Series editor(s): Bryan G. Cook, Melody Tankersley & Timothy J. Landrum
Subject Area: Education
|Title:||The study of human exceptionality: how it informs our knowledge of learning and cognition|
|Author(s):||Margo A. Mastropieri, Thomas E. Scruggs|
|Volume:||23 Editor(s): Thomas E. Scruggs, Margo A. Mastropieri ISBN: 978-1-84950-776-9 eISBN: 978-1-84950-777-6|
|Citation:||Margo A. Mastropieri, Thomas E. Scruggs (2010), The study of human exceptionality: how it informs our knowledge of learning and cognition, in Thomas E. Scruggs, Margo A. Mastropieri (ed.) Literacy and Learning (Advances in Learning and Behavioral Disabilities, Volume 23), Emerald Group Publishing Limited, pp.303-319|
|DOI:||10.1108/S0735-004X(2010)0000023014 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
|Abstract:||This chapter describes a number of research experiences of the authors, directed to increasing our understanding of exceptional individuals, most typically those with learning or behavioral disabilities. A number of examples is presented, to demonstrate how a research emphasis on exceptional persons can help to advance our understanding of human learning and cognition, and how such findings can contribute to the development of an overall, adequate theory of learning and instruction. Several general points from these experiences are presented, generally that the study of human exceptionality (a) can help to clarify our understanding of what we learn, and why we should learn it, (b) can enhance our understanding of what is “possible,” (c) demonstrate that what we do is more important than who we are, (d) demonstrate that we learn best by doing, and that our experience informs our understanding, and (e) demonstrate that we are all exceptional cases.|
Downloadable; Printable; Owned
HTML, PDF (143kb)
Due to our platform migration, pay-per-view is temporarily unavailable.
To purchase this item please login or register.
Complete and print this form to request this document from your librarian