Kathleen Stassen Berger Prepared by Madeleine Lacefield Tattoon, M.A. 1 Part IV The School Years: Biosocial Development Chapter Eleven A Healthy Time Brain Development Children with Special Needs

2 The School Years: Biosocial Development there are similarities among all school-age children… but also differences suddenly become significant (size, health, learning ability, in almost everything)

3 A Healthy Time Middle childhood –the period between early childhood and early adolescences, approximately from age7 to 11 –genetic and environmental factors safeguard children… most fatal diseases and accidents occur before age 7

4 A Healthy Time Size and Shape –the rate of growth slows down, allowing children to undertake their basic self-care –muscles become stronger; can master almost any motor skill –lung capacity expands—children run faster and exercise longer without breathing more heavily

5 A Healthy Time Size and Shape –Overweight having a BMI (body mass index) of 25 being above the 85 th percentile* –Obesity having a BMI of 30 or more being above the 95 th percentile*

6 A Healthy Time Physical Activity –active play benefits children in every way –benefits of sports can last a lifetime better overall health less obesity appreciation of cooperation and fair play improved problem-solving abilities respect for teammates and opponents from many ethnicities and nationalities

7 A Healthy Time Physical Activity Hazards loss of self-esteem as a result of criticism from teammates or coaches injuries (the famous “Little League elbow” is one example) reinforcement of prejudices (especially against the other sex) increases in stress (evidenced by altered hormone levels, insomnia) time and effort taken away from learning academic skills

8 A Healthy Time Chronic Illness –about 13% of all children have special health needs, some get worse during the school years –any chronic condition can limit active play and impede regular school attendance

9 A Healthy Time Asthma –a chronic disease of the respiratory system –inflammation narrows the airway from the lungs to the nose and mouth –signs and symptoms include wheezing, shortness of breath, chest tightness, and coughing

10 A Healthy Time Three Levels of Asthma Prevention –Primary better ventilation of schools and homes decreased pollution/eradication of cocroaches construction of many more play areas –Secondary breast-feeding ridding the house of dust, pets, smoke and other allergens regular checkups –Tertiary use of injections and inhalers hypoallergenic materials

11 Brain Development Advances in Brain Functioning –Reaction Time the time it takes to respond to a stimulus, either physically or cognitively –Selective Attention the ability to concentrate on some stimuli while ignoring others –Automatization a process in which repetition of a sequence of thoughts and actions makes the sequence routine, so that it no longer requires conscious thought

12 Brain Development Aptitude and Achievement Aptitude –the potential to master a particular skill or to learn a particular body of knowledge IQ tests –tests designed to measure intellectual aptitude, or ability to lean in school.

13 Brain Development Criticisms of IQ Testing –many developmentalists criticize IQ tests –no test can measure potential without also measuring achievement –every test score reflects the culture of the people who wrote, administer and take it –intellectual potential changes over the life span

14 Brain Development Criticisms of IQ Testing –a more fundamental criticism concerns the very concept that there is one general thing called intelligence –humans may have multiple intelligences… if so, the use one IQ score is based on a false premise

15 Brain Development Sternberg (1996) describes three distinct types of intelligence –Academic – measured by IQ and achievement tests –Creative – evidenced by imaginative endeavors –Practical – seen in everyday problem solving Emotional Intelligence – the ability to regulate one’s emotions and perceptive understanding of other people’s feelings

16 Brain Development The most influential of all theories is Gardner’s 8 theories: 1.linguistic 2.logical-mathematical 3.musical 4.spatial 5.bodily-kinesthetic (movement) 6.interpersonal (social understanding) 7.intrapersonal (self-understanding) 8.naturalistic (understanding of nature, as in biology, zoology, or farming)

17 Children with Special Needs a physical or mental disability, require extra help in order to learn often slowness, impulsiveness, or clumsiness is the first problem to be noticed; other problems become apparent once formal education begins

18 Developmental Psychopathology the field that uses insights into typical development to study and treat developmental disorders and vice versa

19 Developmental Psychopathology four lessons apply to everyone: –abnormality is normal –disability changes year by year –adulthood may be better or worse –diagnosis depends on the social conte xt

20 Attention-Deficit Disorder Attention- deficit/hyperactivity disorder (ADAH) –a condition in which a person not only has great difficulty concentrating for more than a few moments but also is inattentive, impulsive, and overactive.

21 Attention-Deficit Disorder Learning Disabilities –a marked delay in a particular area of leaning that is not caused by an apparent physical disability, by mental retardation, or by an unusually stressful home environment –dyslexia unusual difficulty with reading; thought to be the result of some neurological underdevelopment

22 Attention-Deficit Disorder Autistic Spectrum Disorders –Autism a developmental disorder marked by an inability to relate to other people normally, extreme self- absorption, and an inability to acquire normal speech –Autistics Spectrum Disorder any of several disorders characterized by inadequate social skills, usually communication, and abnormal play –Asperger Syndrome a specific type of autistic spectrum disorder characterized by extreme attention to details and deficient social understanding

23 Educating Children with Special Needs Individual education plan (IEP) –a document that specifies educational goals and plans for a child with special needs Least restrictive environment (LRE) –a legal requirement that children with special needs be assigned to the most general educational context in which they can be expected to learn