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There have been many definitions of what an intellectual disability is over the past several decades. The term itself is relatively new. It is a disability characterized by significant limitations of the person's intellectual functioning and in their adaptive behavior. Rather than struggling in one specific area, such as with a learning disability, intellectual disabilities constitute struggling in multiple areas across the board. They can be developed by internal factors, such as heredity, alcohol/drug use during birth, or externally, like from environmental factors, just to name a few causes.

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As discussed in the section regarding intellectual disabilities, learning disabilities are generally more specific in nature than intellectual disabilities. Much of the time, they are associated with subjects such as math and English. It can be a sneaky and deceiving disability, as many people have individual struggles in school who are not diagnosed with a learning disability. For students with such learning disabilities, it's exponentially more challenging for them. For learning disabilities, there is a discrepancy between the student's academic performance, and what that student's assumed ability or potential is. This does not mean that the student automatically also has an intellectual disability, as to which students with learning disabilities can still be considered average to above average regarding overall IQ.

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Some common ways to assess a student with an intellectual disability include:

- IQ tests - below a 50 is considered a severe intellectual disability. Scoring above a 50 indicates a mild intellectual disability. Two examples of these IQ tests are the Wechsler Intelligence Scale for Children, as well as the 5th edition of Binet and Simon's original work from the early 20th century, the Standford-Binet Intelligence Scale.

- The Diagnostic Adaptive Behavior Scale, which has been more recently developed to determine the adaptive behavior of students with intellectual disabilities. This is based off of three separate adaptive skill areas: conceptual, social, and practical.

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Common characteristics of Intellectual Disabilities include, but are not limited to:

-Difficulty with memory

-Difficulty with communication, socializing

-Learning and developing slower compared to other students their age

-Difficulty with academic learning

-Limitation in self-care knowledge and skills

-May be accompanied by other comorbidities

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-The seeming consensus of the number one strategy for helping students out with intellectual disabilities is a stable, supportive family and home life.

-Functional Curriculum: A curriculum that instructs pupils in the life skills they require for successful daily living and

prepares them for those situations and environments they

will encounter upon leaving school. This is more of a practical approach.

-Standards-Based curriculum: A curriculum that combines general education curriculum and functional curriculum, so to expose students with intellectual disabilities to future trials and experiences they will deal with. It emphasizes both academia, as well as teaching practical life lessons to prepare students for the future.

-Cooperative Learning: Instead of emphasizing competition in the classroom, cooperative learning encourages students with varying strengths and abilities to work together toward achieving a common goal. This promotes socializing, working as a team, and accomplishing tasks in an accommodating manner.

-Scaffolding: Aims to help students become independent, and proficient problem solvers. The teacher initially provides temporary support while learning a new task. When deemed appropriate for each individual student, those supports are gradually taken away, so the student can develop independence and a competency with that activity.

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Assistive Technology for Intellectual Disabilities:

Low Tech - For a student who struggles with their vision, something as simple as a highlighter or individual desk lamp.

High Tech - A mobile app for children that can read any book aloud to them, and can be played, rewound, fast-forwarded, stopped at any time.

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I used to think intellectual and learning disabilities were interchangeable terms. Upon further study, I now understand that, while people who have learning disabilities can also be intellectually disabled, intellectual disabilities includes a wider range of struggles across multiple facets. It's made me realize how important and specific each definition is, and if defined incorrectly, it can lead to improper diagnoses and treatments. Understanding the difference between the two diagnoses can further our understanding of what the Anne Frank Project is about, as it gives agency to both disabilities.

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There is no nationally accepted measurement for discrepancy, as different states use differing formulas and tests from one state to the next. Assessment criteria includes, but is not limited to:

-Measuring the discrepancy between assumed ability and actual educational achievement. Examples of methods to measure this, similar to intellectual abilities, are the Wechsler Intelligence Scale for Children, the Stanford-Binet Intelligence Scales, and the Kaufman Assessment Battery for Children.

-Comprehensive batteries, which are tests designed to measure overall academic achievement like the Iowa Tests of Basic Skills, and the Woodcock-Johnson IV Tests of Achievement, which assess the student's abilities in areas such as math, reading and language arts.

Norm-Referenced Assessments - The individual's performance is compared to a normative group of peers who have taken the same test.

-Criterion-Referenced Assessment - The student's performance is compared with a standard expectation, and not with the performance of others.

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Common characteristics of Learning Disabilities include, but are not limited to:

-Difficulty in reading accurately, making unusual errors like substituting words or skipping over them altogether, and trouble retaining the content of specified readings.

