Teaching Gifted and Talented Students

Students with special needs should be placed into specialized schools so they are able to receive individualized learning. If they are in a classroom specific to their needs, they are able to receive much needed attention. In order to receive the optimal level of attention that is needed, schools would have to consider reducing class sizes or hiring multiple teachers for one classroom so more help would be readily available for these disabled students. Corwin argues that today’s schools offer a general curriculum and that they should convert to a specialized system. He states that students of various backgrounds, ethnicities, IQ scores, and physical, emotional, and mental disabilities should not all be placed in the same classroom because students learn in diverse ways and at different paces. Further, it is necessary for teachers to become specialized in certain areas in order to effectively teach students with special needs (Corwin).

these programs do very little to improve and increase the productivity of the students that are in

Brice, A. E., Shaunessy, E., Hughes, C., McHatton, P. A., & Ratliff, M. A. (2008). What Language Discourse Tells Us About Bilingual Adolescents: A Study of Students in Gifted Programs and Students in General Education Programs. Journal For The Education Of The Gifted, 32(1), 7-33.

Adolescents face many developmental tasks: physically, cognitively, socially and emotionally. For example, puberty happens, intellectual interests expand, moral thinking happens, sense of identity is initiated, independence is worked towards, there is conflict with adults, and peer influence becomes an issue—to say the least. This particular read focuses on twelve west coast inner city students and the developmental and environmental tasks that impact their education. Professionals often use the word resilience, or suggest that students become resilient, without putting much thought into the difficulties that students must recover from.

The Common Core State Standards (CCSS) identify expectations of what the students will be able to achieve by the end of the school year. The standards provide teachers and curriculum developers the opportunity to use their best findings and available tools to meet these ends (California Department of Education, 2013). The reader needs to understand that the teaching principles implemented by individuals who received extensive training in college-based teacher training programs in order to understand how the CCSS identifies and supports According to Artiles (2003) the Individual with Disability Act (IDEA) 1990 changed the classroom structure in the united states dramatically in the past thirty years. The refinement of the special education

In order for students with disabilities to be working towards the same standards as their classmates, they need to receive appropriate accommodations and modifications. To identify how a student will access

In the article, A Common-Core Challenge: Learners with Special Needs, the article outlines the proposed plans and conflicts associated with a common core assessment in education. The article highlights the struggles of reaching students within a regular classroom with diversity, then divides into the accommodations and modifications needed to give the same assessment to a student with a disability. With the introduction of Common Core and Smarter Balance, general assessments have become the norm to track a student and a teacher’s progress. Many teachers are struggling with the accommodations needed and not compromising the assessment. Some accommodations questioned in the article are communication devices and being able to read portions to a visually impaired student. Both sides believe that the accommodations can compromise

Because of school-wide issue such as, funding, space, and staff availability, this may be the maximum amount of time that they can physically provide for pullout enrichment for gifted students. This is common, and in these cases, it is important to “ensure that the curricular and instructional experiences within the general education classroom are appropriate for the advanced needs of gifted students” (Brighton and Wiley, 2013, p.192). We know from the Lackland description, that their students are not receiving these educational opportunities in their general education classrooms because many of the students are displaying a lack of

Teachers provide students with valuable information, strengthen the thinking skills of our children, and equip students with the advanced knowledge and superior skills required to thrive in a diverse range of industries. However, certain mental disabilities can impair the ability for students to process information and learn material in regular classroom and curricula settings. A significant challenge confronting the United States is the excessive rates at which overaged special education students drop out of school. Educational systems can encourage overaged special education students to remain in school by providing efficacious tutorial services, customizing programs to accommodate

I chose Monograoh 1: Counseling Gifted and Talented Students. The monograph focuses on a field that is important, but not the center of much focus if gifted education: counseling. He explains social-emotional issues that are relevant to gifted students and the counselor’s role in the education of gifted students.

Currently, the curriculum implemented throughout Farmington Municipal Schools District for the multiply impaired special education programs fails to effectively equip students in the area of life skills and other areas of development such as sensory, fine motor and gross motor. It relies heavily on worksheets, which focus on the subjects of math and reading. While basic math problems and phonics and phonemic awareness are essential to a student’s academic development, such skills cannot be mastered by students severely disabled and there is nothing offered in the curriculum for students who are blind, autistic or suffering from a severe neurological disorder (Comprehensive Curriculum,

The debate of providing alternate assessments to students with disabilities is not new. People who do not understand or accept the process or meaning of special education will continue to argue that providing alternate assessment is unfair to all other students. First, teachers and parents need to understand the purpose for assessments. The main purpose should be to determine what students know and identify where student is struggling. But, this is not often the case, “high-stakes testing” is used for accountability and does not always follow what is being taught. In early 1990’s, research showed than ten percent or less of students with disabilities participated in statewide assessments. With the reauthorization of IDEA 1997, schools are now required to include all students even those with significant disabilities in state wide assessments. Research has shown that

1. When Derek talks about doing school he uses a specific classroom example of gifted students he has worked with. These students were able to do well on any test and assignment, as long as it was structured and gave specific instructions. He uses the definition of doing school to explain what these students were doing. They were able to memorize information for test and figure out what the teacher wanted on assignment to get a good grade. Derek then explained how this worried him because the skill would not be able to help them in the real world.

In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S