functions fluently enough to make this a feasible way to get information,[object Object]
4. Writing ,[object Object],Is the process of encoding thought into graphemic symbols, or phonograms, so that communication can occur across time and space.,[object Object],To be effective, the writer must be able to write in an accurate mechanical form that does not detract from the communication.,[object Object]
Written expression is composed of skills in:,[object Object],Handwriting,[object Object],Spelling,[object Object],Composition,[object Object]
D. Common Language Characteristics of Learners with Mild Disabilities,[object Object]
Difficulty in auditory reception and perception,[object Object],Difficulty with verbal expression,[object Object],Difficulty with word retrieval in spoken language,[object Object],Problems in social conversation,[object Object],Incomplete sentences or thoughts,[object Object],Difficulty comprehending what has been read,[object Object],Difficulty in written expression,[object Object]
4. Academic Learning Characteristics,[object Object]
A. What is Learning?,[object Object],Learning is the process by which experience and practice result in a stable change in the learner’s behavior that is not explained simply by maturation, growth or aging. It is the process of going from “not knowing” to “knowing”.,[object Object]
B. Stages of Learning,[object Object],Acquisition, including reversion,[object Object],Proficiency,[object Object],Maintenance,[object Object],Generalization,[object Object],Adaptation ,[object Object]
Fin.,[object Object],Report by:,[object Object],Candice Camille A. Santiago,[object Object]

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