Chapter 4 powerpoint

Edu Chapter 4

Chapter 9

Define and discuss the concept of twice exceptional.

 Students who are identified as gifted and talented in more than one area of exceptionality such as academics, general intellectual ability, creativity, leadership, visual, or performing arts) are considered to be twice exceptional. 

 Some of the strengths a twice exceptional student would have are great vocabulary, creative, curious, imaginative, wide range of interests, sophisticated sense of humor, etc. Some of the weaknesses would be easily frustrated,opinionated, stubborn, argumentative, etc.

What are some characteristics of children with gifts and talents? 
 Some of the characteristics of children with gifts and talents are memory, abstract 
thinking, simultaneous thinking, creativity, high performance, high content mastery, high problem 
solving ability, persistent, goal oriented, high level of language, great listening and speaking vocabulary.
This is the photo that I have chose to explain
what differentiated instruction is. First off,
differentiated instruction is the change in teachers
strategies and curriculum made necessary by the 
characteristics of the child. This picture explains 
that because it is showing all the different ways a lesson could be taught in order for ever
student to understand. There are many different ways a teacher can explain a lesson, so there is
no reason a student should not be reached. Every teacher should plan out there lessons in more
than one way just in case there is a student who needs it taught a different way.

Chapter 2

Identify and briefly explain the six key principles of PL 94-142, the Education for All Handicapped Children Act.

 There have been six key principles of PL 94-142 that have shaped special and 

general education during the past three decades. The six principles are: 

Zero reject- all the children who have disabilities must be given a free and well 
educated in the public education.
 
  2. Nondiscriminatory evaluation- all students must receive a full individual 
examination before being placed in a special education classroom.

  3. Individualized education program- this must be written  for every student with a
disability who is receiving special education. It must include the children's current
performance, goals for the year, and procedures by which outcomes are evaluated.

  4. Least restrictive environment- children who disabilities must be educated with 
those who are not handicapped as much as possible.

  5. Due process- these are legal procedures to ensure the fairness of educational 
decisions and the accountability of both professionals and parents in making those 
decisions.

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

How are special educators using technology in the instruction of exceptional students?

 Special education has often led the way in the acceptance and use of technology in the

acceptance and use of technology in education (Educating Exceptional Children, page 63). Most of 

the time special educators are willing to try new kinds of ways to help their students such as,

computers, hearing aids, and print magnifiers. There are two different uses of technology: assistive

and instructional uses.

 The assistive technology consists of tools that enhance the functioning of people with

special disabilities. It can be as sophisticated as a device that translates print into oral 

language or as simple as a headband and a pointer  that allow students with cerebral palsy to point

to text or communication boards. These devices have improved individual children's ability to 

receive and transmit information effectively and are most often used with children with moderate

to severe disabilities that create major barriers to communication.

 Instructional technology involves the computer and related tools that support and expand

the computer's usefulness. It is developed primarily as a means to deliver content and instruction

in an appropriate manner to exceptional children.

Chapter 1

When is a child considered to be educationally exceptional?
 A child is considered to be educationally exceptional when they differ the average student in their mental 
characteristics, sensory abilities, communication abilities, behavior and emotional development and or physical 
characteristics. These differences tend to require either a modification of school practices or special educational 
services to develop their unique capabilities. 
 Some of the main groups of exceptional children are intellectual differences, communication differences,
sensory differences, behavioral differences, physical differences and multiple and severe handicapping conditions.  
The students who are intellectually different are not only those who learn slower than others but also those who are 
considered gifted and learn much quicker than the other students. Some of the communication differences are with 
the students who have learning disabilities, autism and speech and language disabilities.  
 A child with disabilities can be placed as exceptional in thirteen different (legal) categories, and are
outlined in the Individuals with Disabilities Education Act (IDEA, 2004)(Educating Exceptional Children, page 7-8)
 
How do parents and siblings respond to the presence of a child with disabilities in the family?
 Most of the time families act very strongly about their being disabled, whether it positive or negative. There 
are two major responses by the parents and siblings, they are: the "symbolic death" and providing daily care for the child 
(Educating Exceptional Children, page 16).  Many times parents find out about there child having a disability and feel 
in shock, denial, guilty, anger, sadness then finally they adjust. There are cases where parents end up having extreme 
depression and they found that support groups with parents going or have gone through the same thing helps and how 
they dealt with everything. Another difficult thing to deal with is deciding how they are going to care for this child 
everyday. With certain disabilities, it may be difficult to feed, dress, or put to bed and make it harder on the family to 
do this everyday of their lives. With some families it requires professional attention to their own feelings.
 The realization that their child may not go through the normal developmental process or may never become
independent as an adult often weighs heavily on parents (Educating Exceptional Children, page 16).