Popular in Understanding and Accommodating Students with Exceptionalities
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This 7 page Class Notes was uploaded by Jillian O'Connor on Monday March 28, 2016. The Class Notes belongs to EDSP 3054 at University of Oklahoma taught by Joyce Brandes in Summer 2015. Since its upload, it has received 17 views. For similar materials see Understanding and Accommodating Students with Exceptionalities in Special Education at University of Oklahoma.
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Date Created: 03/28/16
Gifted and Talented IQ- Starts at 115 High achievement capability Only two states don't have gift talented programs- SD and DE More girls than boys Gardner's Multiple Intelligences -Musical, Bodily-Kinesthetic, Logical-mathematical, Linguistic, Spatial, Interpersonal, Intrapersonal, Naturalist Characteristics -high general intellect -prodigy -IQ- 125 to 200 -Creativity -Leadership ability -Talents in visual and performing arts -Social and emotional characteristics -Origin: interaction between nature/nurture Intellectual and Academic -Reasons abstractly -Conceptualizes and synthesizes -Manages and process information quickly -Solves problems -Learns quickly -Shows intellectual curiosity -Has wide interests -Downfall: can get bored easily, distract others, unevenness- looks like learning disability but it's not, focuses and concentrates on topic for long period of time- autism Social and Emotional -criticizes self -empathizes -plays with other friends -persists -is intense -exhibits individualism -strength of character -leadership abilities -concerned about ethical issues -takes risks -independent and autonomous -highly sensitive to others and self -mature sense of humor -nonconforming -different modes of expression -experiences great stress from failure Prevalence -6% of students are GT -more than deaf and blind -No federal agency or organization collects these students statistics -Environment: attitudes, motivations, expectations, and values expressed in different cultures, societies, socio-economic levels, and family's influence in the development of talent -Heredity Evaluating -Challenges identifying students from diverse backgrounds -language, culture -Multiple means of measurement: -multiple intelligences -DISCOVER -creativity assessments -Torrance Test of Creative Thinking -Thinking Creativity with Words -Thinking Creativity with Pictures Identification -Achievement tests with no upper limits -peer, teacher and parent checklists -portfolio's student's work- variety, creativity, above and beyond -parent, teacher, peer, and community nominations -data and notes from behavioral observations -tests of verbal and nonverbal problem solving Tips -provide access to an enriched curriculum -allow accommodations through technology- their own pace, speeds things up -find opportunities for gifted peers with LD to interact with each other -allow test accommodations -accelerate when appropriate -provide opportunities for students to talk about stress and emotional difficulties either in groups or with professional- pressure from peers, teachers and family to do well Measuring Student's Progress -Progress in the general curriculum -some evaluation responsibility on the student -Product evaluation -Process evaluation -reflective assessment -Progress in addressing other educational needs -learning contracts Making Accommodations -Usually do need accommodation unless they also have a disability -May feel added pressure to perform well -SAT and ACT may feel extreme pressure, especially if they are competing for scholarships -Test taking techniques to help lower test anxiety Traumatic Brain Injury What is TBI? -A form of acquired brain injury, occurs when a sudden trauma causes damage to the brain -The head suddenly and violently hits an object, or when an object pierces the skill and enters brain tissue -Symptoms can be mild, moderate, or severe, depending on the extent of the damage to the brain Mild TBI -Remain conscious or experience a loss of consciousness for a few seconds/minutes -headache, confusion, lightheadedness, dizziness, blurred vision, ringing in the ears, bad taste in the mouth, fatigue or lethargy, change in sleep patterns, behavioral/mood changes Moderate/Severe TBI -Same symptoms as Mild TBI but worse -headaches get worse or does not go away, repeated vomiting, slurred speech, convulsions/seizures, inability to awaken from sleep, dilation of one or both, loss of coordination, restlessness, increased confusion, agitation How the Brain can be injured -Leading causes: motor vehicle accidents, falls, sports injuries -Concussion: