Gifted and Talented Students by Emily

Definition - Children and youth with outstanding talents perform, or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience or environment. These children and youth exhibit high performance capabilities in intellectual, creative, or excel in specific academic fields. They require services or activities not ordinarily provided by the school. Outstanding talents are present in children and youth from all cultural groups, across all economic strata and in areas of human endeavor.

Characteristics - Gifted and Talented Students usually portray one or more of the following multiple intelligences:

• linguistic
• logical - mathematical
• musical
• spatial
• bodily - kinesthetic
• intrapersonal
• interpersonal
• naturalist

Also extended practice, dedication, and high motivation is needed to succeed are the characteristics necessary to complete the portrait of a productive person. These characteristics can be inherited from your parents through genetics or they can be a reflection of the students social and emotional development.

Difference From Others - Gifted students are very dedicated in what they wanna do. They work hard to achieve perfection. Sometimes they base all their time on one topic to succeed in one (like academics) and turn out to not be as strong in another (like social). Also many students have topics come easy to them so they may slack of in class and pass/succeed with flying colors. (Higher IQ)

Assistive Technologies & Education Plan - As teachers many believe they don't have to worry about gifted students because they will always get the material presented. Although that is a good thought, it is wrong. You need to worry about all the students in the classroom. If you don't continue to stimulate every student in the classroom, the students' minds will become complacent with themselves. Especially with gifted and talent students, if their minds are not being challenged they are not learning/working to their fullest potential. All teachers need to teach to the highest level so it challenges every students mind instead of teaching to the middle and challenging some while others are just there. In order to get everyone to succeed to their highest potential, every student needs to be challenged. Computer technologies help a great deal in continuously stimulatingg the young minds to keep them reaching for the higher levels. Also using such techniques as content sophistication curriculum compacting and problem based learning to get students to think critically, on a higher level outside the box will keep their minds expanding. Also allowing students to use game systems like Nintendo DS to do educational games and expand the mind will help keep the attention of the gifted and talents students who may not be getting challenged enough.


(A math game to challenge students)









(A game to help students with word creation and spelling)








Community Programs - Gifted and Talents students need to be able to show their talents anywhere they go. Every community has local youth centers (here is North Tonawanda Youth Center as an example) with academic clubs and games so they can show their skills while socializing with others. Also after-school clubs, sports, and contest help expand the students minds beyond the classroom. Spelling bees and art shows allow students to show their skills while being challenged by others around them. Lastly, gifted and talented students can work as volunteers in programs like SABAH (Skating Athletes Bold At Heart) and the Special Olympics to learn how to work with others who may be developing slower.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 285-320). Boston, NY: Houghton Mifflin Company.

Specific Learning Disabilities by Emily

Definition - Specific learning disabilities are disorders in one or more of the basic psychological processes involved in understanding or in using language, spoken or written that may manifest itself in an imperfect ability to:

• listen
• think
• speak
• read
• write
• spell
• mathematical calculations

including conditions such as:

• perceptual disabilities
• brain injury
• minimal brain dysfunction
• dyslexia
• developmental aphasia

*NOTE: Specific learning disorders do not include learning problems that are primarily the result of:

• visual, hearing, or motor disabilities
• mental retardation or IDD
• emotional disturbance
• environmental, cultural, or economic disadvantage

Characteristics - Specific learning disabilities vary from person to person. Each one is like a rare snowflake because no two disorders are exactly the same. Each case varies in social, personal, and academics aspects where the students could be seen:

• having dyslexia
• having attention-deficit hyperactivity disorder
• struggling in school work
  
• inability to follow directions

Those are just a few examples but not limited to how a students may act with a learning disability. Every case is different so no solid standards can be made for all cases.

Difference From Others - Students with specific learning disabilities develop their academic, personal and social skills at a slower pace. A student can be doing great in the way they present themselves and have loads of friends but they could struggle academically. Also some students have problems reading due to dyslexia because they are having problems reading which slows down their cognitive skills. Also students may have trouble concentrating due to built up energy from attention-deficit hyperactivity disorder. Every learning disability is different, which means every student develops and grows at a different rate. They may develop one skill while another lacks but you can't set up standards or present how a child is different because all cases are different which makes each one unique.

