SPED Last three chapters review

Characteristics of Gifted and Talented

• Rapidly aquire, retain, and use large amounts of information

• Relate ideas

• Make sound judgements

• Appreciate multiple and opposing viewpoints

• Perceive operation if large systems of knowledge

• Aquire and manipulate abstract symbol systems

• Create novel solutions to problems by reframing the question

Gifted and talented IQ score

3 standard deviations or greater above the mean

Twice-Exceptional students

Gifted and Talented students with disabilities

• Often unidentified gifted and talented

• likely to underachievers and drop out

Educational approaches for gifted and talented

Need both content knowledge and opportunity to develop and apply knowledge

Should include:

• Academic rigor

• thematic and interdisciplinary

• Response to and respectful of learning characteristics

• Recognize interests and strengths

Acceleration vs. Enrichment

Acceleration: increase speed at which students progresses through school

• Curriculum compacting: compressing instruction content that students have already mastered so they have more time for enrichment

Enrichment: study subject matter, topic of interest, or a discipline in greater detail and depth

Differentiation for gifted and talented students

• Blooms taxonomy

• Tiered lessons →same lesson with difficulty levels

• Problem based learning →work together to solve real world problems

• Project based learning→work together to investigate question and produce product that answers question

• internships and mentorship

• Specialized courses

• Summer programs

Placement options for gifted and talented

• Special schools →high schools that admit students with exams and IQ scores

• special classrooms→focus of curricula of gifted and talents to achieve further

• cluster ability grouping →grouping students by learning level

• resource rooms/pull-outs

• Like-avility cooperative learning groups →highest ability students grouoed and assigned different tasks

Define giftedness

-exhibits high performance capability

Demonstrates intellectual, creative, leadership, and/or artistic achievement

Excells in specific academic fields

What do we look for to determine a developmental delay?

Delays in:

• Motor development

• cognitive development

• Communication and language development

• Social and emotional development

• Adaptive development

Ages for early intervention and IFSP

Birth-3

IFSP vs IEP

• Centers on family

• Defines family as recipient of services

• Focus on natural environment

• Includes interventions provided by a variety of health services

How often is the IFSP reviewed and reevaluated?

Reevaluated every year

Reviewed every 6 months

What must be included in an IEP for students ages 3-5?

• Recieve services under developmental delay

• IEP must include a section with suggestions and info for parents

• Use a variety if service delivery options

What is an ITP?

Individualized Transition Plan: begins at age 16 by law but can vary based on state

• Includes appropriate postsecondary goals in the areas of: employement, postsecondary education/training, residential, and recreation/leisure

• must assist child in reaching goals