a sudden trauma- induced alteration of the alert state -unable to concentrate or be confused for a few seconds -completely lose consciousness and fall down -the brain will be able to make a full recovery -Not a TBI Define TBI -doesn't apply to other brain injuries -open/closed head injuries The Brain -Complex organ that regulates every aspect of human behavior -A three pound universe though to house the seat of the SELF Parts of the Brain -Cerebrum: fills most of your skull, involved in remembering, problem solving, thinking and feeling, movement -Brain Stem: sits beneath the cerebrum, connects the brain to the spinal cord and controls automatic functions such as breathing, digestion, heart rate, and blood pressure -Cerebellum: sits at the back of your head under the cerebrum, controls coordination and balance Supply Lines -Nourished by one of your body's richest networks of blood vessells -With each heartbeat, arteries carry about 20-25% of your blood to your brain, where billions of cells use about 20% Cerebral Cortex -"Thinking wrinkles" -Specific regions of the cortex: -interpret sensations from your body, and sights, sounds, and smells from the outside world -generate thoughts, solve problems, and make plans -Form and store memories Left/Right Brain -Left: controls movement on the body's right side, language area -Right: controls movement on the body's left side Frontal Lobe -Functions: involved in tracking and sense of self, arousal and initiations, executive functioning, emotional response and stability, language usage, personality, word associating and meaning, memory for habits motor -Impairments: sequencing, preservation, loss of spontaneity, mental rigidify, distract ability, attention, mood swings, concentration difficulties, changes in personality Parietal Lobe -Functions: visual perception, tactile/touch perception, object manipulation, integration of sensory information that allow for understanding of a single concept, goal-directed voluntary movements -Impairments: anomia, agraphia, inability to attend to more than one object at a time, alexia, poor hand-eye coordination, dyscalculia Temporal Lobes -Functions: auditory perception, long-term memory, some visual perception, object categorization, -Impairments: prosopagnosia, Wernicke's aphasia, difficulty with identification of, and verbalization of objects, short-term memory loss, interference with long-term memory, aggressive behavior, change in sexual interest Occipital Lobes -Functions: Visual perception -Impairments: visual field cuts, color agnosia, visual illusions, word blindness, difficulty recognizing drawn objects, movement agnosia -Most loss of academic skill- issues with reading, memory Treatment -Seek medical attention as soon as possible -Little can be done to reverse the initial damage -Medical personnel focus on preventing further injury -Ensure proper oxygen supply to the brain and the rest of the body Prognosis -1/2 of severely head-injured patients will need surgery to remove or repair hematomas -Disabilities depend upon: -severity, location, age, general health of the individual -Common Disabilities -Cognition: thinking, memory, reasoning, -Sensory processing: sight, hearing, touch, taste, smell -Communication: expression, understanding -Behavior: depression, anxiety, aggressive, acting out Serious Head Injuries -Stupor: an unresponsive state, but one in which an individual can be aroused briefly for a strong stimulus -Coma: state in which an individual is totally unconscious, unresponsive, unaware, and unarousable -Vegetative State: -Persistent Vegetative State: Help Available -Early Intervention: system of services to support infants and toddlers with disabilities (before 3rd birthday) and their families -Will have an IEP -not a lot of work for this one Tips for Parents -Learn about TBI -Keep track of child's medical treatment -Work with the medical team to understand your child's injury and treatment plan -Support is important -Maintain contact with the school/teacher Environmental Modifications -Minimize auditory and visual stimulation -Provide small group instruction -Provide a written schedule -Select a classroom buddy Academic Strategies -Planner -Written Instruction that is available -Short sentences -Gain student's attention before speaking to them -Provide verbal and written instruction -Utilize student's best sensory modality -Reformulate content into outlines, graphs and models -Frequent short quizzes Tips for Teachers -Find out as much about TBI as possible -ask for copy of student's IEP -accommodations are provided -show student how to perform new tasks -consistent routines -keep in touch