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Author - Laurie Rogers

Gifted Learners

1.Main Characteristics –

Intellectual functions and academic skills and an extreme amount of knowledge.

2.       Federal Definition -

children and youth who possess demonstrated or potential high-performance capability in intellectual creative and specific academic and leadership or the performance and visual arts.

These students also need services in schools that other students do not (Friend & Bursuck,2019 pp. 539).

3.       The cause

According to "No Child Is Just Born Gifted: Creating and Developing Unlimited Potential "(n.d.)   Giftedness in a child’s life starts very early; thus, an interaction between the child’s genetic endowment and a rich and appropriate environment in which the child grows up. (para. 2).

4.       Identification Process

School districts use a multi-phased process to identify a gifted student.    Information is needed on the child’s performance and potential by using objective and subjective instruments.  It is done through three processes.  The nomination or identification phase, the screening or selection phase, and the Placement phase.  ("Identification", n.d.).

5.       History

Gifted students can be traced back to the 1800s.

6.       Prevalence

is affected by two factors. The first IQ test and the second is the potential of the student.

7.        characteristics

Gifted students have an excellent memory, like to solve problems; they can quickly learn and put thoughts together quickly and are swift learners.

8.       Accommodations and Modifications

Giving the students a higher than normal instruction level to meet their learning needs.  Those who finish their work early before the rest of the class give them a test of the material.

9.       Suggested LRE

Lurz (2007) The least restrictive environment for the gifted student is individual services.  (Understanding our gifted).

that may enhance students learning can be used by, how it can enhance students learning.

10.       Language demands related.

Gifted students may excel in Language arts, reading, and poetry.  They also achieve competency at an earlier age, than their peers. (Baska, 2003)

11.    Infographic content

References:

Baska, J. (2003).  Differentiating the Language Arts for High Ability Learners. http://hoagiesgifted.org

Friend, M., Bursuk, W.D. (2019). Including Students with Special Needs: A Practical Guide for Classroom Teachers (8th ed.). Phoenix University.

Identification(n.d.). http://nacg.org

Lurz, P.R. (2007).  An Array of Services: Least Restrictive Environments for G/T Kids. http://ERIC.ed.gov

No Child is Just Born Gifted: Creating and Developing Unlimited Potential (n.d.). http://nagc,org

Teachers pay teachers.com Gifted and talented Learners Infographic,

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Author – Taylor Terry

ADHD

1.      Main Characteristics –

Moments of being inattentive, impulsive, or hyperactive. This includes being fidgety, always moving, loosing thing distracted easily and doesn’t seem to listen

2.      Federal Definition - ADHD is a treatable medical disorder. The exact cause of ADHD is unknown but researchers believe it may be caused in part by an imbalance in chemical messengers that affect the brain

3.      The cause- ADHD is caused by chemical imbalances in the brain but is lso reserched to be a genetic medical disorder

4.      Identification Process

To diagnose ADHD the child receive a full physical exam including vision and hearing screenings. Also, the FDA has approved the use of the Neuropsychiatric EEG-Based Assessment Aid (NEBA) System which is a noninvasive scan that measures theta and beta brain waves.

5.      History

ADHD was first mentioned in 1902 by British pediatrician Sir George  and was described “an abnormal defect of moral control in children. ” He found that some affected children could not control their behavior the way a typical child would, but they were still intelligent.

6.      Prevalence

According to analysis of data collected by the National Health Interview Survey (NHIS), the prevalence rates of diagnosed ADHD among children and adolescents aged 4 to 17 in the past twenty years are as follows (Xu et al, 2018):

Overall prevalence and by age group (percent)

Year    Overall            Ages 4-11        Ages 12-17

2015-2016       10.2     7.7       13.5

2013-2014       9.4       7.9       11.3

2011-2012       9.6       7.7       12.0

2009-2010       9.0       6.9       11.9

2007-2008       8.1       6.1       10.8

2005-2006       7.5       6.0       9.3

2003-2004       7.3       5.8       9.3

2001-2002       7.2       5.9       8.9

1999-2000       6.5       5.3       8.2

1997-1998       6.1       5.3       7.2

7.      characteristics

Symptoms are diverse but they can occur in individuals as impulsive, hyperactive, and inattentive such as difficulties remaining seated in class or completing work on time.

