1
Q
Correctly name all the pre-term birth categories and ages.
A
- Extremely pre-term = 22-27 weeks
- Very pre-term = less than 31 weeks
- Moderate to late pre-term = 32-36 weeks
2
Q
What are the developmental milestones between 29 and 36 weeks?
A
- Weeks 29-32 = develops body fat reserves. Brain develops rapidly, foetus can see and hear.
- Week 31= most essential organs have developed, rapid weight gain begins, lungs may still be underdeveloped
- Weeks 33-36 = lungs are close to being fully developed
3
Q
What are the typical consequences of pre-term birth at each category?
A
- Extremely pre-term = high risk of intellectual impairment, physical disability, over half require special educational support
- Very pre-term = high risk of cognitive deficits, attention, behavioural and emotional problems
- Mod-late pre-term = slightly higher risk of developmental problems
4
Q
What are the global prevalence rates of preterm birth?
A
- 15 million globally per year (11%)
- 10% of births in the US
- 60,000 in UK per year (7%)
5
Q
What are the survival rates of preterm birth?
A
- about 16% of all infant deaths linked to premature birth
- 80% chance of survival at 28 weeks
6
Q
Risk factors of preterm birth:
A
- previous premature births
- being pregnant with multiples
- tobacco and substance use
- short time between pregnancies
- pregnancy complications (forces early delivery)
7
Q
Potential consequences of pre-term birth:
A
- breathing issues, digestive problems, brain bleeds
- increased risk of asthma and allergies
- longer term issues are related to education rather than health
8
Q
Cohort changes in disability rate:
A
1980’s - 30-40% disability rate
1990’s - 68% disability rate
- disability rate is higher because survival rate increased
9
Q
Association between SES and pre-term birth IQ?
A
- higher SES links to higher IQ
- pre-term babies have lower IQ than normal born babies
- at 26 years, high SES pre-term babies can catch up intellectually
- low SES DO NOT catch up as adults
10
Q
SEN in pre-term children:
A
- Scottish cohort study
- SEN in normal born = 4.7%, SEN in pre-term = 8.4%
- pre-term boys twice as likely to have SEN than pre-term girls
11
Q
What are the typical cognitive problems with pre-term birth?
A
- executive function, WM
- poor motor skills
- social difficulties (ASD = ~6%), attentional problems (AD(H)D = 3x more likely) and anxiety disorders
12
Q
Educational implications of pre-term birth:
A
- ‘school problems’ - pre-term = 53% vs term-born = 13%
- poorer performance across all subjects (academic and social categories)
13
Q
Effects of maternal sensitivity on low birth weight children’s academic achievement:
A
- maths and reading achievement increases as maternal sensitivity increases
- maternal sensitivity GREATLY improves reading achievement in (very) low birth weight children
14
Q
How does pre-term birth impact adult wealth?
A
- adults born pre-term have lower job-related incomes than term
- lower occupational status and lower wealth in adulthood
- less likely to complete high school and go to university
- pre-term adults more likely to have worse wealth because they have issues with maths
15
Q
Social outcomes of pre-term birth:
A
- fewer adults born pre-term / low birth weight experience romantic relationships, sexual intercourse or parenthood
- but when these ARE experienced, they are similar to full-term born adults
16
Q
History of Autism:
A
- Dr Kanner - “low functioning”, language delay, cognitive impairments
- Dr Asperger - “high functioning” but social difficulties, repetitive behaviour
- Lorna Wing - founded National Autistic Society - suggested triad of impairments - suggested autism as a spectrum
17
Q
What is the triad of impairments (autism)?
