copyright 2001 by allyn and bacon chapter 4: bauer educ 202 learner differences
TRANSCRIPT
![Page 1: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/1.jpg)
Copyright 2001 by Allyn and Bacon
Chapter 4: Bauer EDUC 202Learner Differences
![Page 2: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/2.jpg)
Copyright 2001 by Allyn and Bacon
Overview
• Language & Labels• Intelligence• Ability Differences and Teaching• Creativity, Giftedness, and Talent• Cognitive and Learning Styles• Changes in the Law: Integration,
Mainstreaming, and Inclusion• Prevalent Problems and Mild Disabilities• Less Prevalent Problems and More Severe
Disabilities
![Page 3: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/3.jpg)
Copyright 2001 by Allyn and Bacon
Concept Map for Chapter 4
AbilityDifferences and
Teaching
The Law:Integration,
Mainstreaming, &Inclusion
Less PrevalentProblems, More
Severe Disabilities
Learner Differences
Cognitive andLearning
Styles
Intelligence
Creativity,Giftedness, &
Talent
Prevalent Problems,Mild Disabilities
Languageand
Labels
Copyright 2001 by Allyn and BaconCopyright 2001 by Allyn and Bacon
![Page 4: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/4.jpg)
Copyright 2001 by Allyn and Bacon
Labeling Exceptional Students
• Cautions:– Treatments
unpredictable
– Self-fulfilling prophecy
– Stigma– Labels
mistaken for explanations
• Benefits:– Can Protect a
Child– Eligible for :
• Special services
• Information• Equipment• Funding
![Page 5: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/5.jpg)
Copyright 2001 by Allyn and Bacon
Important Distinction!
• Disability– Inability
• Handicap– Situational
disadvantage• See Figure 4.1,
Woolfolk, p. 107
![Page 6: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/6.jpg)
Copyright 2001 by Allyn and Bacon
Individual Differences in Intelligence
ï Capacity to learnï Total knowledge acquiredï Ability to adapt to the environment
![Page 7: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/7.jpg)
Copyright 2001 by Allyn and Bacon
Views of Intelligence
ï Spearman : g (general)ï Carroll : ëgí with 70 specific abilitiesï Thurstone : 7 major mental abilitiesï Guilford : faces of intellect (180)ï Gardner : multiple intelligences (8)ï Sternberg : triarchic (3)
![Page 8: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/8.jpg)
Copyright 2001 by Allyn and Bacon
Gardnerís Eight Intelligences
ï Logical-mathematicalï Linguisticï Musicalï Spatialï Bodily-kinestheticï Interpersonalï Intrapersonalï Naturalist
See Figure 4.2, Woolfolk, p. 110See Figure 4.2, Woolfolk, p. 110
![Page 9: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/9.jpg)
Copyright 2001 by Allyn and Bacon
Emotional Intelligence
ï EQ intrapersonal aspects:ñ Know your own emotionsñ Managing your emotionsñ Self-motivation ñ Ability to monitor your own and otherís
feelingsñ Ability to guide your actions based on
accurate monitoring
ï Related to Gardner intrapersonal intelligence
![Page 10: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/10.jpg)
Copyright 2001 by Allyn and Bacon
Emotional Intelligence
ï Interpersonal aspects:ñ Recognizing emotions in othersñ Handling relationships
ï Related to Gardnerís interpersonal intelligence
ï Success in life requires more than just IQ
![Page 11: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/11.jpg)
Copyright 2001 by Allyn and Bacon
Intelligence as a Process
ï Sternbergís Triarchic Theoryï Components
ñ Analytic / componentialñ Creative / experientialñ Practical / contextual
ï See Figure 4.4, Woolfolk p. 114
![Page 12: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/12.jpg)
Copyright 2001 by Allyn and Bacon
Measuring Intelligence
ï Binet & Simon: childrenís mental age
ï IQ =
Mental AgeMental Age__________________ __________________
*Group versus individual IQ tests
Chronological AgeChronological AgeX X
100100
![Page 13: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/13.jpg)
Copyright 2001 by Allyn and Bacon
What Does an IQ Score Mean?
ï Average score is 100ï 50% of people score over 100ï 50% of people score under 100ï 68% of people score between 85 ñ 115ï Scores are based on White, native-born
Americans, English as their first languageï IQ scores predict achievement wellï IQ and real life?ï Heredity or environment?
![Page 14: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/14.jpg)
Copyright 2001 by Allyn and Bacon
Reflection Question
ï Sarita Valdezís score on a group IQ test is 86. Brandon Smithís score on an individual IQ test is 112.
ï How should these scores be interpreted?
ï What factors may have contributed to the difference in the two scores?