Accommodations and Modifications

Special seating arrangements, special instructional tools such as pointers and music or dimming the lights.

8.      Suggested LRE

Off students suggesitons, provide students with visual reminders, encourage hands on learning

9.      Language demands related.

Seeing, hearing  and feeling. Encourage behavior or language therapy.

Infographic content

References:

http://www.fldoe.org/academics/exceptional-student-edu/ese-eligibility/specific-learning-disabilities-sld/#:~:text=Specific%20Learning%20Disabilities%20%28SLD%29%201%20Definition.%20A%20specific,rules%20referenced%20below%20are%20specific%20to%20SLD.%20

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Author – Taylor Terry

Specific Learning Disability

1.      Main Characteristics –

Difficulties with reading, writing, and spelling. These students often do not understand what is being read and have difficulty with mathematics and math reasoning. People who have the disorder may not process language or visuals well. They may not do well with academics. This disorder may be mild, moderate, or severe.

2.      Federal Definition – A neurodevelopmental disorder that starts I the school age and may not be noticed until adulthood. This disorder prevails in reading, writing, spelling, and math.  There are three different types which include

Dyslexia, Dysgraphia, and Dyscalculia

3.      The cause

This disorder is very complex so there are several different causes. For example, genetics, heredity or influences of environment. There is no straightforward cause for this disorder.

4.      Identification Process- low test scores, struggling with comprehension of simple words or photos. Not understand what is being said. Can diagnosed as soon as pre-kindergarten through elementary.

5.      History -

Some of the first cases date back to 1900\’s

6.      Prevalence

On estimate 5 to 15 percent of children struggle with a learning disability. Of those children 80% have dyslexia and one third have ADHD.

7.      Modifications- providing space with minimum distractions, proving extra time, reducing page content for reading or math problems, allowing verbal responses, test in smaller groups.

8.      Suggested LRE

Off students’ suggestions, provide students with visual reminders, encourage hands on learning

9.      Language demands related.

Seeing, hearing, and feeling. Encourage behavior or language therapy.

Infographic content

References:

Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. (DSM-5) American Psychiatric Association. American Psychiatric Association Publishing. 2013.

Peterson, T. (2019, September 4). What Is a Specific Learning Disability? Definition, Types, Causes, Healthy Place. Retrieved on 2020, November 30 from https://www.healthyplace.com/parenting/learning-disabilities/what-is-a-specific-learning-disability-definition-types-causes

Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. (DSM-5) American Psychiatric Association. American Psychiatric Association Publishing. 2013.

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Author-April Rankin
Autism
Classroom Modifications for Students with Autism
1. Develop and  use visuals for instruction such as:
• Individual visual schedule
• Highlighting important information
• Using completed models
• Color coding relevant information
• Providing visual directions
2. Evaluate and assesses sensory needs and schedule sensory activities throughout the day. Ideas for sensory activities include:
• Use swing and money bars
• Carry heavy objects and  provide other ways to incorporate proprioception into the day
• Chair push ups
• Provide fidget toys
• Put something in mouth to bite, crunch, suck, chew, or blow
3. Develop social stories and social scripts.
4. Give the students choices and control.
5. Adapt the physical environment to include:
• Close proximity to materials and instruction
• Limitation of distractions (auditory, visual)
• Development of clear visual boundaries, where appropriate
• Make the key learning centers visually obvious within the classroom
6. Provide trained peer support and/or a buddy system throughout the day for the individual. This person should assist with peer social interaction, as well as provide additional support as needed.
7. Conduct training in autism spectrum disorders for all staff members that come in contact with the student. Include detailed training for classroom and therapy staff members, as well as general training for office and administrative staff, bus drivers, cafeteria support staff, and janitorial staff.
8. Actively use home/school communication book that outlines specific progress and challenges that occurred during the home and school environments. The book is exchanged with classroom staff members and the family on a daily basis.
9. Provide small group instruction, rather than large group instruction.  Directions and classroom instruction should be offered in a small group setting so that as much one to one and peer interaction is provided as in needed by the student.
10. Assess and use interests and strengths of the person to structure both curriculum and free-time activities.

