CHAPTER TEACHERS, SCHOOLS, AND SOCIETYTENTH EDITIONDA

CHAPTER
TEACHERS, SCHOOLS, AND SOCIETY
TENTH EDITION
DAVID MILLER SADKER
KAREN R. ZITTLEMAN
Sadker/Zittleman, Teachers, Schools, and Society, Tenth
Edition. © 2013 by McGraw-Hill Education. This is
proprietary material solely for authorized instructor use. Not
authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
Different Ways
of Learning
2
McGraw-Hill
© 2013 McGraw-Hill Companies. All Rights Reserved.
2-*
GARDNER'S THEORY OF MULTIPLE INTELLIGENCES
2.11. Logical-mathematical2. Linguistic3. Bodily-

kinesthetic4. Musical5. Spatial6. Interpersonal7.
Intrapersonal8. Naturalist
2-*
FACTORS CONTRIBUTING TO
LEARNING STYLES
Figure 2.1
2.2
2-*
TEACHING TIPS FOR INCORPORATING A VARIETY OF
LEARNING STYLES
Visual LearnersUse guided imagery and illustrations.Create
graphs or charts of important information.Student-generated
responses…
Auditory LearnersEncourage students to study with a friend, so
they can talk through

important concepts.Create a safe classroom community where
students feel welcome to
ask questions.Student-generated responses…
Kinesthetic/Tactile LearnersUse role-plays to bring important
concepts to life.Encourage students to underline or color -code
reading materials to help
focus their attention.Student-generated responses…
2.3
2-*
CHARACTERISTICS OF GIFTEDNESS
Figure 2.2
2.4
2-*
CRITICAL PRINCIPLES OF SPECIAL EDUCATION

Zero rejectNondiscriminatory educationAppropriate
educationLeast-restrictive environmentProcedural due
processIndividualized education program (IEP)
2.6
2-*
APPROPRIATE EDUCATION IN THE LEAST RESTRICTIVE
ENVIRONMENT
2.7
Figure 2.3
SOURCE: Adapted from: William Heward, Exceptional
Children: An Introduction to Special Education, 10th ed. Upper
Saddle River, NJ: Macmillan/Prentice-Hall, 2012, p. 78.
2-*
DISTRIBUTION OF STUDENTS SERVED

UNDER IDEA
Figure 2.4
2.8
SOURCE: U.S. Department of Education, Condition of
Education: Children and Youth with Disabilities (2011).
To participate in this discussion, you will need to click on the
link to download and read Unpacking the Invisible Knapsack by
Peggy McIntosh. Then you will need to click on the link to
watch the YouTube video on The Life of Privilege Explained in
a $100 Race:
ALL questions need to be answered thoroughly, clearly and
grammatically correct. You are constructing paragraphs ( 4-5
sentences!) not bullet points.
1. How did Peggy McIntosh define privilege?
2. Identify at least two areas of privilege that Peggy McIntosh
listed that surprised/interested you and discuss why.
3. Identify at least two areas of privilege shown in the $100
Race video that were not listed by Peggy McIntosh. What does
this suggest about privilege?
4. Can you identify at least one area in which you personally
experience privilege?
· If yes, explain how this is privilege.
· If no, clearly explain how you lack even one area of your life
that benefits you compared to someone else (Note: this is
extremely unlikely that any student should respond as having no
privilege so beware of choosing this response.)
5. Provide at least two areas of privilege that you can think of
that were not presented in the reading by Peggy McIntosh or the
Video.
Read:

https://nationalseedproject.org/Key-SEED-Texts/white-
privilege-unpacking-the-invisible-knapsack
Watch:
https://www.youtube.com/watch?v=4K5fbQ1-zps
Our Amazing Exceptional Students
Working with exceptional students is an often a great
benefit for teachers who are able to perceive their children in
many different ways which work best for students’ needs. It Is
beneficial because our students are very honest and outright
with their emotional/social relationship with teachers as not
every other students do. These relationship between teachers
and students are the base in their education process, because
that much the students follow teachers as much they feel
“comfortable with them”. The word “comfortable “ means that
the student feel accepted by teachers exactly how they are and
that they feel that teachers understand them and support them in
many different ways. This relationship are a key for special
education, and even this field often is very challenged for
teachers, could be also the “dream job” which give the teachers
many opportunities to understand children with special needs
and learn from them about personal determination, motivation
and humanity.
Students with multiple disorders need to be in supervision and
special teachers attention considered on the students’ needs and
abilities. This extraordinary relationship between student and