A
- communication = verbal and non-verbal e.g. pointing
- social interaction e.g. eye contact, smiling
- social imagination e.g. ToM, empathy
18
Q
Characteristics of Autism (DSM-5):
A
- communication problems (difficulty using / understanding language, using repeated phrases, limited speech)
- difficulty relating to people (trouble making friends, reading facial expressions, eye contact)
- repetitive behaviours (hand flapping, sounds, phrases)
19
Q
Prevalence of ASD:
A
- 1 in 36 have autism (2020 - Centre for Disease Control and Prevention in the US)
- increasing prevalence due to widening diagnostic criteria, increased awareness, earlier diagnosis
20
Q
Gender differences in Autism:
A
- mixed findings - male:female = 2:1 - 16:1
- girls less likely to be diagnosed
- girls are diagnosed later
- greater gender ratio discrepancy in the ‘high functioning’ type
21
Q
Special skills and ‘islets of ability’ in Autism:
A
- special skills or talents in the context of profound disability
- roughly 30% of autistic individuals have special skills
22
Q
Autism and IQ:
A
- neurotypical people score similarly on many different IQ tests, but autistic people perform much better on Raven’s Progressive Matrices than other IQ tests
23
Q
Theory of Mind deficit (autism):
A
- the ability to attribute independent mental states to the self and others in order to predict and explain behaviour
- false belief task (smarties tube with pencils in)
- can explain social impairments in ASD
BUT not all autistic people fail ToM tasks
24
Q
Weak Central Coherence Theory (autism):
A
- typical central coherence = ability to combine details to create a higher level understanding (a ‘big picture’)
- autistic individuals have a bias for featural processing and they focus on details rather than integrating information into meaningful wholes
- explains discrepancies on intelligence tests (lower verbal skills)
- explains misunderstanding of figurative language
25
Executive Dysfunction theory (autism):
- autism is due to executive dysfunction
- ASD individuals usually have unusual attention patterns
- have difficulties with everyday tasks (despite high IQ)
- executive dysfunction theory potentially explains inflexible behaviour patterns
26
Genetic risk of ASD:
- factors of autism are inherited separately from mother and father, which combine to cause autism
27
Environmental risk factors of ASD:
- short interpregnancy intervals
- maternal smoking
- air pollution
28
The National Autistic Society’s “big five” things to understand about autism:
- Need extra time to process information
- Experience anxiety in social situations
- Experience anxiety with unexpected changes
- Find noise, smells and bright lights painful and distressing
- Become overwhelmed and experience a 'meltdown' or 'shutdown’.
29
What are the 2 types of dyscalculia?
- Pure/primary dyscalculia = endogenous learning difficulty, specific to maths
- Secondary/pseudo-dyscalculia = maths deficits caused by external factors
30
Demographic characteristics vs maths skill level:
- IQ is lower in those with maths difficulty
- Low SES experience higher levels of maths difficulty
31
Diagnosis of Dyscalculia (DSM-5):
- Persistent, substantial difficulties in mathematics learning and using academic skills, despite adequate teaching and access to appropriate interventions
- 1.5 SD below average
- needs 'clinical synthesis' - all aspects of life should be assessed
- difficulties must not be better explained by intellectual disabilities or psychological adversity
- high occurrence with other conditions (81% with dyscalculia have another condition)
32
Prevalence of dyscalculia:
- usually between 5-6%
- very under-diagnosed
33
Gender differences in dyscalculia:
- DSM-5 doesn't provide any gender differences
- generally studies report equal proportions of males and females with dyscalculia
34
Defective Number Module Hypothesis (dyscalculia):
- 'specialised number module' of the brain fails to develop normally, so individuals develop selective deficits in magnitude processing
- inability to recognise and mentally manipulate discrete quantities
- role of the IPS and angular gyrus
35
What is the role of the IPS in dyscalculia?
- IPS is active in numerical processing, arithmetic and magnitude judgements
36
Access deficit hypothesis (dyscalculia):
- dyscalculic learners struggle to link magnitudes to symbolic numbers
- intact number sense
37
Number sense approach
- number sense = ability to understand quantities without numbers / symbols
- normally we are born with the capability to form close links between numbers, space and time
- leads to inability to estimate and compare quantities
38
What are common issues people with dyscalculia face?
- learning musical concepts
- confusing left and right
- struggle with time and directions
- struggle acquiring spatial orientation
39
How is dyscalculia caused by a multi-component system?
- mathematical problem solving is built on multiple neuro-cognitive components that are implemented by distinct and overlapping brain systems
- this causes heterogenity and comorbidities
40
What are the relationships between cognitive and emotional factors into maths issues?
- there is a relationship between maths anxiety and dyscalculia
- many dyscalculic children have low maths anxiety --> maths anxiety does not cause dyscalculia
41
How much do educators know about dyscalculia?
- only 1 in 4 ever receive training about dyscalculia
- teachers underestimate prevalence
- thought medication is effective
42
What is the discrepancy criterion and how does it relate to disorders?
- the mismatch between intellectual ability and educational progress
- since 2013, DSM-5 no longer applies a discrepancy criterion between intelligence and dyscalculia, or dyslexia
43
What parts of literacy are / are not affected by dyslexia?
