Extremes of Intelligence A.P. Psychology Chapter 9.
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Transcript of Extremes of Intelligence A.P. Psychology Chapter 9.
![Page 1: Extremes of Intelligence A.P. Psychology Chapter 9.](https://reader033.fdocuments.in/reader033/viewer/2022061609/56649cee5503460f949bbf24/html5/thumbnails/1.jpg)
Extremes of IntelligenceA.P. Psychology
Chapter 9
![Page 2: Extremes of Intelligence A.P. Psychology Chapter 9.](https://reader033.fdocuments.in/reader033/viewer/2022061609/56649cee5503460f949bbf24/html5/thumbnails/2.jpg)
Mental Retardation• Sub-average general mental ability
accompanied by deficiencies in adaptive skills, originating before age 18
•Adaptive skills = communication, self-care, home living, social interaction, community use and health & safety
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Mental Retardation: The Facts
• 2-3% of the school-age population is diagnosed as mentally retarded
• Most are considered “mildly retarded” and will become self-supporting adults
• Over 350 organic syndromes are known to cause mental retardation
• However, a true cause is only able to be diagnosed in about 25% of cases
• Unfavorable environmental factors may be linked to MR as well
• Low socioeconomic status, marital instability, parental neglect, inadequate nutrition & medical care, lower-quality schooling
![Page 4: Extremes of Intelligence A.P. Psychology Chapter 9.](https://reader033.fdocuments.in/reader033/viewer/2022061609/56649cee5503460f949bbf24/html5/thumbnails/4.jpg)
Levels of Mental Retardation
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Mainstreaming• An approach to special education
•Students with special needs spend some time in “general education” classes based upon their skills
• Most of the educational day is spent in “self-contained classrooms” or “resource rooms”
•Work one-on-one with special educators in smaller sized classrooms
![Page 6: Extremes of Intelligence A.P. Psychology Chapter 9.](https://reader033.fdocuments.in/reader033/viewer/2022061609/56649cee5503460f949bbf24/html5/thumbnails/6.jpg)
Inclusion
• An approach to special education•Students with special needs spend most or all of their time at school with non-disabled students
• Rejects the use of “special schools” or “segregated classrooms” for students with special needs
• Fully inclusive schools (rare) no longer differentiate between “general education” and “special education”
![Page 7: Extremes of Intelligence A.P. Psychology Chapter 9.](https://reader033.fdocuments.in/reader033/viewer/2022061609/56649cee5503460f949bbf24/html5/thumbnails/7.jpg)
Mainstreaming vs. Inclusion
• Researchers, educators & parents favor mainstreaming over inclusion
•Focus on gaining some academic skills, even though modified
• Both lead to higher academic achievement, higher self-esteem & better social skills
• Politics tends to favor inclusion
• It is more of a moral stance
• Focus on social development & being allowed the same opportunities
• Both teach tolerance & understanding to the general education population
![Page 8: Extremes of Intelligence A.P. Psychology Chapter 9.](https://reader033.fdocuments.in/reader033/viewer/2022061609/56649cee5503460f949bbf24/html5/thumbnails/8.jpg)
Giftedness
• Widely misunderstood•Research is heavily based upon IQ scores & has become a label for many children (2 – 5 %) with IQ scores above 140
•Current studies are showing that “giftedness” goes beyond IQ & the focus should be on individual gifts instead of something you either have or your don’t have
![Page 9: Extremes of Intelligence A.P. Psychology Chapter 9.](https://reader033.fdocuments.in/reader033/viewer/2022061609/56649cee5503460f949bbf24/html5/thumbnails/9.jpg)
Stereotype vs. Reality
• Stereotype– Television & movies
often inaccurately portray gifted children•Nerds•Misfits•Weak•Sickly•Socially inept•Bookworms•Emotionally
troubled
• Reality– Study by Lewis
Terman (1921)•Above average
height, weight, strength & physical health
• Emotionally stable
•High social maturity
•Above average mental health
![Page 10: Extremes of Intelligence A.P. Psychology Chapter 9.](https://reader033.fdocuments.in/reader033/viewer/2022061609/56649cee5503460f949bbf24/html5/thumbnails/10.jpg)
Some Discrepancies
• Ellen Winner (1997)•Differentiates between moderately gifted children (IQ 130-150) and profoundly gifted children (IQ above 180)
»Asserts that profoundly gifted children are often introverted and socially isolated
»According to her research, incidence of interpersonal & emotional problems are twice as high in profoundly gifted children as in other groups
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