Individual Differences and Disabilities
Each person has an individual profile of characteristics, abilities and challenges that result from predisposition, learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.
Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single factor known as general intelligence, multiple factors (e.g., Gardner's theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness. In addition to basic abilities, the individual's personality traits are also important, with people higher in conscientiousness and hope attaining superior academic achievements, even after controlling for intelligence and past performance.
Read more about this topic: Educational Psychology
Famous quotes containing the words individual, differences and/or disabilities:
“We recognize caste in dogs because we rank ourselves by the familiar dog system, a ladderlike social arrangement wherein one individual outranks all others, the next outranks all but the first, and so on down the hierarchy. But the cat system is more like a wheel, with a high-ranking cat at the hub and the others arranged around the rim, all reluctantly acknowledging the superiority of the despot but not necessarily measuring themselves against one another.”
—Elizabeth Marshall Thomas. “Strong and Sensitive Cats,” Atlantic Monthly (July 1994)
“No sooner had I glanced at this letter, than I concluded it to be that of which I was in search. To be sure, it was, to all appearance, radically different from the one of which the Prefect had read us so minute a description.... But, then, the radicalness of these differences ... these things ... were strongly corroborative of suspicion.”
—Edgar Allan Poe (1809–1849)
“The more I read and the more I talked to other parents of children with disabilities and normal children, the more I found that feelings and emotions about children are very much the same in all families. The accident of illness or disability serves only to intensify feelings and emotions, not to change them.”
—Judith Weatherly (20th century)