- ability to read single words = affected
- ability to understand meaning of text = not directly affected by dyslexia but may suffer
44
What is the history of dyslexia?
- word blindness = adolph kussmaul
- dyslexia = rudolph berlin (reading difficulties as an isolated deficit
- pure alexia = described in Monsieur C (patient)
45
Case Study: Monsieur C
- highly intelligent man until a cerebrovascular accident
- complete loss of literacy ability
- couldn't recognise any letters, words or his own name
- could still write letters but couldn't read them
- led doctors to suggest isolated brain region associated with reading
46
Case Study: Percy F
- eldest son of intelligent parents
- very intelligent and in no way inferior to peers
- had an inability to learn to read, despite persistent training
- suggested to be a congenial defect
47
Definition of dyslexia:
d- affects skills involved in accurate and fluent reading and spelling, difficulties in phonological awareness, verbal memory an processing speed
- difficulties with decoding, whereas comparison and comprehension are intact
48
Prevalence of dyslexia:
- 1.5 SD below population mean
- 7% diagnosed with dyslexia (based on the cut-off mean)
49
Co-morbidities associated with dyslexia:
- language impairments
- speech sound disorder
- dyscalculia
- ADHD
50
Gender differences in dyslexia:
- more diagnosed in boys than girls (1.5-3:1)
- co-morbidities often cause higher diagnosis rate in boys due to 'problematic behaviour' (e.g. ADHD)
51
Risk factors for dyslexia:
- as environmental factors become more stable with increasing age, larger genetic involvement is assumed
- some candidate genes related to dyslexia
- low SES (environmental)
52
Phonological Theory (dyslexia):
- cognitive mechanism
- suggests that phonological deficits / problems (processing sounds) leads to problems processing written language (dyslexia)
53
Multiple deficits account (dyslexia):
- phonological deficit alone is not sufficient for dyslexia to develop
- other deficits include: phonological awareness, rapid serial naming, verbal STM and vocab deficits
54
Visual crowding (dyslexia):
- suggests dyslexia is caused by a problem at the visual processing level, rather than phonological processing
- words / letters being very close together
55
Interventions to help dyslexia:
- explicit instruction in the problem areas, better if provided 1-1
- inclusive fonts - increasing spacing and using non-serif fonts
56
Cultural factors in dyslexia:
- orthographic consistency (rules for pronunciation) differ between languages (italian=high, english=low)
- alphabetic vs logographic orthography
- middle-eastern languages only write consonants
- most research done in english speaking countries
57
Definition of ADHD:
- Persistent pattern of inattention and / or hyperactivity-impulsivity that interferes with or reduces the quality of functioning in daily life
- inattentive, hyperactive/impulsive and combined
58
ADHD in different ages:
- pre-schoolers = mostly hyperactivity
- adolescents and adults = mostly inattentive
- females = mostly inattentive
59
Behaviours linked to inattentive ADHD:
- lack of close attention, making careless mistakes
- trouble holding attention
- not seeming to be listening
- trouble organising tasks
- dislikes tasks over a long period of time
60
Behaviours linked to hyperactive/impulsive ADHD:
- fidgety, moving around when not appropriate
- talking excessively, blurting out answers, interrupting
- trouble waiting their turn
61
Co-morbidities between ADHD, dyslexia and dyscalculia:
- 1 in 4 have at least one of these conditions
- children with dyslexia are 3x more likely to have dyscalculia
- children with ADHD are 2x more likely to have dyscalculia
62
Risk factors for ADHD:
- prenatal maternal distress
- pre-term birth / low birth weight
- social disadvantage and adversity
- lead exposure
63
Gender differences in ADHD:
- males more likely to be diagnosed than females
- gender difference has decreased (3:1 in early school and 1.6:1 in adolescents)
64
ADHD in adulthood:
- 50-300% increased risk of serious mental health problems
- increased risk of academic underachievement, poor health, unemployment, crime
65
Barkely (1997) model (ADHD):
- problems with response inhibition (inability to stop automatic responses)
- secondary impairments to WM, self-regulation and internalisation of speech
66
Default mode network theory (ADHD):
- system that is active when we 'do nothing'
- this system is suppressed when we do cognitive tasks
- ADHD is caused by a difficulty switching between the 2 systems
- slower reaction time
67
Reaction time as a neural correlate of ADHD:
- one of the strongest neural correlates of ADHD
- ADHD causes larger variability across cognitive tasks
68
Treatment and interventions for ADHD:
- most effective = medication and psychoeducation (should include everyone involved)
- classroom interventions: 'good behaviour game', clear rules, reducing task demands, task choices
69
Definitions of anxiety:
- trait anxiety = general overall anxiety (stable characteristic)
- state anxiety = anxiety in specific moments, broken into cognitive and autonomic
70
How did the attentional control theory (anxiety) develop?