Assistive Technologies & Education Plans - One way to evaluate how a learning disability effects a student's ability to take in, think about, and share things that he or she is learning by using the "Information-Processing Model." This model allows teachers to evaluate each student and then take that information and develop a curriculum course that would benefit the students most. Also multiple games, computers, movies, and other technologies can help give a new perspective on a topic to try and get through to students who don't learn with normal activities, notes, and lecture. Also changing around the location and environment around the students will help to keep students minds interested and not complaisant.


(This is an example of a computer game to teach math skills.)











(This Leapfrog technology help children learn how to read)










Community Programs - Community programs such as SABAH (Skating Athletes Bold At Heart) and the Special Olympics allow students with hyperactivity to release their built up energy in a way that is beneficial to them. With the built up energy gone, the students can focus their minds on the academics in front of them. Also working with volunteers and other students in the programs, their social skills will expand allowing them to care his or her self with a higher confidence. Also there are multiple summer camps and youth centers in every community that helps students who need extra help get it in a way that's fun and entertaining.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 107-143). Boston, NY: Houghton Mifflin Company.

Sensory Impairment by Emily

Definition -

1. Hearing - Limitations, impairments or absence of the capacity to hear with amplification, resulting in one or more of the following: reduced performance in hearing acuity tasks, difficulty with oral communication, and/or difficulty in understanding information that is presented verbally in the education environment. The term includes students who are deaf and students who are hard of hearing.
2. Vision - Limitations, impairments, or absence of capacity to see after correction, resulting in one or more of the following: reduced performance in visual acuity tasks, difficulty with written communication, and/or difficulty with understanding information presented visually in the education environment. The term includes students who are blind and students with limited vision.
3. Deafblind - Concomitant hearing and visual impairments, the combination of which causes severe communication and other developmental and educational needs.

Characteristics -

1. Hearing - Characteristics of hearing impairments are delay in speech and language, difficulty with articulation delay in reading and spelling skills, cognitive delay, limited speech, and limited peer/social skills.
2. Vision - Characteristics of vision impairments are no/slight vision, enhanced other senses, lack in their ability to use certain visual concepts (colors, or three dimensional shapes) and hampered cognitive development

Difference From Others - Students with hearing problems differ from other students with their delay in language and speech. Their speech and language along with their reading and spelling skills are delayed because usually a student would learn from listening to others read and talk but since they cannot fully hear it delays their development. Without hearing how words are pronounced or without being able to hear how the words are articulated the student doesn't get the true concept. The lack and delay in speech and language effects the development of the students cognitive and academic skills. For students who hare vision impaired, since they either lack or have the inability to see, the students cognitive skills and social skills. Their cognitive skills suffer because "it limits the integrating experiences and the understanding of those experiences that the visual sense brings naturally to sighted children" (Kirk, Gallagher, Coleman, Anastasiow, 2009. p. 367). Also their social skills lack because they don't know how to carry their presents and cannot see actions so their understanding of a conversation could differ from the true meaning.

Assistive Technologies & Education Plans - Sensory skills like vision and hearing are very important in their contributete to the development of a students cognitive learning. In order to help a student develop their skills without one of their main senses, assistive technologies are needed. For a student who has problems hearing such devices like hearing aids help the student use what hearing they have become amplified so they have a better chance of hearing everyday things. Also alerting devices and alarm systems have been developed with bright flashing lights and vibrations to help and warn students who cannot hear very well. Devices like this help students understand concepts they may not be able to hear. Also students who are hard of hearing should learn sign language in order to have a method of communication with others since their speech and language skills are delayed or don't exist. For students who are blind they can verbally express themselves because they are able to hear others talk and read, but they themselves cannot read due to their inability to see. The form of reading for the blind is Braille. Braille is the use of raised bumps on a paper to act as letters and words so the students can read. They move their fingers right to left over the bumps to distinguish the different letters and numbers that make up the words. Also other technologies like adaptive keyboards, augmentative communication devices, braille embosser, braille translation software, braille writing equipment, closed-circuit television, portable note takers, refreshable braille displays, scanner, screen magnification, and screen reader help increase, maintain or improve functional capabilities of individuals with disabilities. More devices for hearing and visually impairments are:
Hearing

1. pen and paper (notes)
2. computer/portable word processor
3. closed captioning
4. flash alert signals
5. phone amplifier