-Difficulty in writing, such as poor hand-writing, struggling with organization in writing.

-Difficulty in math, like memorizing formulas, confusion with symbols, a hard time organizing the numbers correctly.

-Difficulty in paying attention.

-Difficulty in picking up social cues or recognizing body language.

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-Self Instruction: A strategy whereby

students initially talk to themselves out loud while performing a task—children verbalize instructions necessary to complete the activity and then verbally reward

themselves for success.

-Mnemonic Strategies: A memory tool used to help students recall certain facts (such as PEMDAS in math for order of operations).

-Direct Instruction: A method that focuses on the characteristics or components of the task/concept to be learned. As Gargiulo's text mentions, it's used to produce gains in specific academic skills, and emphasizes drill and practice with immediate feedback.

-Learning Strategies: Instructional methodologies focusing on teaching students how to learn; designed to assist students in becoming more actively engaged and involved in their own learning.

-Assistive Technology to help students with areas they struggle in - like calculators for students who have issues with organization of numbers.

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Low Tech - A magnifying glass for students who have trouble with reading lengthy text. This would allow the student to be more methodical and careful in their reading, thereby helping the student understand and comprehend what they are reading.

High Tech - Text-to-speech calculators, so students who have difficulty in organization of numbers can have them digitally recorded.

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Being someone who was diagnosed at a young age with a non-verbal learning disability, I already have/had a pretty decent understanding of what it entails. If I were to say one thing that has changed in these many years of knowingly having a learning disability, it's that it does not necessarily mean that you can not be a good student. Many people with specific learning disabilities can thrive in other areas of academia. While the learning disability never goes away, there are certain approaches and learning styles that can be implemented to work around it, and to make oneself a successful student. With this specific disability, applying the principles of the Anne Frank Project would mean, as in the Intellectual Studies reflection, that we properly label this disability and further give it its due agency.

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The American Psychiatric Association defines this condition as "a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development." While everyone has moments of forgetfulness or inattention, those with ADHD have a chronic nature of these characteristics and a duration to them that can lead to impaired functioning in activities of daily living.

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-Medical Evaluation: Designed to rule

out medical conditions that might be contributing to the

pupil’s hyperactivity and/or inattention. As mentioned in Gargiulo's text, knowledge of a child's health status can also assist healthcare professionals in deciding which type of medication to prescribe, should that be an option.

-Multimodal Interventions: The use of concurrent treatment

approaches with students who exhibit attention deficit hyperactivity disorder. Being that ADHD is a multi-faceted disorder, comprehensive, intensive and individualized interventions are effective. This means instructional adaptations (such as written questions with visuals, auditory/read aloud options), behavioral interventions, home-school communication, medication, and counseling.

-Behavioral/Educational Evaluation: Scales that rate/assess the presence of ADHD symptoms, and offer an objective way of quantifying the severity of the behaviors. An example of this would be the ADHD Rating Scale-5, which assesses both home and classroom behaviors of children and adolescents.

-Family history/heredity: Past tests or school reports of family members may give insight and help assess if a student has ADHD.

-Clinical interview: A mental health professional interviews the individual about their behavior in certain settings, how they interact with other people, if problems have persisted since childhood, finding out about other comorbidities.

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Common characteristics of students with ADHD include, but are not limited to:

-Inattention: Inability to pay close attention to details, and makes careless mistakes on what could be considered everyday/normal tasks.

-Hyperactivity: Fidgets, squirms, can't sit still, talks excessively, always on the go ("driven by a motor")

-Impulsivity: Blurts out answers, difficulty waiting in line and waiting for their respective turn, impatience.

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-Self-Regulation: A strategy that requires students with ADHD to stop, think about what they are doing, compare their behavior to a criterion, record the results of their comparison, and receive reinforcement for their behavior if it meets the criterion. (Johnson & Johnson, 1999, p. 6)

-Home-School Collaboration: A partnership between the school and the residence of the student with ADHD. Being that parents now have an ever-increasing role in their child's/loved one's life, an understanding between the school and family is critical. The coordination between the two can help monitor things like medication side-effects, completing homework assignments, establishing goals and rewards, and developing behavior management plans, among other things.

-Instructional Modification: Using visual aids, providing explicit expectations for the class and their behavior, giving written and oral directions, among other accommodations to set the student with ADHD for as much success as possible.

-Inclusive Educational Experience: Including students with ADHD in the general classroom, so as to make them feel a part of the normal environment, and to collaborate with other students on projects/assignments.