- cognitive interference theory
- processing efficiency theory
- attentional control theory
71
Cognitive Interference Theory (anxiety):
anxiety --> worrisome thoughts --> limited cognitive resources
- anxiety is not always linked to lower performance, so theory might not be true
72
Processing Efficiency Theory (anxiety):
- efficacy ≠ efficiency
- efficacy = measurable performance in a task - this only suffers if task gets harder
- efficiency = effort needed for task - anxiety increases this mental effort needed
73
Attentional Control Theory (anxiety):
- anxiety increases the use of the stimulus-driven (threat-related) attentional system
- struggle to suppress task irrelevant info (worrisome thoughts and distractions)
74
What is test anxiety?
- fear or worry of negative evaluation that results in negative behavioural, physiological or emotional responses
- around 15-22% of students has high test anxiety
- higher in girls than boys
75
Consequences of test anxiety:
- increased risk of anxiety / depression
- poor class grades
- low test performance (especially in high stakes)
- correlations with self-concept (.3) and self-esteem (.45)
76
What is maths anxiety?
- tension and anxiety that interferes with the manipulation of numbers and solving maths problems in ordinary and academic situations
77
Link between MA and dyscalculia:
- dyscalculia is equally spread across anxiety
- people with dyscalculia don't necessarily have maths anxiety
78
How is MA different from general anxiety?
- psychometric argument = correlations between MA measures are higher than MA and other types of anxiety
- physiological arguments = physiological reactions to maths problems increase but this is not the case for other problems
79
Gender differences in maths anxiety:
- girls report higher maths anxiety than boys
- girls are more likely to openly report their anxiety
80
What are the 3 models for maths anxiety?
- Deficit Model = poor maths skills lead to maths anxiety
- Debilitating anxiety model = maths anxiety causes poor maths skills
- Reciprocal model = vicious cycle of poor maths skills increasing anxiety, leading to decreased maths proficiency - most supported model
81
MATHS ANXIETY SCALE
82
Consequences of MA:
- avoidance (local, micro and global)
- working memory overload (ACT)
- choking under pressure
83
Interventions for maths anxiety:
- psychotherapy (for specific phobias)
- short-term relaxation and cognitive reframing
- game based interventions: small effect, more effective over time and in non-digital format
84
Definition of English as Addition Language (EAL):
- pupils that have been exposed to a language other than english during early development, and continues to be exposed to that language in the home or community
- EAL is NOT a SEN
85
Distribution of EAL across the UK:
- primary school = 21.2%, secondary school = 16.6% (exceeds 40-50% in London)
- concentration of EAL pupils in London / Manchester / Liverpool
- not evenly spread around the country
86
What are 3 main problems encountered by EAL pupils?
- word comprehension: do not understand specific words spoken to them, including academic language
- text comprehension: unknown vocab causes inability to derive meaning from text
- language production: students usually understand more than they are able to speak, accents are confusing
87
The attainment gap of EAL pupils:
- the gap decreases with grade level
- the gap is lower for maths than reading (maths is transferrable across languages)
- bigger gap between children who learned english earlier vs later, compared to EAL vs non-EAL
- fluent EAL pupils outperform monolingual peers
88
How long does it take to develop english fluency?
