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Similar to Power point for edu 221 and 223 2013 General info law, gifted intro
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Power point for edu 221 and 223 2013 General info law, gifted intro
- 1. Things to Ponder and Remember When Teaching Children with Differences Welcome to the world of education…where everyone is EXCEPTIONAL!!! Special education students and Gifted students.
- 4. “Well, Ms. Sutherland, just when did you and your class begin experiencing these difficulties?’
- 5. Some Important Things To Remember
- 6. Some of the Differences in IDEA and 504 IDEA Educational Benefit Law Many Procedural Safeguards Adds additional Services Additional State and Federal Funds In order for children with disabilities to receive services, they must by identified and then determined to be eligible for these services. Under IDEA guidelines, school districts are required to identify and evaluate all children suspected of having a disability whose families reside within the district. 504 Civil Rights Law Fewer Procedural Safeguards Ensures equal access No additional Funding Definition: a child who has or has had a physical or mental impairment that substantially limits a major life activity or is regarded as handicapped by others. (Major life activities include: walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and performing manual tasks.) Does not require that a child need special education to qualify.
- 7. What is RtI? Response to Intevention/Instruction New way of identifying children with special needs (LD) Progress Monitoring Research Based Interventions Not a “wait to fail” model Early Interventions to prevent academic failure Can help all students Helps students with the NBT syndrome (Never Been taught!)
- 10. The identified student may have figure ground distraction tendencies with apraxia that is heightened by laterality and some ADHD characteristics. The child is also ODD and has a LOE of II as noted in the JJDP records. It is clear that a complete SOC is needed for proper intervention. The IEP multidisciplinary team must convene and develop an IEP plan that has as related services, OT, PT, SP&L, travel mobility, a BIP and FBA. The plan must meet IDEA requirements and consider the LRE and FAPE. An LEA representative must be present in order to assure procurement of funds to implement the plan. Perhaps a RFP can be submitted for additional funding through DPI. Further evaluation may be needed to rule out AU, BED, EMD and OHI. The RtI Team may need to be involved also. You may hear this frequently in EC
- 11. What We Meant to Say Was… The child can’t pay attention, can’t behave, and has trouble learning. We have to legally and appropriately help him and make sure we have the money to do it.
- 12. 7. How do I get a child in to a special education program? What do I do when a parent requests testing? A child must be evaluated and have a disability AND be in need of specialized education. The decision is made by and IEP team. When a parent request testing, then you test. 6. Can a student who is already in special education have more time in the resource room? Yes, if the need for more special education can be documented. Again, the IEP team makes this decision. 5. Why do we try to put EC students in the same classes as the children who do not have disabilities? We must serve EC students in the least restrictive environment (LRE) according to law. Frequently Asked Questions About Exceptional Children
- 13. Questions Continued… 4. Why do you have to do all that paper work and sign all those forms, why can’t we just teach the students? The law requires that documentation is maintained and certain guidelines are followed. It is very important if you have to go to court over anything. It keeps the program flowing and protects the students, schools and parents.
- 15. Questions Continued… 2. Why do EC students get special treatment? THAT IS NOT FAIR! It isn’t fair that the student was born with a disability…they need a level playing field to start their education journey.
- 17. And the Number 1 Question is……….(drum roll) How can I be expected to raise test scores when I have a class of students that include children who have behavior, cognitive, physical and social problems?????? If we had the answer to this we would all be millionaires! However, if we keep the child at the center of every decision we make, what is best for the child, then we can keep on track to help all students.
- 18. Ten Key Things That Will Help You Get Off to a Great Start When You Have A Class of Your Own! ___1. Take your class roll to the EC department and find out who is in the Exceptional Children Program. ___2. Get a copy of your EC students’ IEP and keep in a secure and accessible location. ___3. Ask the EC teacher to go over all the IEPs with you. ___4. Make sure you understand what accommodations the student must have in your classroom for instruction and testing situations. ____5. Meet the staff in your school who work with Exceptional Children. Get their cell phone number, their home number, take them to lunch and get the directions to their favorite vacation spots!
