ERIC Number: ED409695
Record Type: RIE
Publication Date: 1997
Genetic Wild Card: A Marker for Learners at Risk.
Williams, Christine A.
This paper surveys past and current theories about the workings of the mind, current brain research and psychological applications of non-linear dynamics. Parallels are drawn between the world of high-functioning autism, gifted individuals with learning disabilities, and aspects of genius. An organizing theory is presented, which includes these three groups as well as a broader population. Recommendations for educating students with different characteristics are made. Chapter 1 addresses brain hemispheric preferences, defines characteristics of the left and right hemispheres of the brain, and discusses learning style theory, multiple intelligences, the Triune Brain Theory, the Somatic Marker theory, how neurons work, and chaos concepts. Chapter 2 discusses the common ground between individuals with high-functioning autism, giftedness and learning disabilities, and genius characteristics. High intelligence, uneven skill development, perceptual anomalies, and difficulties in communication are highlighted common characteristics. Family traits and genetic links are also discussed. The final chapter uses the qualities of self-mastery, the need to invent, and the ability to communicate to classify different types of individuals. Separate lists of educational strategies to address these differences are provided for students, parents, teachers, and administrators. (Contains 44 references.) (CR)
Descriptors: Autism, Brain Hemisphere Functions, Cognitive Processes, Communication Problems, Creativity, Educational Strategies, Elementary Secondary Education, Genetics, Gifted, High Risk Students, Learning Disabilities, Parent Education, Perception, Personal Autonomy, Student Characteristics, Student Needs
Publication Type: Dissertations/Theses - Masters Theses; Guides - Non-Classroom; Information Analyses
Education Level: N/A
Authoring Institution: Grand Valley State Colleges, Grand Rapids, MI. Graduate School of Education.
Grant or Contract Numbers: N/A
Note: Master's Thesis, Grand Valley State University.