- 5-7 years for EAL pupils to become fluent
- beginner-familiar = 1.5 years
- confident = +2 years
- fluent = +2.5 years
89
Techniques used by UK schools to support EAL:
- having strong leadership on equality and diversity
- prior introductions to new topics
- requiring full sentence answers
- encouraging maintenance of home language
90
Language-focused interventions for EAL pupils:
- explicit teaching of academic language
- teaching vocab during shared reading (1-1 reading with TA)
- most effective strategy (beneficial for EAL and English-only pupils)
91
Literacy-focused interventions for EAL pupils:
- technology enhanced literacy (silent reading/listening, timed reading aloud - software measures performance)
- guiding reading with support for comprehension
- pair reading
- smaller effect size than language-focused, but might be because comprehension is more complex
92
Teacher CPD interventions for EAL pupils:
- continued professional development sessions
- materials are inconsistent and scarce
- not much evidence of effectiveness
93
Family literacy interventions for EAL pupils:
- providing parents with strategies for engaging children in reading
- supporting parents with english skills
- promising but no strong evidence
94
Learning maths in other languages:
- EAL pupils might have issues with verbal maths
- we do most calculations in our first language (and it is very difficult to switch)
95
Note-taking in EAL pupils:
- lowest performance is note-taking in english
- when given a choice of language, 50% mixed both languages in their notes
- no difference in performance in memory test dependent on note quality
- when given choice of note-taking language, performance in memory test DID INCREASE
96
Definition of giftedness:
- Basic definition: gifted students are those who are exhibiting superior performance in a particular domain (maths, music, art etc) relative to peers
- UK definition: students with high intellectual ability, those who excel academically (talent = excelling in practical skills e.g. sports, music etc)
97
Prevalence of giftedness:
- gifted considered as top 1% of students
- more likely to occur in high SES children
98
Terman (1922) - ability model of giftedness:
- suggests giftedness is a general cognitive ability
- high IQ
- all gifted children will be gifted adults (not based on effort and motivation)
99
Stanley's Talent Search Model (1976) - ability model of giftedness:
- being exceptional (top 1%) in maths and verbal ability is a good predictor of future academic achievement
- breaks giftedness down into different domains
- strongest research base (large cohort in 1970's)
100
Sternberg's Triarchic Theory (1986) - ability model of giftedness:
- involves 3 interrelated facets: analytical, creative and practical intelligence
- can have different levels of giftedness in each facet
- still classed as gifted as long as you are aware of weakness and strive to improve them
101
Tannenbaum's Talent Development Model (1986) - talent model of giftedness:
- general ability, specific abilities, external support, psychological skills and chance factors all contribute to giftedness
102
Gagné's Differentiating Model of Giftedness and Talent (2005) - talent model of giftedness:
- biological foundations and environmental factors interact → mental and physical gifts develop with commitment → competencies and talent
- converting natural gifts into talents through training and effort
- gifted are in the top 10%
103
Renzulli 3-Ring conception of Giftedness (1978) - talent model of giftedness:
- 3 domains (above average intelligence, task commitment and creativity) that gifted individuals are above-average in but not necessarily superior ability
- nurturing gifted behaviours in any child
- got rid of the idea of ability cut-offs
104
Megamodel of talent development - integrative model of giftedness:
- giftedness is a potential in the early years, which transitions into expertise (and eminence) through effort and opportunity
- reaching expertise or eminence requires initial ability and presence of opportunity
105
Nature argument for giftedness:
- Winner (2024) suggests that children have an innate ability and love to work in a particular domain
- emerges at 1-2 years
- support and practice is important, but this alone cannot result in giftedness
- twin studies do show a heritability component
106
Cognitive characteristics of giftedness:
- always busy and wanting to learn
- generally more sensitive
- respond and manage differently to 'normal' children
- have perfectionistic streaks
107
Differences to non-gifted individuals:
- higher IQ (over 140)
- giftedness is more pronounced in complex tasks vs simple ones
- have advantages in metacognition (knowing what they don't know)
108
Psychological correlates of maths giftedness:
- high information processing speed
- high general intellectual ability
- good logical reasoning independent of beliefs of truth
- good WM
- higher visuospatial ability
- lack of involvement in social, interpersonal or religious issues
109
Neural correlates of maths giftedness:
- higher efficacy of the brain (lower activations and better performance in gifted children)
- for more complex tasks, more brain regions are recruited - adaptive flexibility
110
Potential problems with being gifted:
- gifted individuals are not always accepted by the environment
- may display more negative emotions when faced with difficulty
- extremely gifted individuals my be socially unadjusted
111
Identifying gifted students:
- IQ tests: non-verbal tests are mostly culturally fair, but ignore domain-specific giftedness
- teacher recommendations: teacher has a good overview but can be biased
112
Challenges with identifying gifted students:
- often miss children from underserved communities (low-income significantly underrepresented in gifted programs)
- those from high income backgrounds more likely to apply to and be accepted into selective universities (48% vs 23%)
- struggles identifying gifted students with SEN and EAL
113
What are the 5 basic approaches in education to support gifted students?