-Collaboration: Having a teacher aid or co-teacher to work individually with students who have ADHD, while the other/main teacher is able to move on with the lesson for the rest of the class.

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Low Tech - A fidget-spinner, or a device that can help channel excessive energy or nerves, while simultaneously helping the student focus their attention.

High Tech - The Revibe app and device, a self-monitoring watch-like device that provides reminders to the student through vibrations, while the app provides real-time updates.

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ADHD is probably the disability I hear the most about, but also know the least about. I always thought it was a bit of a scape-goat term for teachers, parents, and students alike to explain the tendencies of that person. On any given day, I feel like there are people who associate themselves, even-self-diagnose themselves with having ADHD, even if they truly don't, because they aren't being attentive. It's a term that seems to be thrown around lightly. As I have learned more about ADHD, I believe the public needs to have a better understanding of just how serious ADHD can be. It's overwhelming for students, causes overload, inattention, and confusion. I know now how accommodating I will have to be for these students, as well as the others. The best way we can apply the principles of the Anne Frank Project to this disability is by giving it the proper respect, and not looking at it as being somehow "lesser" of a disability compared to the rest.

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According to Gargiulo and Bouck, there is no universally accepted definition. It's a nuanced topic that causes disagreement among many professionals. Additionally, who is to be considered "normal" that we compare it to? Normal can be interpreted in many different ways, depending on who is defining it. There are many terms that can be associated with emotional and behavioral disorder, such as emotionally disturbed, behaviorally disordered, emotionally conflicted, personally impaired, emotionally impaired, and so on. According to The Individuals with Disabilities Education Improvement Act of 2004, the term used is "emotional disturbance."

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Clinically Derived and Statistically Derived Classification Systems can be used for assessment. Clinically Derived Classification Systems describe childhood, adolescent, and adult mental disorders. The most widely used for this in the United States is the Diagnostic and Statistical Manual of Mental Disorders.

Statistically Derived Classification Systems are developed using sophisticated statistical techniques to analyze the patterns of behaviors that characterize children and youth with emotional or behavioral disorders.

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Common characteristics of students with emotional and behavioral disorders include, but are not limited to:

-Attention problems

-Anxiety/Withdrawal

-Confidence problems

-Sensitivity to criticism and rejection

-Restlessness/Tension

-Anger and Aggression

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Positive Behavioral Support: A different approach to punishment that does not scorn the student with the emotional or behavioral disorder. It is designed to prevent problem behaviors before they occur. When they do occur, it's about intervening early to prevent further escalation. Being proactive vs. reactive.

Primary Prevention: Designed to reduce the number of new cases of problem behavior by creating school programs for social skills, and incentivizing positive behavior.

Secondary Prevention: Designed to minimize the possibility will engage in misbehavior by targeting smaller groups of students with the same concerns or stressors.

Tertiary Prevention: Early interventions with the individual student with the emotional or behavioral disorder, as well as individual counseling and monitoring programs.

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Low Tech: A stress ball to squeeze that will channel some of the negative energy.

High Tech: Phone apps or a music player that can play calming music

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Emotional and behavioral disorders seem to me to be the most prevalent of all disorders. Students that have one or both need to be handled with care and plenty of attention to ensure they are kept on the right track. They should be checked in on consistently. I now know that home life can play a major impact on many students, and can be major contributors to emotional and behavioral disorders. Applying the principles of the Anne Frank Project would be making sure these students with disorders are made to be felt appreciated and accepted for who they are, and not just cast them off as being "troublemakers" or a lost cause.

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Another disorder that has a history of being misunderstood, Autism Spectrum Disorder has been mischaracterized in the past as schizophrenia. In 2004, IDEA defined autism as a developmental disability significantly affecting verbal and non-verbal communication and social interaction, that adversely affects a child's educational performance.

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According to Gargiulo and Bouck, Autism Spectrum Disorder can be diagnosed as early as the age of three years old by pediatricians. Many signs can point toward a child having autism spectrum disorder, and this can aid in the early diagnosis of such. Observation of how the child acts in social settings, school settings, and so on. There is also genetic testing.

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Can range from mild, to moderate, to severe. Common characteristics of Autism Spectrum Disorder include, but are not limited to:

-Ability to read at an early age

-Lack of age-appropriate peer relations, and social skills in general

-Do not readily learn by observing others

-Engaging in stereotypical or repetitive behaviors

-A noticeable lack of speech

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-Avoid abstract ideas; students with autism spectrum disorder may have hard times with interpretation or "reading between the lines," so to speak.