Resources:
https://www.autismspeaks.org/sites/default/files/documents/family-services/
Wright, K. (2001). 20 Classroom Modifications for Students with Autism.
Secondary School Experiences of Students with Autism. (2007). Retrieved from https://ies.ed.gov/ncser/pubs/20073005/accommodations.asp

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Author- Tracie Rice

English Learners

·       Main characteristics of the exceptionality

More than 75 percent of ELs in 2014–15 were Hispanic or Latino, but made up just 25 percent of all students. Asians also comprised a larger percentage of ELs than all students; about 5 percent of all students were Asian, but Asians accounted for 11 percent of ELs. White students made up the third-largest share of ELs at 6 percent. (2015)

For students who do not speak English as their native language, going to school can be a frustrating experience, resulting in some common problems.

·       Federal definition of the exceptionality

English-language learners (ELLs)    Students whose native language is not English and who are developing their English skills while in school.  (Friend, 2019)

·       Causes of the exceptionality

Students who are brought over from another country or area that does not speak English. Children who are raised by non-English speaking parents that are brought into the school system.

·       Identification process for the exceptionality

First, students who do not use English proficiently can easily be discriminated against when they are assessed, their scores reflecting their language skill more than their learning of curricular content. Second, students with limited English skills sometimes are perceived by teachers and classmates as deficient. Teachers might have difficulty understanding students and assume they have limited ability, and peers may exclude them from social activities because of language differences. Third, language-related issues sometimes lead to the belief that when English is not students’ primary language, these students must be segregated from other students to learn. (Friend, 2019)

·       History of the exceptionality

In 1972, just 22 percent of students enrolled in grades 1 through 12 were members of minority groups. In 1988 that number had grown to 32 percent, and in 2004, it had increased to 42 percent of all students. In 2014, the most recent year for which data are available, minority group students were a majority at approximately 50.5 percent, and that number is to be projected to continue to increase. Approximately 9.4 percent of all U.S. public school students are English learners (National Center for Education Statistics, 2017a); approximately 77 percent of these students speak Spanish as their first language. The next most common non-English languages spoken in students’ homes are Arabic, Chinese, Vietnamese, Hmong, and Somali. Approximately 14.5 percent of English learners are also identified as having disabilities and receive special education. (Friend, 2019)

·       Prevalence of the exceptionality

In 2014–15 there were more than 4.8 million ELs across the country. Nearly all of them (97 percent) participated in language instruction education programs. (2015)

·       Learning characteristics of students with the exceptionality

·         When students segment words, they break words apart into their individual phonemes (fish 5 /f/-/i/-/sh/). When they blend, they say a spoken word when the sounds are said slowly (/f/-/i/-/sh/ 5 fish).

·         Home, school, and community interests can be used to teach ELs the associations between written letters and sounds, or phonics.

·         Reading fluency is the ability to read connected text accurately, quickly, and with expression and is an important bridge between word recognition and comprehension. It also requires the reader to use intonation and stress to convey meaning. Understanding the importance of reading with expression is difficult for ELs because languages such as Spanish convey differences in meaning by changing word order.

·         ELs may learn basic vocabulary but struggle to learn the meaning of English-language idioms, such as “up the creek.”

·         The key to reading comprehension for ELs is knowledge of oral language.  (Friend, 2019)

·       Accommodations and modifications that can be used in the classroom for learners with the exceptionality and included on the individualized education program (IEP); consider classroom inclusion and environment

·       Suggested least restrictive environment (LRE) for students with the exceptionality

Homeschooling or tutoring to begin the process of transferring as an EL.

·       Assistive technology resources that may enhance learning for students with the exceptionality; explain how the resource may be used and why it might enhance student learning

There are many types of apps that assist people in learning another language, including English.

·       Language demands related to the exceptionality

Students will need tutors or translators until they can understand English enough to get through class lectures.

·       At least one content-relevant graphic, infographic, or diagram

·       Three to five references cited according to APA guidelines

National Center for Education Statistics. (2017a, March). English language learners in public schools. Washington, DC: Institute of Education Sciences, Author. Retrieved from https://nces.ed.gov/programs/coe/indicator_cgf.asp

Friend, M., & Bursuck, W. D. (2019). Including students with special needs: A practical guide for classroom teachers (8th ed.). Upper Saddle River, NJ: Pearson.

(2015). Our nation’s English learners. US department of education. https://www2.ed.gov/datastory/el-characteristics/index.html#mapHead