(example of closed captioning)










Vision

1. eyeglasses
2. magnifiers
3. large print books
4. screen magnifier
5. braille materials

(example of screen magnification)









Community Programs - Programs like SABAH (Skating Athletes Bold At Heart) is a great way to allow students to ice skate with assistance even if they cannot hear or see. They can do all the activities a "normal" child can do just with some assistance through multiple programs. Also the Special Olympics and Respite cares help mix up the environments surrounding the students, and at each one they learn a different skill. Many programs that are out there for the students and their families help get the students moving and learning in a new way.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 322-402). Boston, NY: Houghton Mifflin Company.

Physical Impairment by Emily

Definition - Significant limitation, impairment or delay in physical capacity to move coordinate actions or perform physical activities, exhibited by difficulties in one or more of the following areas:

• physical or motor task
• independent movements
• performing basic life function

The term shall include severe orthopedic impairment or impairments caused by congenital anomaly, cerebral palsy, amputations and fractures if such impairment adversely affects a student's educational performance.

Characteristics - The following disorders are a part of physical impairments because they all have an inability to move a body part or diminishing moving power. They attack one's physical abilities.

1. Cerebral Palsy (CP)
2. Neural Tube Defects
3. Seizure Disorders
4. Traumatic Brain Injury (TBI)
5. Muscular Dystrophy
6. Spinal Muscular dystrophy
7. Juvenile Arthritis
8. Spinal Curvatures
9. Limb Deficiencies
   
10. Hip Conditions
11. Any other musculoskeletal conditions

Difference From Others - Students with physical impairments need to count on others for help. They can't necessarily move on their own or they move at a slower pace so games need to be modified for them. Also students may not have control of their muscles and limbs so they may not be able to communicate or talk the same as "normal" students do. These students also may need classroom modifications for wheelchairs and walkers so they can be mobile.

Assistive Technologies & Education Plan - Students with physical disabilities need many types of assistance to be successful in school. One, they may need walkers and wheelchairs to be able to be mobile. Assistance with movements is important for those who need them so they can feel independent and be free to move like "normal" students. Also putting students in an inclusion class will allow them to stay on the same level of participation in social and academic activities as their peers. It is important for the students to social with students their age because it helps them feel accepted and establish what it feels like to be "normal". Also communication boards and speaking computers allow students to address their needs, wants and problems because they don't have strong language, speech and communication skills. Some additional technologies include:

For mobility:

• grab bars or rails
• powered scooters

For Activities of Daily Life

• non-skid materials
• universal cuff and straps for holding items in hand
• adapted eating utensils, dressing equipment, devices for hygiene and cooking

For Seating

• non-slip surface on chair
• holster, rolled towel, blocks for feet

Recreation

• toys adapted with Velcro
• toys with single-switch operation
• universal cuff to hold crayons
• arm support
• electronic aid to operate TV, DVD, etc
• computer games

(Example of a Universal Cuff)













(Example of a Powered Scooter)











Community Programs - There are community and state organizations that help students with disabilities get out in the community to find a job. There are locations that counsel and train students with disabilities to be able to enter the job field and contribute to society. Also Respite cares help take care of the student so they get to be mobile and get out of their house and give their parents a break. Assistance like summer camps and youth groups are everywhere and can be found by asking your child's teacher or search the Internet.

Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 403-447). Boston, NY: Houghton Mifflin Company.

Neurological Impairment By Emily

Definition - Limitation or impairment in the capacity of the nervous system, with difficulties exhibited in one or more of the following areas:

• the use of memory
• the control and use of cognitive functioning
• sensory and motor skills
• skills in speech and language
• organizational skills of processing information
• social skills or basic life function

Limitations and impairments in the capacity of the nervous system could cause the student mental and physical distress.

Characteristics - There are 3 basic characteristics of neurological impairment.

• Difference in Brain Structure which causes reading problems, attention deficit and auditory processing difficulties.
• Neurologically based problems that can affect learning in various ways like minimal brain dysfunction, Strauss syndrome, and brain injuries.
• Physical disabilities (also known as neuromotor impairments) like cerebral palsy (CP), neural tube defects, seizure disorders, and traumatic brain injury (TBI).