-Avoid speech that can be misinterpreted; like with the idea of avoiding abstract ideas, students with autism spectrum disorder may not be able to correctly interpret what you are saying.

-Break down tasks step-by-step.

-Assist the student with autism spectrum disorder with organization. Whether this be for deadlines of assignments, getting to class at the right time, bringing the proper writing utensils to class, and so on.

-Facilitate group work to include the student with autism spectrum disorder in the class, and help encourage interaction with other students.

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Low Tech: An easily accessible calendar for the student with ASD to record necessary deadlines, complete assigned work on time.

High Tech: A "smart" watch or tablet that the student can input information in, record necessary deadlines, complete assigned work on time.

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As I've learned from the reading, students with ASD are typically more reclusive and have a hard time with social skills. It's incumbent upon the teacher, as well as other classmates to ensure that individual with ASD feels included. This means by group work, and keeping the student engaged in class so that they don't miss key information. Also, as a teacher, it will mean I need to explain things as clearly as possible in all of my lessons. This, in turn, can help all students, including the ones with ASD. A good way to apply the values of the Anne Frank Project to students with ASD is by making them feel appreciated in the classroom, and paying additional close attention to them in class to ensure they are clear on the topic at hand. This would be of benefit to both the student with ASD, as well as the entire class.

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Gargiulo and Bouck define speech and language impairments as problems in communication and related areas such as oral motor function. These delays and disorders have a wide range, from subtle/undetectable, to an inability to speak. However, even having a mild speech or language impairment can have an effect on students.

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Working with a speech-language pathologist to determine what is the cause of the speech or language impairment is a good plan of action. They can assess small "samples" of speech by looking for what errors are made, habits, tendencies, and so on. While it may be easier to point out than other disabilities and impairments, working with a speech and language pathologist can help point out details and further determine what the student struggles with most in language and speech, and tailor their educational focus to best help that student. It's also important to have a case history of the student, and contact with their family to get a better idea of who the student is and what their struggles are. This is known as family-directed assessment.

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Common characteristics of speech and language impairments include, but are not limited to:

-Stuttering

-Staggering (speaking too fast or in a sporadic manner)

-Difficulty formulating questions

-Limited vocabulary and incorrect grammar

-Difficulty responding to questions

-Difficulty comprehending complex sentences

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-Allow the student with a speech or language impairment a sufficient amount of time to respond to questions

-Being patient

-Prohibiting ridicule of speech difficulties or errors

-Repeating important phrases to the class; this will benefit all students, including ones with speech and language impairments

-Using graphic organizers and visual aids

-Modeling correct speech; respectfully help students sound words out

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Gargiulo and Bouck describe the technology use for those with speech and language impairments as augmentative and alternative communication. Examples of low tech and high tech assistive technology include, but are not limited to:

Low Tech: A paper and pencil for a student that is unable to speak, or may not feel comfortable speaking in front of others. Picture symbols are also good, low tech assistive technology.

High Tech: An electronic communication board, speech generating devices.

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Most students at some point hear one of their fellow classmates with a speech or language impairment. Often times, students with a speech or language impairment stick to themselves, have a hard time communicating with others, and may even feel embarrassed to speak out - if they even can at all. It's the job of teachers to facilitate an environment that is comfortable for these students, and gives them the option/opportunity, should they so choose, to speak out. If they do not feel comfortable doing so, having the proper equipment for the student to communicate in the best and most comfortable way for them is paramount. There should also be an unspoken (but spoken if necessary) code amongst the class that no one should be demeaning or picking on the student with the speech or language impairment. It happens all too often, and I remember hearing other kids make fun of the students with a speech impairment when I was younger.

We can apply the values of the Anne Frank Project to students with speech and language impairments by being patient, offering several modes of communication so as the student feels most comfortable when in class, and making them feel included and heard in the classroom - even if it isn't by actual speech.

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Hearing impairment, simply put, is a term to describe disordered hearing in either one ear or both. It is worth noting that there are some individuals who are deaf or hard of hearing who take offense to the word "impairment," as it implies a deficiency.

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An audiologist is one of the best ways to assess an individual with a hearing impairment. They are certified to evaluate, rehabilitate, and help prevent further hearing loss in individuals who are hard of hearing or deaf. In their assessments, audiologists determine the extent of the hearing impairment, its impact on the ability to communicate, whether the hearing loss can be treated medically or surgically, and can assign the use of hearing aids.

There are also audiologic assessments that can determine how much the hearing impairment affects that student's ability to communicate.

