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.

“Well, Ms. Sutherland, just when did you and your class begin experiencing these difficulties?’

Some Important Things To Remember

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.

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!)

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

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.

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

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.

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.

Fair = Equal

Not!

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.

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!

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!!

Parents

Listen Respect Encourage Inform Partner Learn from them

REMEMBER, parents were there from the beginning!

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

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.

Indicators of Giftedness

Observation of Student• Communication• Motivation• Humor• Inquiry• Insight• Interests• Problem Solving• Memory• Reasoning• Imagination/Creativity

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

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.

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…

Some days…

It feels like all I’m doing, is rearranging deck chairs on the Titanic!

But, most days it is worth it and wonderful!!!