- 19. Continued… ___6. Ask the EC teachers for input on teaching strategies that may work for your EC student. ___7. Ask an EC teacher or diagnostician to talk to you before any IEP meeting so everyone will know the purpose of the meeting. ___8. Plan to do something special that first day to let all your students know you will support them and have high expectations for them, but especially the EC students who may be very afraid due to past failure. ___9. If you do not know, ask, ask, ask, ask! If someone does know the answer, you are in luck! If no one knows the answer, you will not feel alone! __10. Read the Handbook on Parent’s Rights. For a more in- depth understanding, read the Procedures Governing EC in NC, and to help you get to sleep at night, read the Federal Register!!
- 20. Parents Listen Respect Encourage Inform Partner Learn from them REMEMBER, parents were there from the beginning!
- 21. Reminders of Characteristics of Gifted Children The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way. – Howard Gardner
- 22. Definition Gifted students perform or show potential for performing at high levels when compared to peers. Exhibit high performance in specific academic fields Require differentiated services These outstanding abilities are present in students from all cultural and economic groups.
- 27. Indicators of Giftedness Observation of Student • Communication • Motivation • Humor • Inquiry • Insight • Interests • Problem Solving • Memory • Reasoning • Imagination/Creativity
- 28. Indicators of Giftedness Student Performance • Indicator of a student’s demonstrated mastery • Indicator of a student’s knowledge Student Interest • Indicator of a student’s focus area and/or curiosity Student Motivation to Learn • Indicator of a student’s commitment to pursue learning experiences
- 33. Contrary to popular belief, some laws were NOT meant to be broken. One of these is IDEA, the individuals with disabilities Act, the law for students with disabilities. This is the federal law that governs programs for exceptional children. Sometime we interpret them differently but the intent of the law is the same and sometimes it is hard for exceptional children’s teachers and administrators to get this message across. The things we have to do as far as paper work, meetings or services for children are not just good ideas, they are the law.
- 34. All children have gifts. With their gifts they may have disabilities or differences. However, you may be their greatest gift. You may be their only gift…
- 35. Some days… It feels like all I’m doing, is rearranging deck chairs on the Titanic!
- 36. But, most days it is worth it and wonderful!!!
Editor's Notes
- If we had a class that lasted for years we would never have time to cover all you need to know about children with differences whether it is learning problems or the other end of high abilities. Even if we took the time needed to talk about these disabilities and abilities by the time we finished, the laws would have changed several times and services would be different. So today I just want to remind you of some important things for you to keep in mind and maybe help you think a little bit about those children in your classes who have differences and need special attention and deserve this by federal and state law and because you have the heart of a teacher.
- I know the first days of your student teaching can be very exciting and you may be nervous but you are so anxious to get started with a real classroom and real live students! But some one you may be experiencing this or when you get a real job you may feel this way. In any occupation you will have your ups and downs but keep that excitement and the more you learn about your students the better you will be able to teach them, discipline them and love them.
- We don’t want any of you ending up this way…so you have to understand your class and the children and know their differences and why they may act as they do.
- Here are some general things that I think are important for teachers no matter if you are dealing the exceptional children or academically/intellectually gifted children.
- What is the difference between Section 504 and IDEA? There are significant differences between Section 504 and IDEA. Perhaps the most significant is that Section 504 is a civil rights law, and IDEA is an educational benefit law. Section 504 is designed to level the playing field for individuals with disabilities. Its purpose is to ensure that individuals with disabilities have the same access to education that individuals without disabilities have. It does this by eliminating barriers that exclude individuals with disabilities from participating in protected activities, including a free and appropriate public education. As an educational benefit law, IDEA offers additional services and protections for those with disabilities that are not offered to those without disabilities. These laws are also distinguished by their different eligibility requirements and the benefits they provide. The definition of a disability is much broader under Section 504 than it is under IDEA. All IDEA students are covered by Section 504, where as not all Section 504 students are protected under IDEA. An IEP, which is provided to students covered by IDEA, must be tailored to the child's unique needs and must result in educational benefit. However, a Section 504 Plan provides accommodations based on the child's disability and resulting weaknesses, but does not require academic improvement. Additionally, fewer procedural safeguards are offered to children and parents under Section 504 than under IDEA. Covers individuals who meet the definition of qualified "handicapped" person -- for example, a child who has or has had a physical or mental impairment that substantially limits a major life activity or is regarded as handicapped by others. (Major life activities include: walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and performing manual tasks.) Does not require that a child need special education to qualify. Note: Students who are ineligible for services or are no longer entitled to services under IDEA (e.g., kids with LD who no longer meet IDEA eligibility criteria) may be entitled to accommodations under Section 504.