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Common characteristics of hearing impairments include, but are not limited to:

-Needing volume at a louder level

-Difficulty in repeating a phrase

-Asking to hear something several times

-Issues with social and intellectual development

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Culturally Responsive Instructional Strategies 

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Culturally Responsive Instructional Strategies 

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-Preferential seating, being close to either the teacher or a teacher aid.

-The use of a hearing aid in class.

-Clear and precise instruction; not a lot of redundancy or extra verbiage to get a point or lesson across.

-Increased collaboration with parents to discover how they best communicate with their child.

-Use of more visual aids, like posters and handouts.

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Low Tech:

- Flashing lights or lamps

- Flashcards for learning about a topic as opposed to oral lecture (if feasible)

High Tech:

-Hearing aids and auditory training devices like cochlear implants, alerting devices, captioned media.

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Having a hearing impairment can severely affect how students do in school. Being that hearing plays such a big role is school; whether it be lectures, communicating about homework, tests, or the day's lesson, we have to take careful consideration of those students who are either deaf or hard of hearing. Ensuring they have the equipment/assistive technology needed is crucial in order for them to understand what is being taught. As I've learned more about the topic, I have realized how visual aids can be just as beneficial, if not more so, than regular speech. It can help both hearing impaired students, and students without disabilities. Visual reference helps develop a deeper understanding than just listening to words spoken.

By taking these precautions, like more visual aids and having the student with a hearing impairment sit closer to the teacher, we apply the values of the Anne Frank Project to our classrooms. It shows care, inclusion, and consideration of the student with a hearing impairment.

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According to the Individuals with Disabilities Education Act (IDEA), a visual impairment is an impairment in vision that, even in correction, adversely affects an individuals' educational performance. It over-encompasses both visual impairments and blindness. Individuals vary between a wide range of the impairment of their vision. It can affect one or both eyes.

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Many visual impairments come from genetics, while others can be prevented or controlled. It's important to get early screening to determine the prognosis for the visual impairment, and the best course of action. Frequent evaluation and testing for students/individuals at risk can also help aid them and prepare the best path forward. Keeping a healthy rapport with ophthalmologists/optometrists is also very important, as they are the professionals who will be able to respond with the best feedback depending on the scenario.

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Common characteristics of visual impairments include, but are not limited to:

-Unusual turning of the head, body, or eye

-Holding reading material very close to their face

-Excessive rubbing of their eye(s)

-Eye fatigue

-Frequent eye pain

-Squinting to view objects

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-Proctor for Braille transcriptions

-Larger print materials and tests

-Oral presentation of materials

-Preferred seating

-Shorter periods of testing with rest in between, so as not to further strain the vision of those with visual impairments.

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Low Tech:

-Glasses

-Braille transcriptions

High Tech:

-Electronic braille device that provide voice output

-Braille translator, which is a software program that takes a computerized text file and converts and formats the documents properly for printing

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Visual impairments need to be monitored arguably more than most other impairments, in my opinion, and that is not to lessen the severity or impact any of these disabilities can bring. However, the safety aspect for those who have visual impairments is put much more into question, for reasons that can be somewhat easily deduced. It's important in classrooms to accommodate these individuals as best as we can. Keeping walkways and floors from being uncluttered, desks/desk islands as far apart as possible, and have a specialized seat that can be accessed easily for said student. By taking these precautions, we are applying the values that we learn at the Anne Frank Project, as it preaches acceptance, thinking of others, and a level of care that needs to be given in order to make students with visual disabilities feel like they are truly part of the class.

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As per IDEA of 2004, individuals with physical or health disabilities that have an adverse impact on educational performance are eligible for special education services. IDEA lists out three categories of eligibility, including orthopedic impairment, multiple disabilities, and traumatic brain injury (TBI). Students with health disabilities qualify under the category of other health impairment.

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-Medical evaluation by a licensed physician who can provide a professional diagnosis of an individual's physical or health condition, and whether said condition an adverse impact on the student's educational performance.

-Psychological evaluation; may be given if there is a significant deficit in academic or cognitive functioning.

-Educational evaluation, which further determines if the student's physical or health disability is affecting their educational performance.

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Characteristics of physical disabilities, health disabilities, and related low-incidence disabilities include, but are not limited to:

-Neuromotor impairments - or abnormalities of, or damage to the brain, spinal cord, or nerves that send impulses to the muscles of the body (like the types of cerebral palsy)

-Paralysis - the impaired use of the limbs of the body. These include hemiplegia, when the left or right side of the body is affected; diplegia, when the legs are affected more than the arms; paraplegia, where only the legs are affected; and quadriplegia, where all four limbs are affected.

