Prepare written responses to the following questions, using the text as your

foundation. Number your responses accordingly. Use 12 pt font, Times New Roman,
double line spacing, 1 margins all around. Your name should appear at the top lefthand side.
Chapter 5

Gavin, a seventh grader, has more trouble in school than many of his peers,
particularly with word problems in math and other areas that aren't concrete and
tangible. In spite of high motivation, he still struggles, and new situations and
problems throw him more than they do his classmates. In order to succeed, he
needs a lot of practice, and his approach is somewhat more mechanical than that
of his peers. He comments, I need to be able to 'see it' to understand it. Some of
these ideas are just too abstract for me. Who cares what caused Columbus to want
to go to the Far East? I can get it though, if I get enough practice. When he
becomes frustrated, he retreats to his room, where he plays his guitar; he has even
done some of his own arrangements. Gavin is very skilled at working with people,
and some of his peers turn to him as an arbitrator when clashes occur in club and
other organizational meetings.

1. Using traditional conceptions of intelligence, assess Gavin's intelligence

compared to his peers. Explain.

2. Consider Gavin's intelligence based on Gardner's theory of multiple intelligences.

Assess Gavin's intelligence on this basis. Explain.

3. Consider Gavin's intelligence according to Sternberg's triarchic theory of

intelligence. Based on the case study and Sternberg's work, assess Gavin's
intelligence. Explain your thoughts.

Use the following vignette for exercises 4-11.

Teress, age 4, loves to observe her friends as they play at a mothers morning-out
program she attends three times a week. Her teachers describe her as very well
behaved little girl who is somewhat shy, but usually all smiles. Teress is happy to
draw and color and seldom talks unless she says please and tank-you. One-day

Teress's mother, Anita, overhears one of her daughter's classmates tell her mother
that she thinks Teress doesn't like her because she doesn't answer her questions.

At home Teress is quite imaginative as she sets up tea parties and school for her
stuffed animals. Teress is also quite adept at using the family computer and has
several preschool programs that she uses at will. Outside, she enjoys kicking the
soccer ball with Roberto, her older brother, or playing a game of two-square. Her
chalk drawings on the driveway rival the stick figures that her brother makes.

When Teress talks however, she asks her mother and her brother to help her
communicate her needs. Teress's father looks to Anita and Roberto to help him
understand Teress's answers to his questions about her day. Anita and Roberto
frequently have to help neighbors; friends, and grandparents decipher Teress's
answers to their questions.

Anita takes Teress and Roberto to have physicals each year, which include hearing
and vision tests. Both children come away with a clean bill of health each time.
Neither child has ever experienced ear infections. One day Anita expressed her
concern to her sister-in-law, Louisa, about having to continually decipher Teress's
speech for her husband, whom Anita thought by now should be as adept at
understanding Teress as she and Roberto are.

Louisa, a pediatric nurse, told Anita about a screening program that was available
through the public school system free of charge and suggested taking Teress there
for evaluation.

A preliminary screening and a more comprehensive screening administered

separately within a three-month period revealed that Teress didn't need therapy.
Anita, however, pressed the point that Teress's father continues to have difficulty
understanding his daughter, and Teress continues to be shy among teachers, school
mates, friends, and relatives. In some cases the shyness overcomes her completely,
and Teress will ignore someone's question or ask her mother or brother to respond
for her. Anita further explained that Teress would be attending private school
(affiliated with their religion) and that the kindergarten class was 25 strong and that
this large number of children might promote Teresss becoming lost in the numbers
due to her hesitancy to talk other than in a comfortable setting.

The public elementary school's speech therapist agreed to include Teress in her
program two days a week for a three-month period, at which time Teress's progress
would be reviewed. Anita was asked to attend a meeting three days later with the
speech therapist, her supervisor, and the school district's director. During the
meeting, a simple plan was drawn up for Teress's therapy. With some discussion and
agreement on all points, Anita signed three documents.

4. Based on the anecdotal evidence present in the paragraphs above, describe the
(pattern) type of disability illustrated in Teress's behavior.

5. List the behavioral symptoms that may indicate a disorder, and make a case for
or against Teress being referred to a school specialist.

6. If Teress were a cultural minority, what impact might this factor have on the
identification of any disorder Teress might have? Explain.

7. Based on the available evidence, does Teress have a specific learning disability?
Explain.

8. Based on the available evidence, does Teress have an intellectual disability?

Explain.

9. Suppose you are a classroom teacher responsible for someone like Teress.
Identify some actions you can take to ensure a safe learning environment.

10. Using your knowledge of the IEP and the information provided, describe the
legal components, and ascertain if all the components were present in the episode.

11. Is LRE (least restrictive environment) being met by having Teress attend speech
class at a public elementary school before her mom takes her to her preschool?

Use the following vignette for exercises 12 and 13.

Hector Sanchez is a Brazilian American boy whose parents make a combined

income of $61,000 per year. Sonja Jackson is an African American student whose
mother is an administrative assistant and whose father is an electronics technician.
Franklin Jordan is an African American student whose parents are divorced and
whose mother is a janitor, and Christopher Montcinous is a Mexican American boy
whose parents make a combined income of $45,000 as language specialists.

12. If the students fit patterns identified by research, which of the four is least likely
to be diagnosed as behaviorally disordered? Explain.

13. Which student is most likely to be diagnosed as behaviorally disordered?

Explain.