his educator, required blind, deaf, autistic child has limited
communication options because of his disability therefore it is
necessary to increase his communication skills by using hand on
hand signing, sensory therapy, massage, Paul Denisson and
Veronica Sherborne methods. All this sensory-communication
methods support the child cognitive/emotional/social
development, understanding about the world in which this child
is living and also reduces a lot of his anxieties. Senses make a
huge difference in Autistic / blind / deaf child life therefore the
Sense Day Services are very important for these children. These
services use the basic methods reach with many senses such as
massage and art, which are a base of these students
development. Arts and crafts use to help to development
students senses of touch to have confidence in exploration. The
massage is often use to support deaf/blind autistic child and his
sense of touch to explore, to receive touch from another person.
Using massage to accept touch tolerance is not just a form of
relaxation. It can take a client down many other avenues like
communication. They also teach them sign language and other
simple or more complex form of communication, depends of
student cognitive/emotional skills and physical condition. Using
a sign language as a blind/deaf / autistic child required very
much hands on, so the therapists and teachers have to get round
tactile defensiveness. There is not really explicit rules for
working with autistic children especially if they have additional
disorders. Most schools in United States , especially in New
Jersey , work with autistic children using an ABA Method.
However; not every teachers preferred it or believed that this
method is really effective for autistic children. The controversy
is in base of the form of that method ,which doesn’t look
“natural” and often brings an effects only in the beginning of
the in the educational process. Autistic children often have a
very good memory and they are feel comfortable in their daily
routine which eliminate “natural” surrounding perception,
reaction and flexibility which are important for social skills.
Therefore; teachers who want to support their students with

Autism Disorder, especially students with additional
dysfunction such as blindness or deafness, should use many
different kinds of method which give most benefit for every
student and help them to “find them their right place in
society”.
Difficulty paying attention to details, difficulty sustaining
attention, often unable to follow through on tasks, trouble with
organization, avoiding tasks requiring sustained mental effort,
losing things, easily distracted, forgetful in daily activities; all
these are only some of the symptoms of a hyperactive 5-year-
old with attention deficit disorder –ADHD. In case with
students with ADHD, some methods are the same or similar as
in methods which are often using with autistic children. These
students need a lot of sensory therapy, working on a task by
using any methods which help them with concentration and
following teacher’s instructions. Similar to the autistic
children, students with ADHD are need a supervision and
behavioral therapy which help them better control themselves
and increase their skills of communication with their closest
family members, teachers, friends, classmates. However all
these forms of therapy really depends of the every student’s
abilities, dysfunctions and motivation. It is also very important
and beneficial for students if his parents and other family
members follow the teachers commends, instructio ns and
suggestions about this student. Many students with ADHD are
have better opportunities for their future than autistic children,
because they can be on a medical treatment which with the
nutrition diet often brings an positive effects on their attention
and psycho/emotional balance. All these positive factors give
the students with ADHD chance for a “normal” life and their
independent social interaction in closest society.
Other group of students with special needs are a children with
learning difficulties . Of course; in this case, the process of
special education will be different for every student, depends of
his/her weakness and straightness. Therefore; the teachers are
will use different methods for a moderately retarded 11-year-old

and different for a learning disabled 9-year-old who cannot read
but has high intelligence. Often it is a big difference between
the students with mental retardation and students with some
learning difficulties. The moderately retarded 11-year-old will
learn slower and much less than a ( years old child with
learning disability. However in both cases the cognitive
development is affected and they both need to look for a re-
compensation from the brain, by using the other strong skills
and senses which will “ fill up” the gap of their weakness. This
re-compensation process is necessary for students with special
needs. Children with mental retardation Depends of the
developmental level)work often on a basic program which
includes all fundamental knowledge from almost every school
subject such as Math, Language, Biology, History itp. They
need to be treated on daily duties and life/ social skills. They
need often speech therapy for more effective communication
with other people, their families, siblings, peers. They also
need to be trained for basic job position or home duties and
responsibilities in their future. The teachers should motivated
them verbally and also by rewards, for staying on a task, good
behavior and any other positive respond on teachers commends
or requests. Some of these students are able to achieve some
independence skills ; however they need to be on supervision by
teachers, family members or other guardians who keep the eyes
on their cognitive/ emotional /social development.
This situation looks different in the case of 9-year-old who
cannot read but has high intelligence who has much better and
wider future opportunity for getting job or being independent in
the society. In this student case will be very helpful sign
language with continuing language skills, Glenn Doman Method
of “global learning reading skills” and Gail and Paul Denisson
for brain stimulation. Both these methods are often use in
Europe for children with learning difficulties and they are both
very effective. Furthermore; the speech therapy will be a base
for impove and increase this students language skills.
Other situation has a 6-year-old in a wheelchair, who is unable

to walk and the physical skills are really challenged for him.
This child need a lot of physical therapy and occupational
therapy for increasing his physical skills or just for “keeping
them on the same level” instead a regress. Every school and
public institution should be prepared for the the children on a
wheel chairs. Also these children require often a 1/1
guardian(family member or from the school district) for safety
and support with functioning in society. All these factors in of
these students physical disability could be very challenged for
them. However; these students with physical dysfunctions often
are much more independent than the children with mental
disorders.
In conclusion, all these kinds of students with multiple
disorders should be able to increase and improve their skills, by
using methods which focused on their string skills and abilities
in process of cognitive/ physical re compensation. All these
students can be successful “on their own” level and abilities,
by being supporting by teachers with their enthusiasm and
determination.

CHAPTER TEACHERS, SCHOOLS, AND SOCIETYTENTH EDITIONDA

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