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Why must educators adapt this assumption?

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Why must educators adapt this assumption?

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Inclusive placements in general education classrooms for students with significant cognitive disabilities correlate positively with their achievement.
-When students without disabilities are educated in inclusive classrooms, they develop skills like empathy and advocacy, and there is no negative effect on their academic performance
Reference: https://publications.ici.umn.edu/ties/foundations-of-inclusion-tips/using-the-least-dangerous-assumption-in-educational-decisions

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- Students with disabilities in the United States have a history of exclusion in education.
Implementation - is the ways in which expectations can play out for an individual student in a school setting.
- The least dangerous assumption pushes us to consider all students as capable. By including students with the most significant cognitive disabilities in the instruction of all content, students and families are included in a community of learning that sets achievable high expectations.
Reference: https://publications.ici.umn.edu/ties/foundations-of-inclusion-tips/using-the-least-dangerous-assumption-in-educational-decisions

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Low Incidence:
-Occur less frequently, making up about 20% of students with disabilities.
-Examples: Blindness
Low Vision
Deafness
Hard-of-hearing
Deaf-Blindness
Significant developmental delay
Complex health issues
Serious physical impairment
A certain spectrum of autism
-How to help:
*Finding what the student needs to learn and how to support them.
*Working in the general curriculum
*Teaching life skills

High Incidence:
-Occur more often, making up 80% of disabilities
-Related terms: Adaptive
Cross-categorial
Multi-categorial
-Includes: Autism
Communication disorder
Intellectual disability
Specific learning disability
Emotional or behavioral disorder
Physical and Sensory needs
-These students can meet the same standards as non-disability students with interventions.

https://educationonline.ku.edu/community/low-incidence-versus-high-incidence-dis-abilities

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Definition- The criterion of the least dangerous assumption holds that in the absence of conclusive data, educational decisions ought to be based on assumptions that, if incorrect, will have the least dangerous effect on the likelihood that students will be able to function independently as adults.
Reference:https://publications.ici.umn.edu/ties/foundations-of-inclusion-tips/using-the-least-dangerous-assumption-in-educational-decisions

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- Giftedness can manifest in one or more domains whether its intellectual creative, artistic leadership, or even in an academic field. (ex. Gifted in Math)
- Parents of Gifted students should find their needs, figure out to support them, and keep them engaged.
- Many students start the gifted identification process in 2nd or 3rd grade.
They get tested many times throughout the school year. The look for talent where it's not usually found.
- Group kids with the same intelligence in the same class and it will be better for their social emotional skills.
- Gift students know 60% of what they will learn on their first day of school.
Reference: https://youtu.be/qBK9NJLzj0U