Difference From Other - Students with neurological impairments have troubles with cognitive functioning (ability to control memory), language, speech skills, communication skills, social skills, organizational skills, and can not complete everyday activities or functions due to physical or learning disabilities. Neurological impairments involves the brain and nervous system which causes the problems with brain functions and physical movements. Students with neurological impairments need constant help to do even the simplest tasks like getting dresses or brushing their teeth, but also need space and encouragement to develop skills of their own.

Assistive Technologies & Education Plans - Neurological impairments lead to deficits in the child's social, communication speech, language and physical development so assistive technologies help greatly. Communication boards are a great way for students with language, speech, and communication problems to express themselves and their needs. For memory challenges, visual displays with grouped information to express the information are a whole instead of individual facts. Also breaking down processes and creating scaffolding and Tier to show the steps of a problem allows for a better understanding of the presented information. Also computer games, and electronic aids to operate a TV or DVD are useful tools because it allows the student to control an aspect of their life without necessarily physically moving more then a finger. Sometimes assistive technologies that do more with less action are the best tools when working with neurological impairments.

Electronic Communication Board (Manual Use)










(Electronic Aid for Movie - uses a touch screen for easier access and allows student who don't necessarily have enough strength to push a button to feel independent in control what they see.)





Community Programs - Every community has local resources that are there to assist families who need it. The communities have interventions and counseling for families who need it. After-school programs are available for parents who work late so their student can keep learning even when they are not at school or home. Also Respite cares are everywhere to get students out of their everyday environment and into a new one where they are safe and their parents get a break. Another location of help would be an Independent Living Location. This is where student and young adults can live on their own in a facility where someone is around to help at all time. These locations and services can be found in your local phone book or with a simple Internet search.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed.). Boston, NY: Houghton Mifflin Company.

Intellectual Impairment By Emily

Definition - Significant limitation or impairment in the permanent capacity for performing cognitive tasks, functions, or problem solving, exhibited by more than one of the following:

• a slower rate of learning
• disorganized patterns of learning
• difficulty with adaptive behavior
• difficulty understanding abstract concepts.

(This was formally known as Mental Retardation and now currently known as Intellectual and Developmental Disabilities [IDD].)
IDD is seen to be caused mainly by three influences. The three influences are genetic factors, toxic agents, and infection. Students with the genetic factors are students with down syndrome, phenyeketonuria, and fragile X syndrome. Students with the influence of toxic agents usually have fetal alcohol syndrome and effects of lead. Last but not least, students that have been influenced by infections have rubella and encephalitis. Along with the influences there are many characteristics that separate a student with IDD from students who are seen as "normal".

Characteristics - There are three groups of characteristics that are used to determine students with IDD.

1. Ability to Process Information

• Students may have limited cognitive abilities
• Students may have problems with their central processing which includes the classification of a stimulus through the use of memory, reasoning and evaluation. (classification = organization of information in the student's memory.)
• Also their executive function which is the decision making function that controls attention, central processing and expression could lack power. A lack in the executive function is a key factor in poor performance of children with IDD.

2. Ability to Acquire and Use Language

• Due to the lack in cognitive abilities, many times language develops in the same way in the students just in a much slower rate.
• Also students with IDD who's language develops at a much slower rate have troubles communicating and speeching to others, which leads to the last group of characteristics.

3. Ability to Acquire Emotional and Social Skills

• Due to the lack of language development, students with IDD have troubles fitting in with other students. The IDD student's social skills suffer because the student is not fully fitting in with the other students.
• Since the student in not fitting in very well, their emotional skills begin to take over. The student with IDD begins to act out and cause trouble to get attention so it is harder for then to establish good social and emotional skills.
• Lower level of social acceptance in the classroom + Peer relationship problems = emotional, social and behavioral problems.

Difference from Others - Students with IDD develop at a slower rate that students who are considered "normal". Students with IDD have the inability to adapt academically and socially to the expected standards of his or her age group, which makes them the outcast of the classroom. The troubles with fitting and troubles having peer relationships makes them differ from others their age. IDD students rate of development with cognitive, social, behavioral, and emotional skills are much slower which is what makes them differ the most from other students.

