What Is Grt's Twice-Exceptional

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

In this scenario, we have Debbie Young who has been a special education teacher and assistant principal in a school district in the south prior to becoming a high school principal. One day Debbie is approached by parents of a tenth-grade student named Jonathan, who has several disabilities that require constant care by a trained nurse. Jonathan is profoundly mentally disabled and suffers from spastic quadriplegia as well as having a seizure disorder. Principal Young turns down the parents’ request because of the expense of having a student with these conditions at the school and the view that the school is not the most appropriate placement for Jonathan.

Once the children have been identified, they need to have an adequate program to aid in their cognitive growth. The majority of gifted children are placed into the general education, leading to boredom. As they understand concepts faster, especially abstract, boredom sets in as the children continuously have to wait for their peers to catch up. Programs need to be made for them, as they are the future. They will aid in the development and continuation of America, far more than the average child. Several methods can be applied to a gifted program to keep the children engaged and their minds simulated. Acceleration and Enrichment are two options, with the accelerated program having the greatest positive feedback. Acceleration allows for the child to learn at a rapid pace, depending on them not their peers, while enrichment is the addition of supplement information or reading (Subotnik). Many programs in place presently have an accelerated program, but many are still too slow or parents have no knowledge of it. The programs also puts less stress on the general education teachers, especially if they don’t know how to handle these students. Teachers within the program should be specialized in dealing with the gifted, allowing for a better understanding and connection between the student and teacher. And as all gifted students are different, the teachers need to be slightly flexible, but still continue along the accelerated path. The program needs to placed everywhere, and allow equal chance for everyone to get in. Many argue against these types of programs, as they make clear the separation between the “elite” and “average” (Winner). While others offer grade skipping, but never take into account the social development of the

Special education programs and services are available in many school and are fast growing. In a high school, a principal named Debbie Young has been presented with a situation with the parents of a special education student. Mrs. Young has been a special education teacher and assistant principal in a progressive and affluent school district in the South. Mrs. Young was approached by the parents of Jonathan a severely disabled tenth grader whose parents want him to attend one of the schools in the district. He is profoundly mentally disabled, has spastic quadriplegia, and has a seizure disorder. Mrs. Young refuses his parent’s request because of the huge expenses and the school is not an appropriate place for Jonathan.

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.

Discussion of One Question: How does the student’s exceptionality affect his or her learning and/or behavior? Include descriptions of strengths, interests, and talents as well as those areas that pose a challenge to the student. (K ’s) exceptionality hasn’t change, who, he is as a student or individual. He 's just like most of our student’s who is struggling to learn grade level material and being a ESL (English Second Language) student has challenged his ability to translate comprehension between the two languages. As I stated before (K) has an (IEP) to help give him strategies to comprehend core academics. (K) express confusion and he doesn’t understand why some subjects are easy for him and others are more difficult. He is a great reader and (K) can answer most single direction question about a math problem; however, if the problem is asking him to set- up a multi-digit mathematical problem. He tends to have a more difficult time setting up mathematical problem with the correct math operation.One of (K) many strengths is his ability to read with fluency. He always will to help his fellow classmates on math problems that are easy for him to solve. His academic strength lies in math, even though, he struggles with higher math functions/problems. (K) has been place in advance band by his band director, due to his dedication in playing different instruments. (K) is also an extra helper for the band teacher due to his dedication to music. He loves to play soccer, basketball,

In a desperate need for teachers, California offered provisional teaching certificates to those with a related degree, and Mary accepted. She was immediately assigned to students with severe developmental delays. She didn’t know how to teach them and there were no resources to draw upon. Eventually she motivated the children’s creativity by dancing and singing for much of the school year. When Mary was re-assigned, she got a Special Education Class and found that it had a

Therefore, it would be unproductive to attempt to persuade the audience, because they do not have the influence or power to bring about change. It would be in the speaker’s best interest to simply inform the audience about his or her topic. A more specific purpose would be to inform the audience of the benefits of special education for gifted students, such as the benefits of supplemental curriculum for the students, specialized educators working closely with the students, and long term influences of the classes on the

The students within Northern Secondary School’s 2014-2015 Gifted Program graduating class slid into AP and gifted classes like they were made for them. Since the beginning of their middle school careers, these gifted high school students have been spoonfed a thought-provoking and comprehensive education. At Wong’s public gifted elementary school, Cummer Valley, the faced-paced and in-depth curriculum not only stimulated his intellectual capacity and unlocked his potential, but “compelled him to achieve higher academic standards and established a strong foundation to build upon for high school.” Wong claims that he entered Earl Haig, a non-gifted public high school, with a knowledge base practically a grade higher than the majority of his subordinate

What decisions need to be made at this step?: Ms. Reynolds has to formal write a letter to the School District, which includes the student’s name, and explain her concern of Matthew’s academic performance. She has to explain how Matthew might have a disability due to this performance in his reading and language development. She has to formally request that the School District to allow the Special Education Department to

I do think that a 504 plan would help in addressing the skills that need to be remediated. A 504 plan is the most effective plan that spells out the modification and accommodations that will be needed for students with a disability who is not getting special education services to have an opportunity to perform at the same level as their peers. In elementary school, a twice-exceptional gifted learner could be place in a classroom that receive additional support so he/she can be remediated on skills that he/she has a deficiency and still be pulled out for gifted services. I am not sure of what happens in middle and high school but a twice-exceptional gifted learner can still explore any intervention programs that the school offer.

Adam is a 6-year-old child in kindergarten. He is a white male son of 2 doctors and 1 of 3 children, youngest of all 3. He is overall one of the highest in the classroom. He is able to identify all letters the alphabet without error. He knows all of the basic sight words and higher one that are required for 1st grade. He has been tested for the gifted program and was accepted with an amazing score on the test given to him in all contents. He can read and write on the kindergarten level and higher. He can answer any high level question given to the classroom. He will be the first in the class to shout out the correct answer with out think much about them. He is on the high 1st grade level in the language arts part when doing groups. The only bad thing he does is that he is a very slower writer, when

The two teachers interviewed for this essay work for same district at the same school. There are approximately 2500 students in the district with approximately 125 classified as special needs students. The general education teacher, Beth Foster has been teaching for 28 years in some from of general education. She has worked in grades kindergarten to 4th. She is currently working with students in special Title 1 Reading Program for general education students. Ms. Foster graduated from Texas Christian University with a Bachelor’s degree in Elementary Education and obtained a Masters from North Texas University in Elementary Education. During the interview process Ms. Foster (personal communication, September 16, 2015) stated while she has worked

Ms. Lindsey Gaouette is an 18 year old female who receives special education services at South Hadley High School for a health disability: Russell Silver Syndrome. Lindsey struggles with learning difficulties and has worked hard to remediate her learning deficits. Lindsey’s area of weaknesses includes; executive functioning, recall, organization, planning, attention, concentration, processing, reading comprehension, communication and due to her short stature, she does have some physical limitations. Lindsey has been on an IEP most of her academic history. Just last year Lindsey was taken off the IEP and placed on a 504 plan. She has been successful this year with the help of her teachers and additional tutoring.

It’s not every child gifted. There are many students with intellectual disabilities. In 2013, for example, 35 percent of all students ages 3-21 with disabilities were identified as having specific learning disabilities (U.S.Department of Education ,2015). For example: Students with attention deficit hyperactivity disorder; Students with speech or language impairments; Students with emotional and behavioral disorders; Students with autism spectrum disorder; Students with sensory, physical, and health impairments.