- extension: covering material in greater depth
- acceleration: skipping grade levels, may result in social issues
- partial acceleration: skipping for certain subjects
- enrichment: extra activities like museum trips, inequality towards other students
- compacting: presenting basic material at faster pace to make space for extension
114
Equality vs Excellence for giftedness:
- Equality: all children should be educated the same regardless of background e.g. Finland
- Excellence: emphasis on gifted education programs and view gifted children as an asset e.g. South Korea (STEM activities after school / weekends)
115
The National Strategies: Gifted and Talented programme
- schools to identify top 5-10% (achievement and potential)
- schools expected to create a gifted and talented register, develop tailored provisions, monitor progress and ensure challenge
- supported by a national team who produce training materials for teachers
- teachers had negative attitudes towards it (thought it would be at the expense of other pupils) and 'elitist' labelling
116
Definition of SES:
- the position that an individual or family occupies with reference to the prevailing average standards of income, education and occupation
117
Definition of perceived financial stress (PFS):
- whether at the end of the month, a person has enough, just enough ot not enough money or resources
118
Definition of minimum income standard (MIS):
- having what you need in order to have the opportunities and choices necessary to participate in society
- 1/3 of UK live below this
119
Link between SES and educational outcomes (Morsanvi et al, 2018):
- deprivation score is linked to SEN, IQ, English and maths level
- such that low SES is linked to lower academic achievement
120
Avon Longitudinal Study of Parents and Children (ALSPAC):
- longitudinal birth cohort study
- charting health of 14,500 families in Bristol since early 1990'
121
Longitudinal trajectories of cognitive development (Feinstein, 2003):
- 1970's British cohort
- low SES have lowest starting cognitive function (already disadvantaged)
- low SES decrease in cognitive development over time, high SES increase
- cognitive function gap widens even though everyone has same primary education
- even low SES who have high IQ decrease in cognitive ability, whereas high SES stay stable
122
Attainment gap for students with free school meals (IFS report, 2019):
- low SES children consistently have lower attainment in all measures (reading, writing, maths, GCSE scores and having 2 or more A-Levels)
- even though GCSE scores are improving overall, the gap between high and low SES is the same
123
Distribution of the highest educational attainment among 26 year olds:
- 71% of independent school pupils hold a degree, compared to 17% of the most deprived quintile
- high SES show higher academic achievement
124
SES-related differences in home learning during the pandemic:
- students from private schools had significantly more hours of learning per day than those from state-funded schools (5-6 vs 3-4 hours per day)
- state-funded pupils were at a significant disadvantage
125
Conclusions of the socio-economic gradient on early child outcomes (Deardent et al., 2011):
- children from poor backgrounds have less advantageous environments than high SES (differences in health and well-being, family interactions, home learning environment and parenting styles)
- home learning environment at age 3 has an important role in explaining differing levels of cognitive development
- also older mothers, having fewer siblings and more educated parents have better cognitive skills
126
The Investment Model (explaining children's outcomes):
- family outcomes → investments in goods and services (trips, healthy diet, books etc) →children's outcomes
- suggests higher income means people can buy more / nicer things for their children
127
The Family Stress Model (explaining children's outcomes):
- family income → parental stress, depression and relationship conflict (all interact with each other) → parenting behaviours → outcomes
- lower income leads to more stress, which impacts parenting practice
- children from lower income families are exposed to more adverse conditions
- strongest evidence for this model
128
Adverse Childhood Experiences (ACEs):
- potentially traumatic events during childhood (experiencing violence / abuse, family deaths by suicide)
- aspects of child's environment that undermines safety (substance abuse, mental health problems, instability from parental divorce / prison)
- 2/3s of adults report at least 1 ACE
- strong association between ACEs and mental, physical and behavioural problems
129
What is Toxic Stress?
- severe, chronic and uncontrollable stress which occurs in the absence of the buffering protection of supportive relationships
- results in prolonged and elevated levels of stress hormones
- effects to: PFC (poor decision making and risk taking), hippocampus (learning and memory), amygdala (emotion regulation)
130
Adolescent Brain and Cognitive Development (ABCD) study - poverty and the brain:
- 10,500 9-11 year olds
- lower family income associated with smaller hippocampal volume and higher internalising psychopathy
- especially prominent in states with higher cost of living
- antipoverty programmes can help reverse the negative effects
131
What is disability?