Assistive Technologies & Education Plans - Instructional strategies for IDD is an Individualized Education programs or IEP. IEP is a plan "for child and family to increase the collaboration between professionals and parents and to ensure some thoughtful consideration about how children would be served within the special education program" (Kirk, Gallagher, Coleman, Anastasiow, 2009. p. 163). These plans are individualized based on the child's needs and what works best for the child. This plan is now focused on developmental and personal strengths for the most effective educational intervention. (Ex. If vocational skills lack, students can express thoughts through the arts like drawing or dancing.) Also IEPs reflect 3 areas of development: academics, social, and physical. Another instructional strategy would work around differentiated instructing which means teachers adjust the level of difficulty of a task to fit the developmental level of the child. Also scaffolding teaching helps students physically see the steps of a lesson so they can in return model it. Assistive technologies such as communication boards, adapted books, computers, and augmentative communications devices allow students to communicate and complete tasks with added help and modern understanding. Technologies open up a new world for students with IDD.

(example of a communication board)










(Example of an Adapted Book)

















Community Programs - Programs that help out the students and families adapt into the community and state organizations are the Special Olympics and Respite care. These allow the students to do normal activities like sports, and arts & crafts where the student participate in individual and team activities with winning and losing. This expands their physical ad social skills. Also respite care is a location where parents can drop off their child for a day or two when they feel they need a break. This allows the parents to release their stresses and know their child is being cared for correctly and are safe.


Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 144-182). Boston, NY: Houghton Mifflin Company.

Laws Regarding Special Eduacation by Christina

• PUBLIC LAW 88-164- in 1963 this law authorized funds for training professionals to work with children with special needs and for research and demonstration for students with IDD and deafness.
  
• PUBLIC LAW 94-142- this law was passed in 975 and is called the Education for All Handicapped Children Act. There are six key principles at the heart of this law that have shaped special as well as general education during the past three decades. These principles include zero reject, nondiscriminatory evaluation, individualized education program, least restrictive environment, due process, and parental participation.

Zero reject- all children with disabilities must be provided a free and appropriate public education.

Nondiscriminatory evaluation- each student must receive a full individual examination before being placed in a special education program, with tests appropriate to the child's cultural and linguistic background.

Individualized education program- an individualized education program (IEP) must be written for every student with a disability who is receiving special education. The IEP must describe the child's current performance and goals for the school year, the particular special education services to be delivered, and the procedures by which outcomes are evaluated.

Least restrictive environment- As much as possible, children who have disabilities must be educated with children who are not handicapped.

Due process- Due process is a set of legal procedures to ensure that fairness of educational decisions and the accountability of both professionals and parents in making those decisions.

Parental participation- Parents are to be included in the development of the IEP, and they have the right to access their child's educational records.

• PUBLIC LAW 99-457- is the Education of the Handicapped Act Amendments of 1986, it provided that opportunity by allocating federal funds for the states to develop plans and programs for children and their families from birth on. The name of the Education of the Handicapped Act was then changed to Individuals with Disabilities Education Act, or IDEA.
  
• IDEA 2004- The newly changed Education of the Handicapped Act. Most of the changes in the act involve the quality of personnel, IEP standards and transition services.
  

Quality of personnel- this means that special education specialists must hold full state certification as special education teachers and have a license to teach.
IEP standards- IEP's must reflect scientifically based instructional practices, cognitive behavioral interventions, and early intervention services, as appropriate. They must now include plans for the use of assistive technology and short-term objectives for children with disabilities who take alternative assessments.
Transition services- a transition plan must be included in all IEP's for students at age 16 and for younger students if appropriate. Transition services must include instruction, community experiences, development of employment, and other post school adult-living objectives.

• SECTION 504 OF THE REHABILITATION ACT OF 1973 (PL 93-112)- the law says that it is illegal to deny participation in activities or programs solely because of a disability. Individuals with disabilities must have equal access to programs and services.
  
• AMERICANS WITH DISABILITIES ACT OF 1992- this law extends civil rights to persons with disabilities.
  
• PUBLIC LAW 107-110: NO CHILD LEFT BEHIND- this requires schools to present test data to prove their effectiveness. This does create some problems for students with disabilities. This is because often times these students have a difficult time gaining a year academically for every year spent ins school, and for their teachers, who must deal with such unrealistic expectations.
  

Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , pp. 35-70). Boston, NY: Houghton Mifflin Company.