![Page 15: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/15.jpg)
Copyright 2001 by Allyn and Bacon
Ability Differences and Teaching
ï Between groupï Within groupï Purpose of groupingï Effects of grouping
See Guidelines, Woolfolk, p. 119See Guidelines, Woolfolk, p. 119
![Page 16: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/16.jpg)
Copyright 2001 by Allyn and Bacon
Creativity, Giftedness, & Talent
![Page 17: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/17.jpg)
Copyright 2001 by Allyn and Bacon
Creativity
ï Imaginative, original thinking or problem solving
ï Restructuringï Incubationï Divergent thinkingï Torrance : OFF
![Page 18: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/18.jpg)
Copyright 2001 by Allyn and Bacon
Creativity in the Classroom
ï Brainstormingï Recognize &
acknowledge creativity
ï Use brainstormingï Playï Encourage thinking
& reflectionï See Guidelines:
Woolfolk p. 122
![Page 19: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/19.jpg)
Copyright 2001 by Allyn and Bacon
Gifted & Talented Students
ï Poorly served by most public schools
ï Up to 50% are underachievingï Their own set of problemsï Often not recognized in class by
teachers
![Page 20: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/20.jpg)
Copyright 2001 by Allyn and Bacon
Gifted & Talented Students
ï Fast learners - retain information easily
ï Common and practical knowledge ï Easily retain what they have heardï Know many things other children
donítï Strong vocabulary
![Page 21: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/21.jpg)
Copyright 2001 by Allyn and Bacon
Gifted & Talented Students
ï Recognize relationships & comprehend meanings
ï Alert and keenly observantï Persistent and highly motivated on
some tasksï High level of creativity - original
thinking
![Page 22: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/22.jpg)
Copyright 2001 by Allyn and Bacon
Giftedness and Formal Testing
ï Individual IQ tests are best, but expensive
ï Group tests underestimate abilities in gifted
ï Case study approach recommendedï Include creativity testsï Minorities are often under-
represented in gifted programs
![Page 23: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/23.jpg)
Copyright 2001 by Allyn and Bacon
Teaching Gifted Students
ï Accelerationï Enrichmentï Encourage high level & abstract thinkingï Outside resource people for:
ñ Independent studyñ Mentoring programsñ Summer programs
ï Cooperative learning is NOT a good option
![Page 24: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/24.jpg)
Copyright 2001 by Allyn and Bacon
Cognitive and Learning Styles
ï Cognitive styles: information processingñ Field dependent / independentñ Impulsive / reflective
ï Learning styles: learning & studyingñ Deep- & Surface- Processingñ Learning Preferences : environmentñ Modalities : audio, visual, tactile
![Page 25: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/25.jpg)
Copyright 2001 by Allyn and Bacon
Changes in the Law: Integration, Mainstreaming, & Inclusionï Education for All Handicapped
Children Actï Regular Education Initiativeï Individuals with Disabilities
Education Actï Americans with Disabilities Act
![Page 26: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/26.jpg)
Copyright 2001 by Allyn and Bacon
Changes in the Law
ï Least Restrictive Placementñ Mainstreamingñ Full inclusion
ï Individualized Education Programï Families Rightsï See PointPCounterpoint, Woolfolk, p. 131 and
Family and Community Partnerships, Woolfolk, p. 132
![Page 27: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/27.jpg)
Copyright 2001 by Allyn and Bacon
Prevalent Problems and Mild Disabilities
![Page 28: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/28.jpg)
Copyright 2001 by Allyn and Bacon
Learning Disabilities
ï Struggles with learningï NOT mentally retarded,
emotionally disturbed, deprived, impaired, or brain damaged
ï Varied symptomsï Most have difficulty readingï Learned helplessness
![Page 29: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/29.jpg)
Copyright 2001 by Allyn and Bacon
Teaching Students with LD
ï Emphasize study skillsï Teach subject-specific learning
strategiesï Work with the special ed teacherï See Tables 4.4 & 4.5, Woolfolk pp.
135 & 136
![Page 30: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/30.jpg)
Copyright 2001 by Allyn and Bacon
Hyperactivity & Attention Disorders
ï Term used too often & too widelyï Short attention spanï Impulsive ï Excessive restlessnessï Drug therapy for ADHD
ñ Side effectsñ Academics often donít improve
ï Teach learning & memory strategies
See Table 4.6, Woolfolk, p. 137See Table 4.6, Woolfolk, p. 137
![Page 31: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/31.jpg)
Copyright 2001 by Allyn and Bacon
Communication Disorders
ï Speech Impairmentsñ Articulation disorderñ Stutteringñ Voicing problems
ï Language Disordersñ Differences versus disordersñ Seldom speakñ Rely on gestures
See Table 4.7, Woolfolk, p. 140See Table 4.7, Woolfolk, p. 140
![Page 32: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/32.jpg)
Copyright 2001 by Allyn and Bacon
Mentally Retarded
ï Substantial limitations in mental functionñ Intermittentñ Limitedñ Extensiveñ Profound
ï Basic skills:ñ Social, academic, vocational, domestic
ï Transition programming
See Table 4.8, Woolfolk, p. 141, and Guidelines, p. 142See Table 4.8, Woolfolk, p. 141, and Guidelines, p. 142
![Page 33: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/33.jpg)
Copyright 2001 by Allyn and Bacon
Emotional or Behavioral Disorders
ï Conduct disordersï Anxiety-withdrawal disordersï Attentional problems / immaturityï Motor excessï Socialized aggressionï Psychotic behavior
See Guidelines, Woolfolk, p. 144
![Page 34: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/34.jpg)
Copyright 2001 by Allyn and Bacon
Less Prevalent, More Severe Disorders
ï Health Impairmentsñ Students with orthopedic devicesñ Cerebral palsyñ Seizure disorders
ï Deaf & hard of hearingï Low vision and blindness
![Page 35: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/35.jpg)
Copyright 2001 by Allyn and Bacon
Authentic assessment: How will you ACT?ñ Awareness - What should you
know about this student?ñ Classroom changes - What
changes are necessary to accommodate the student?