- Remember, YOU ARE NOT ALONE! Use your CT, US, your peers, your books, your parents, retired teachers, your preacher anyone you need to to get input and insight when you have problems or issues. Just remember confidentiality!
- Communication is the key to most things. Sometimes miscommunication can be costly! I you don’t understand, ask and clarify!
- You may hear conversations such as this in your schools. (READ VERY FAST) Did you get all that?
- Children and young people are prone to miscommunications. Especially a child with a disability because they do not process the information the same way we do. You can say one thing and they hear another, of course, adults can do that too. It reminds me of a story about the little boy in Sunday School on Easter morning. His teacher asked him why we celebrated Easter, and what happened on Easter morning. The little boy stood up and very proudly began his explanation. He said…”well, every Easter morning Jesus comes out of his grave and he looks around and if he sees his shadow, he goes back in! Just remember although educational jargon may be the root of all evils, sometimes we just have to embrace it, it is bigger than all of us.
- I am sure that all of you became educators for the great opportunity and chance to do paperwork! But in EC and AIG and in general education it is a necessary part of the program. If we don’t do the proper documentation and we are audited, then we lose funding. If we lose funding, we lose teachers and that is the direct link to students!
- Your EC or AIG teacher will show you where the forms for stuffing it are, so please be kind to them and don’t shoot the messenger. The are following federal and state laws!
- Thomas Jefferson once said that the most unequal treatment of people was to treat people equally. (STORY From paper). So I caution you not to fall into the trap of trying to treat all your students the same. There are situations where you would but education is rarely one of those times.
- The Psalms121 The LORD Is Thy Keeper A Song of degrees. 1 I will lift up mine eyes unto the hills, from whence cometh my help. 2 My help cometh from the LORD, which made heaven and earth. 3 He will not suffer thy foot to be moved: he that keepeth thee will not slumber. 4 Behold, he that keepeth Israel shall neither slumber nor sleep. 5 The LORD is thy keeper: the LORD is thy shade upon thy right hand. 6 The sun shall not smite thee by day, nor the moon by night. 7 The LORD shall preserve thee from all evil: he shall preserve thy soul. 8 The LORD shall preserve thy going out and thy coming in from this time forth, and even for evermore.
- Parents may not all be educators, they may not all be educated, the may not the SCS or understand the IEP, higher order thinking skills or Saxon Phonics, but they are the expert on their child. They went thru the labor pains with them, stayed up nights with them, and dried their tears. So remember that when you are talking with them. Along that same line, if you could look at every decision and lesson you teach, as you would if you were teaching your own child, or sibling, or close friend’s child or nephew or niece, then it puts a different perspective on how you might do it. So that is sometimes a good thing to think about and ask yourself.
- I know you may find this hard to believe but the students in your classrooms may not always do what you ask them to do! They may have learning problems, behavioral problems, attitude problems, physical and environmental issues. You will have all kinds in your classroom just like the bell curve!
- REMEMBER, Parents are not keeping their best children at home.
- Contrary to popular belief, some laws were NOT meant to be broken. One of the IDEA, the individuals with disabilities Act, the law for students with disabilities. This is the federal law that governs programs for exceptional children. Sometime we interpret them differently but the intent of the law is the same and sometimes it is hard for exceptional children’s teachers and administrators to get this message across. The things we have to do as far as paper work, meetings or services for children are not just good ideas, they are the law.
- Probably the most important thing to remember is that all children gifted, exceptional, whoever they are have gifts. It is up to us to find those gifts. You may be their only gift!
- Some days you may feel like this in your classroom but don’t be discouraged. You have a great journey ahead of you and a life full of excitement and reward !