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Questions and Answers
What is a characteristic of cognitive functioning in individuals with intellectual disabilities?
What is a characteristic of cognitive functioning in individuals with intellectual disabilities?
How do students with intellectual disabilities acquire new knowledge and skills?
How do students with intellectual disabilities acquire new knowledge and skills?
What is a measure of learning rate in students with intellectual disabilities?
What is a measure of learning rate in students with intellectual disabilities?
According to research, what type of instruction benefits students with intellectual disabilities?
According to research, what type of instruction benefits students with intellectual disabilities?
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Why do students with intellectual disabilities often need more practice trials than their peers?
Why do students with intellectual disabilities often need more practice trials than their peers?
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What is a challenge that students with intellectual disabilities face when generalizing what they have learned?
What is a challenge that students with intellectual disabilities face when generalizing what they have learned?
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What is a common difficulty experienced by students with intellectual disabilities?
What is a common difficulty experienced by students with intellectual disabilities?
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What is an example of a metacognitive strategy that can be taught to students with intellectual disabilities?
What is an example of a metacognitive strategy that can be taught to students with intellectual disabilities?
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What is a characteristic of Attention Efficient learners?
What is a characteristic of Attention Efficient learners?
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Why do students with intellectual disabilities often have difficulty transferring newly learned knowledge to new situations?
Why do students with intellectual disabilities often have difficulty transferring newly learned knowledge to new situations?
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What is a result of repeated experiences of failure for some individuals with intellectual disabilities?
What is a result of repeated experiences of failure for some individuals with intellectual disabilities?
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What is a challenge in teaching students with intellectual disabilities?
What is a challenge in teaching students with intellectual disabilities?
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Study Notes
Cognitive Functioning and Learning
- Individuals with intellectual disabilities exhibit slow learning rates, poor memory, attention problems, difficulty maintaining and generalizing what they have learned, and poor motivation.
- Students with intellectual disabilities learn at a rate below that of their peers without disabilities.
Learning Rate
- The rate at which individuals with intellectual disabilities acquire new knowledge and skills is slower compared to children without disabilities.
- Trials to criterion, a measure of learning rate, shows that individuals with intellectual disabilities require more practice or instructional trials to learn new information.
Memory
- Students with intellectual disabilities have difficulty remembering information due to problems with working memory and short-term memory.
- The severity of cognitive impairment directly affects the extent of memory problems.
- Teaching metacognitive or executive control strategies, such as rehearsing and organizing information, can help individuals with intellectual disabilities improve their memory.
Attention
- Individuals with intellectual disabilities are slower to attend to critical features of a learning task and may focus on distracting irrelevant stimuli.
- They often have difficulty sustaining attention to learning tasks, which compounds their learning difficulties.
Generalization and Maintenance
- Students with intellectual disabilities often fail to transfer or generalize newly learned knowledge and skills to different settings or situations.
- Developing strategies to promote generalization and maintenance of learning is an important area of research in special education.
Motivation
- Some individuals with intellectual disabilities exhibit a lack of interest in learning or problem-solving tasks due to learned helplessness, where they expect failure regardless of their efforts.
- This can lead to low expectations and a lack of effort in attempting to minimize failure.
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Description
This quiz covers the cognitive functioning and learning characteristics of individuals with intellectual disabilities, including slow learning rates, poor memory, attention problems, and difficulty generalizing what they have learned. It also explores the learning rate of children with intellectual disabilities compared to those without. Test your knowledge of these important topics!