- a physical or mental impairment that which has substantial and long-term adverse effects on an individuals ability to carry out normal, day-to-day activities
132
History of neurodevelopmental disabilities:
- 1798: first description of ADHD (only recognised as a valid condition in 2000)
- 1896: first description of dyslexia
- 1939: first description of different SPLDs and recognition that each child has individual needs
- early 1940's: first description of autism
- 1974: first definition of dyscalculia
133
The Warnock Report (1978):
- suggested pupils with disabilities should be educated in mainstream schools rather than being segregated
- argued for more ethical practice, which initials new teaching practices and approaches
- introduced the idea of 'special educational needs'
134
The Medical Model of Disability:
- disability is see as a problem for an individual and a burden for their family
- development is judged against norms and milestones (not always met by those with disabilities)
- aim is to 'fix' impairments
- can lead to low self-esteem, underdeveloped life skills, poor education and high unemployment
135
The Social Model of Disability:
- initiated by disabled people
- suggests disability is created by society (facing barriers that prevent them from full and equal participation)
- when barriers are removed, people with disabilities can be independent and equal
136
Benefits of the social model of disability:
- doesn't blame individuals or turn them into 'problems'
- encourages co-operative problem solving
- removes barriers for others too (elderly, pregnant etc) making environments more accessible
- acknowledges disabled people's full right to participation
137
The human Rights Model of Disability:
- suggests disability is a natural part of human diversity and it must be respected
- model focusses on equity rather than equality
138
The Charitable Model of Disability:
- suggests disabled people are in need of help and unable to do things themselves
- charitable people (saviours) should provide support
- disabled peoples achievements are seen as inspirational (unexpected)
- centred around 'doing a good thing' for less abled people
- undermines autonomy and pride
139
What are the main types of barriers?
- attitudinal: defining someone by their disability, leads to bullying, discrimination
- environmental: inaccessibility
- institutional: laws, policies, practices
- economic: lack of social support, unemployment
140
The Buckland Review of Autism Employment (2024):
- only 3 in 10 autistic people are employed
- they face the largest pay gap of all disability groups (receive 1/3 less than non-disabled)
- autistic graduates are most likely to be overqualified for the job they have, most likely to be on 0-hour contracts, least likely to be in a permanent role
141
Equality Act 2010:
- race and ethnicity
- disability
- religion or belief
- age
- sexual orientation
- gender
- gender reassignment
- pregnancy and maternity
- marriage and civil partnership
142
Definition of direct discrimination:
- treating someone less favourably than others because of a protected characteristic
- for example, not promoting a dyslexic person at work, because they are dyslexic
143
Definition of indirect discrimination:
- when arrangements, rules or activities that apply to everybody place some people at a disadvantage
- for example, when a job interview includes a social skills test that is irrelevant to the position being applied for and disadvantages autistic participants
144
Definition of discrimination arising from disability:
- when a disabled person is treated less favourably because of something connected with their disability and where the discrimination cannot be justified
- for example, an autistic pupil is disciplined for rocking on their chair at school
145
Definition of stigmatisation:
- treating someone unfairly or publicly disapproving of them
- more likely to develop mental health problems
146
Definition of victimisation:
- when someone is treated less favourably as a result of being involved with a discrimination or harassment complaint (complaining about discrimination, making an allegation)
147
What are reasonable adjustments?
- changes that organisations and people providing services or public functions have to make for disabled people if their disability puts them at a disadvantage compared to non-disabled people
148
What is the Disability Discrimination Act (1995)?
- first piece of legislation to make discrimination on the grounds of disability illegal
149
What is the Special Education Needs and Disability Act (2001)?
- established the principle of inclusion and the right of all pupils to be educated in mainstream schools
- the Act created the duty for schools to make sure disabled children are not disadvantaged, and to anticipate potential barriers
150
What is The Special Educational Needs and Disability Code of Practice (2014)?
- described the involvement of parents and children in the decision making process, and the role of the SENCO
- 4 key aims: early intervention, removing barriers to learning, raising expectations and achievement, delivering improvements in partnership
151
What is assistive technology?
- products or systems that support and assist individuals with disabilities to carry out daily tasks (e.g., reading, writing, calculating, communicating)
- examples: text to speech technology, scanner pens, communication aids, special calcuators
Part B
flashcards
Decks in class (3)
# Cards