ñ Teaching strategies - How should you teach this student?
ï Choose scenarios from the next 7 slides
Exceptional Student Scenarios
![Page 36: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/36.jpg)
Copyright 2001 by Allyn and Bacon
Hannah : 1st Grade
ï Very quiet: shyï Will not speak out loud in classï Will not maintain eye contactï Poor reading skillsï Draws beautifullyï Writes poetryï Autistic?
![Page 37: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/37.jpg)
Copyright 2001 by Allyn and Bacon
Jake : 4th Grade
ï ADHDï Child of divorceï Monday depressionï Dad is ex-Marine drill sergeantï 15% of homework handed inï Loves class discussions
![Page 38: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/38.jpg)
Copyright 2001 by Allyn and Bacon
Brandon : 6th Grade
ï Birth defectsï One lungï One kidney: dialysis, padsï One leg: prosthesis, crutchesï Resource roomï Inconsistent gradesï Lethargic but class clown
![Page 39: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/39.jpg)
Copyright 2001 by Allyn and Bacon
Pablo: Junior High
ï Very brightï Inconsistent performances on work
after board or overhead presentations
ï Very athletic: uses lots of strategiesï Homework & seatwork usually
100%
![Page 40: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/40.jpg)
Copyright 2001 by Allyn and Bacon
Diona : Junior High
ï Emotionally disturbedï Sexual abuse victimï Severe mood swingsï Occasional outbursts in classï Currently in therapy with
professional counselorï Average ability student
![Page 41: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/41.jpg)
Copyright 2001 by Allyn and Bacon
Rhonie : High School
ï Epilepticï Generalized seizuresï Frequency : 2 - 3 weeksï Above average student
![Page 42: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/42.jpg)
Copyright 2001 by Allyn and Bacon
Jim : Secondary
ï 15 years old in 7th gradeï ADHDï Behavioral disorderï Aggressiveï Currently taking Ritalinï Victim of abuseï ìBad attitudeîï Poor grades
![Page 43: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/43.jpg)
Copyright 2001 by Allyn and Bacon
Discussion Time: How would you have ACTed?
![Page 44: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/44.jpg)
Copyright 2001 by Allyn and Bacon
Summary
ï Language & Labelsï Intelligenceï Ability Differences and Teachingï Creativity, Giftedness, and Talentï Cognitive and Learning Stylesï Changes in the Law: Integration,
Mainstreaming, and Inclusionï Prevalent Problems and Mild Disabilitiesï Less Prevalent Problems and More Severe
Disabilities
![Page 45: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/45.jpg)
Copyright 2001 by Allyn and Bacon
Review Questions
ï What are the advantages of and problems with labels?
ï What is a person-first language?ï Distinguish between a disability and
a handicap.ï What is ëgí?ï What is Gardnerís view of
intelligence and his position on ëgí?
![Page 46: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/46.jpg)
Copyright 2001 by Allyn and Bacon
Review Questions
ï What are the elements in Sternbergís theory of intelligence?
ï How is intelligence measured and what does an IQ score mean?
ï What are the problems with between-class ability grouping?
ï What are the alternatives available for grouping in classes?
ï What is creativity and how is it assessed?
![Page 47: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/47.jpg)
Copyright 2001 by Allyn and Bacon
Review Questions
ï What are the characteristics of gifted students?
ï Is acceleration a useful approach with gifted students?
ï Distinguish between cognitive style and learning preference.
ï What are the advantages and disadvantages of matching teaching to individual learning styles?
ï Describe the main legal requirements that pertain to students with disabilities.
![Page 48: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/48.jpg)
Copyright 2001 by Allyn and Bacon
Review Questions
ï What is a learning disability?ï What is ADHD and how is it handled in
school?ï What are the most common
communication disorders?ï How can schools accommodate the needs
of physically disabled students?ï How would you handle a seizure in your
class?ï What are some signs of hearing and visual
impairment?
![Page 49: Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences](https://reader036.vdocuments.us/reader036/viewer/2022062421/56649d8d5503460f94a754fd/html5/thumbnails/49.jpg)
Copyright 2001 by Allyn and Bacon
End Chapter Four: One of Bill’s Stories: On the way to hospital.