Entry 8: Diversity in Intelligence

Part A.

1. Explain what an intellectual disability is by referring to content from the Prezi,

and give at least 4 examples of things that a person with an intellectual disability
would have difficulty with. How would these difficulties interfere with a persons
everyday life?

Learning disability is categorized as persistent difficulty learning academic skills for at least 6
months despite intervention. This individual has short attention span and is easily distracted.
Their motor skills, thinking skills, self-help skills are below what is expected for that age group
(Week 10 Intellectual Disability).
Short attention span: a short attention span means that the individual is unable to focus
on any one activity for at a time.
Thinking skills: Can process a limited amount at a time.
Self -help skills: Someone with a learning disability may have challenges performing
routine personal tasks like tying a shoe lace.
Motor skills: The ability to co-ordinate movement. Example kicking a ball, balancing,
walking, running.

2. In Week 10, you watched several videos and tried several activities that
illustrated what it was like to have a learning disability. Explain what it would be
like to be an individual with a learning disability by referring to your experiences
with these videos and tasks. How would you feel about your own IQ, your own
EQ and your own Academic Intelligence if you were an individual with a learning
disability? How did these activities affect your understanding of human
intelligence?
This exercise really drove home the challenges that someone with learning disorders faces
daily.
It was impossible to do the requested task because I either could not read/ understand the
words. An inability to read and or to understand what is read could be a set back in school
where most of the lesson taught, communicated through written word. I believe that a certain
level of social interaction with peers and teachers is a great complement to book learning.
For people with learning disabilities, social interactions can be challenging. I do not think
that I could be a successful student with a learning disability if there was no support. That would
impact my learning.
I could see how someone with a leaning disorder would be self conscious. I would be concerned
of what the other students thought of or said to about me and that would put me in a stressful

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situation. I would withdraw and not trust other students. That would affect my social life and
cause me even more stress.
People with reading disorders find it challenging to manage their own emotions and understand
that of others (Week 10: Practice Activities, Understanding learning disorders).

3. What is giftedness and how does it relate to human intelligence? To answer this
question, refer to the various definitions of giftedness and other information in the
giftedness Prezi. Given your understanding of giftedness, would you want your
child/grandchild/niece/nephew to be diagnosed as gifted? Why or Why Not?

According to the information in Week 10 on giftedness and my research, there is still

disagreement both on the concrete meaning of gifted as well as how it is measured.
According to the National Association for Gifted Children Gifted individuals are those
who demonstrate outstanding levels of aptitude (defined as an exceptional ability to
reason and learn) or competence (documented performance or achievement in top 10%
or rarer) in one or more domains. Domains include any structured area of activity with
its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor
skills (e.g., painting, dance, sports) (National Association for Gifted Children, n.d.).

I had my daughter tested for gifted abilities at school because I felt that she fit the
criteria of rapid learning, great vocabulary, good memory etc. I had also known some
people whose kids made it into the gifted academic, or arts programs, and their parents
talked highly about these programs. At the time, she did not meet the school boards
standards for giftedness. I later found out that she did not want to do well in that test
because a friend had told her that if she did well, she would be sent to another school.
After this experience, I would say if the child exhibits a tendency towards being gifted,
include them in a conversation before having an assessment (Week 10 giftedness).

4. What is Savant Syndrome and how is it an example of the diversity of human

intelligence? Choose one individual with Savant Syndrome mentioned in class
content and explain their strengths and challenges in terms of intelligence (IQ,
EQ, MI, etc).
People with Savant Syndrome display incredible giftedness in one area of life but suffer
from severe handicap in another area. It can be inherited genetically or acquired after a
traumatic incident (Shemberger, 2015). Male savants outnumber females by four to six
times. Savant abilities include excellence in mathematical calculations, memory feats,
artistic abilities and musical abilities (Week 10 Savant Syndrome).

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Jason Padgett: unlike most people he was not born with savant syndrome but acquired
it after a traumatic incident when he was violently attached. One of only 40 people in the
world who are known to become savants later in life. He found that he had unusual
mathematical skills (Week Video: One mans incredible story).
In Jasons he acquired his information processing and computation skills were
heightened and he became a mathematical genius (high IQ). One drawback of being a
savant from the video and class notes is that his brain is always constantly
overstimulated and that causes him extreme fatigue. From the video, I get the sense
that he is challenged in emotional intelligence as he seems to have a hard time
regulating his own emotions. Another reason is that he gave the example of being
unable at one point to interact with people after the accident and would even refuse at
one point, to go outside.

Part B.

4. What one thing stands out for you about this entry
This entry made me more aware of those with learning disabilities and the challenges that they
and their families face, in the schools, the workplace and the public.
5. What challenges did you face in completing the entry?
I find it challenging to share time commitments with my other courses, my family and other
personal commitments.
6. How did you address or overcome these challenges?
I developed a routine and allocate time for each activity within that routine. I try to leave time
open to interact with my family and personal time. Even with a routine, I leave time for flexibility.

14. How does the information from this section of the course meet your expectations
for the course?
The information in this course is relatable to real life issues and so I can apply this new
knowledge to my personal life as well as school and work life.

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References
National Association for Gifted Children. (n.d.). Retrieved from
http://www.nagc.org/resources-publications/resources/definitions-giftedness
Shemberger, M. (2015). Perfect memory: A not-so-glorious gift. Retrieved from
Shemberger, M. (2015). Perfect memory: A not-so-glorious gift. Phi Kappa Phi
Forum, 95(3), 28. Retrieved from http://go.galegroup.com.dproxy.library.dc-
uoit.ca/ps/i.do?p=AONE&sw=w&u=ko_acd_dc&v=2.1&it=r&id=GALE
%7CA436049379&asid=291d96bfcecc4240f5520c20ad