Giftedness And Giftedness

In the model that Kentucky uses, all students fall into Tier 1 interventions as part of their general education curriculum. Students who are not making progress or exceeding standards fall into the Tier 2 targeted range and are in need of individualized interventions. Students who are not making progress or exceeding Tier 2 standards are in need of intensive Tier 3 interventions. If Tier 3 interventions are not working students are then evaluated for special education services.

programs, the gifted child learns how to overcome adversity, a life-skill that benefits the gifted

There are a few ways to try and minimize the label of disability placed unjustly on students due to diversity. When compiling individual assessments more extensive background information needs to be gathered pertaining to school attendance, family structure, cultural beliefs, household changes and moves, and medical, developmental, and educational histories (Ralabate, & Klotz, 2007). If there is a possible language barrier then a dual language assessment evaluation should be given. Also included in an individualized comprehensive evaluation is how a student responds to scientific evidence-based interventions.

Students with disabilities are increasingly being included in large scale, high-stakes testing programs despite inadequate accommodations. In recent years, the school system has increased pressure on students in regards to testing. In the past, Kentucky has done a poor job of including impaired students in its statewide assessments; mainly in failing to provide the mandated accommodations for disabled students. In order to help these students with their learning skills, test scores, appropriate testing accommodations and the performance of students with disabilities. Results indicate that most Kentucky students have been included in the CATS assessment, but many the scores obtained from disabled students may not be reliable due to

EE107’s teachers referred EE107 to the Determination Team. EE107 was retained once in kindergarten and placed in a transition classroom for a portion of her 4th grade year. She currently receives math and reading interventions. However, she is not responding to the interventions based on progress monitoring data. Thus, the Determination Team has requested a comprehensive evaluation of EE107 to assist the team in determining whether or not she would qualify for assistance through the Exceptional Children’s program.

Florida’s laws regarding the instruction of Exceptional students (Fla. Stat. 1003.57) reflect the national IDEA rulings. In addition, they specify that each school district must be in compliance with state law and provide not only instruction, but also the professional services for diagnosis and evaluation of student needs. Florida law requires that the student be served in regular school facilities if at all possible and that the facilities and services must be modified to meet the needs of the students. Segregation into self-contained classrooms is allowed only when evidence exists that the student cannot succeed in a regular class.

I interviewed Mrs. C. Mangum, a former English teacher, who is now a principal in Johnston County, North Carolina. In the beginning of our interview, Mrs. Mangum stated, “All children with exceptionalities are no different than non-disabled students, and should be treated as such.” The student is the main focus and the IEP goal and specifications are centered around them. The student, if found eligible, have the right to receive a free and appropriate education in a least restrictive environment that will allow for greater learning and achievement.

During the 2012-2013. 2013-2014, and 2014-2015 school years, the Student passed the State of Texas Assessments of Academic Readiness. After reviewing all of the evidence, it was finally concluded that the Student did not need to receive special education services. The argument the Students parents were making was that ECISD did not evaluate the Student for an IDEA disability. However, the Respondent’s evaluation and application was done in agreement with the IDEA. Evidence also showed that the Student did receive educational benefits from the school’s regular education

In the RTI program, all students start out at tier one, which is called the general instruction level. All students receive the general education teacher’s instruction and for 80 to 85 percent of students that is all the instruction they need. If a student struggles for 6 or more weeks a student may be moved to tier two, which focuses on small group instruction. The student would continue to receive the general instruction and have additional small group instruction either with the general education teacher or special education teacher for an extra 30 to 45 minutes a week. This group of students represents 10 to 15 percent of the student population. Finally, if after six weeks of targeted interventions, if a student is still struggling, the student will be tested for needing special education services, which is about four percent of the student population. Students are supposed to “filter” in and out of the different tiers after a certain amount of time (every 6 weeks, or every grading period). However, in the state of Kentucky if a student is identified under the age of 9, the student will be classified as developmentally delayed instead of their identified disability (See Developmental Delay and its

An alarming problem has recently been brought to light. It appears that minorities seem to be under-identified when determining if a child qualifies for special education. Concerns over minorities not be treated equally in the education system has long been a problem. The Smartbrief on June 26th 2015 titled “Are minorities under-identified for special education?” explores how minorities are not being correctly identified with a learning disability when they are present. This shocking issue needs to be addressed and changes must be made to better identify minorities with disabilities.

It is the first day of school. The new GRT has checked his mailbox and found that he has 18 identified gifted students to educate of this year. He notices four of the names have purple italicized text next to each name. Twice-exceptional. His insides feel unstable for a moment. The classes offered at his college included a Special Ed course, but now these children were right there in front of him. He would be responsible for their individual successes for an entire year. He had five In-service days to get to know the building, all of the teachers, the administration, and understand how uniquely different each of his twice-exceptionals were. There were also 14 other children. He knew from his Gifted Endorsement his identified students would

Each Exceptional student is assigned a case manager. These case managers meet with their student’s as often as needed, whether daily or monthly, to help watch their progress and help them with anything they need. Other programs and accommodations used to assist Exceptional students are language/speech therapists, behavioral specialists, occupational/physical therapies, deaf or hard of hearing services, and translators. A new change in the school policy to accommodate these students is that they can now be at the school until they are twenty-two years old, up from eighteen. Also, up to twenty-two, if students need additional help outside of school, students can go into the Transitioning youth with disabilities into Real vocational opportunities through Action planning and Individualized Learning, TRAIL, Program. This program helps disabled students transition into society and get jobs.

Disproportionate identification of minority students in special education is a major concern in schools today. This paper describes the issues in the assessment process with minority students and how we have arrived at a situation where minorities are being misdiagnosed into special education programs. Additionally, several legal cases are mentioned which show numerous actions and rulings that have tried to correct the disproportionate identification in special education. Some of the legal cases discussed include Larry P. v Riles, Diana v. State Board of Education, and Guadalupe v. Tempe Elementary School, which all significantly impacted special education today. Additionally, the Individual with Disabilities Education Act has enforced

There are millions of children that are passing through the United States school system every day, not all children possess the same traits, and not all children can learn at the same rate, and do not perform at the same ability. The fact that all children learn differently and some have difficulties learning in general classrooms, special education was put into place to try and take care of these issues. Special education programs were put into place to help all students with disabilities. These children range from general disabilities to more complex and severe disabilities. There has been a revolution occurring in the past several years with education systems, and special education. There have now been several laws that have been

Child Find and Zero Reject. Under IDEA’s “child find” mandate, states are required to identify, locate, and evaluate all resident children with disabilities (including those who are homeless, limited English proficient, or wards of the state), regardless of the severity of their disability or whether they attend public or private schools. The mandate to serve all students with disabilities is commonly referred to as “zero reject.” Although federal law requires that children with disabilities be identified, it does not dictate how this is to occur. Nevertheless, courts give deference to districts when their identification efforts are substantial, in good faith, and ultimately effective. Consequently, state procedures vary widely and