-Spina Bifida - An abnormality, where in its worst case, myelomeningocele spina bifida, where a baby is born with a sac protruding from an opening in the spine that contains part of the spinal cord.

Other characteristics include: poor attention, memory problems, decreased writing speed and accuracy, decreased stamina and endurance, impulsive behavior, seizures

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-A setting in which each student can receive the appropriate education; whether that is with the general education classroom, a resource room, a separate class, a separate school, or a separate residential facility. It all depends on the specific physical or health disability, based on student assessment, educational goals, and planned interventions.

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Low Tech:

-Inhalers for individuals with asthma

High Tech:

-Computerized prosthetic arms that allow a student to perform complex hand movements

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Physical disabilities, health disabilities and related low-incidence disabilities is one of the broadest categories of disabilities, as it encompasses many different and complex issues. As with every other disability mentioned, it's important for the teacher to make individual accommodations for each student, specific to their disability. I've learned that this topic has a range of differing disabilities, and makes me realize even more how important it is to know each and every student, and how best to cater to them individually. Doing so applies the principles learned in the Anne Frank Project, as it lends a helping hand to all who need it, regardless of how different each person might be from the next. It's about acceptance and including all.

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According to Piirto (2007), an example Gargiulo and Bouck cite, the definition of the gifted and the talented is an individual, who by way of learning characteristics such as superior memory, observational powers, curiosity, creativity, and the ability to learn school-related subject matters rapidly and accurately with a minimum of drill and
repetition, have a right to an education that is differentiated according to these characteristics because all children have a right to be educated according to their needs.

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-Jot-Down forms - Used to help teachers focus on behaviors that indicate giftedness. The teacher jots down characters and behaviors of students.

-Checklists, like the Pfeiffer-Jarosewich Gifted Rating Scales for school children that looks at the various dimensions of giftedness by evaluating students in the areas of intellectual ability, academic ability, creativity, the arts, motivation and leadership abilities.

-Tests of intellectual ability that measure intelligence, such as the Weschler Intelligence Scale for Children, or the Stanford-Binet Intelligence Scales.

-Off-Level Testing - A test that removes the "learning ceiling" that allows a child to demonstrate everything they know about particular content area being assessed.

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-Asking many probing questions to where teachers think the student is distracted, even thought it's not the case

-Dominate class-discussion/highly verbal

-Self-confidence interpreted as arrogance

-Exceptional talent in more than one area

-Unusual, vivid, creativity of ideas

-The ability to take a leadership role

-Excellent memory

-Works well independently

-Dislike of standard rules

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One of the only areas where modifications to the classroom need to be made. This has remained true for years, though it is pointed out in the reading that this doesn't necessarily play to the strengths of these individuals. It doesn't challenge them enough.

-A variety of instructional strategies can be implemented for these students so as to provide them that challenge, called differentiation - focusing specifically on both the strengths as well as weaknesses, so the teacher can recognize those and adjust the lesson plan or curriculum for that student accordingly.

-Incorporating a pre-assessment of that gifted or talented student, so as to inform the teacher of where to provide differentiated learning experiences.

-Curriculum Compacting, or a differentiation strategy that compacts an instructional procedure whereby the time spent on academic subjects is telescoped or reduced, so as to allow the student(s) to make continuous progress.

-Flexible Grouping, which can potentially place younger students in with older if they match the level of academia.

-Cluster Grouping, which matches up five students who are all equally gifted in a similar area, to promote challenging cognitive development and positive social/emotional development.

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Low Tech:

-Advanced learning textbooks, extra reading.

High Tech:

-Text-To-Speech or word prediction so as to further challenge the gifted or talented student.

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While these students may not have as many "issues" as other students with disabilities, a similar amount of attention needs to be given to these students, so as to ensure they are getting the most out of their education as possible. I've learned that every type of students, whether they are gifted or disabled, all need to have an education plan that is formulated for them to provide as much success as possible. This plays into the idea of the Anne Frank Project, as it goes along with the idea of inclusivity. I'm sure there are some gifted or talented students who may feel ostracized or made fun of due to their enhanced subject knowledge. It's important to make everyone feel included and provided the right type of education to ensure success.

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Gargiulo, R. M., & Bouck, E. C. (2021). Special Education in Contemporary Society: An Introduction to Exceptionality (7th ed.). Sage Publications Inc.