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Teaching Exceptional Students

Teaching Exceptional Students. It’s YOUR Responsibility! Get ready. Disability vs. Handicap. A disability is a difficulty or inability a person has to do something specific like walk, hear, or speak.

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Teaching Exceptional Students

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  1. Teaching Exceptional Students It’s YOUR Responsibility! Get ready

  2. Disability vs. Handicap • A disability is a difficulty or inability a person has to do something specific like walk, hear, or speak. • Consider these as difficulties with sensory input or output / expression of knowledge or skill. • A disability becomes a handicap when it prevents a person from performing a function in a particular environment.

  3. What is the Special Needs Population? NCLD (2009). The state of learning disabilities. Retrieved from http://issuu.com/ncld/docs/state_of_ld?mode=embed&layout=http%3A%2F%2Fskin.issuu.com%2Fv%2Flight%2Flayout.xml, 10-3-2011

  4. The AAMR states that a diagnosis of mental retardation must combine both I.Q. and significantly below average adaptive skills. (Eggen and Kauchak, 2002) Mental Retardation Clinical levels of retardation: Mild: IQ = 50 to 70 Moderate: IQ = 35 to 49 Severe: IQ < 35 Pervasive Extensive Limited Intermittent Separate school Facilities or group homes Resource rooms and/or special classes Regular classroom Resource room (Severe Moderate Mild)

  5. Mildly Handicapped Most Likely to be found in the classroom • Mildly mentally retarded • IQ greater than 50 and less than 85 • Specific learning disabilities • Most prevalent is Attention Deficit with Hyperactivity • Others related to input or processing • IQ of LD students is in the normal range • Behavior disorders

  6. Cross-categorical Special Education Programs • These are programs where special needs students of all kinds are grouped in a single facility (room) for assistance. • What do you think about this practice?

  7. PL 94-142, IDEA and Implications • Provides for due process through parental involvement • Protection against discrimination in testing • Least Restrictive Environment • The IEP • Participants in the IEP are Parents, Teachers, Special Educators, Student, and school administration (or their agents)

  8. Discrepancy vs. RTI • Discrepancy (Based on Differences between) • Intelligence and achievement • Intelligence and CR achievement • Subtests on either intelligence or achievement tests • Performance in one area that should predict another area. • Response to Intervention • Teachers in “regular” classrooms base recommendations about placement in increasingly specialized situations upon the student’s response to a multi-tiered set of interventions.

  9. Identifying and working with LD students: Whose job is it? Identification Classroom teacher Referral Classroom teacher Testing Measurement specialist Prescription Sp. Ed. Team IEP Developed Sp. Ed. Team Instruction Classroom teacher

  10. Characteristics of students with Learning Disabilities • Hyperactivity and fidgeting • Lack of coordination and balance • Attention deficits • Disorganization and easily distracted • Lack of follow-through on assignments • Uneven performance (does well in one area but not in another). • Again, intelligence of these students is in the NORMAL range

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