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exceptionalities in the classroom

The Crossover ProfileThe following is a composite of the crossover child. All rights reserved. Although statistics are difficult to obtain, it has been estimated that between 10 and 13 percent of the school-age population has exceptionalities. You'll more often see terms like challenged and exceptionality—both of which have more positive implications.Although statistics are difficult to obtain, it has been estimated that between 10 and 13 percent of the school-age population has exceptionalities. Indeed, once Robert and Angela’s teacher started learning more about them, she discovered that—like most students—Angela and Robert have areas in which they succeed or excel as well as areas in which they need additional support. Replaces the term mental retardation and is the currently accepted term.A provision of IDEA ensuring that students with disabilities receive necessary education and services without cost to the child or family.One of the principles outlined in the Individuals with Disabilities Education Act requiring that students with disabilities be educated with their non-disabled peers to the greatest appropriate extent.A part of special education that includes services from professionals (e.g., occupational therapist [OT], physical therapist [PT], Speech-Language Pathologist [SLP]) from a wide range of disciplines typically outside of education, all designed to meet the learning needs of individual children with disabilities.A service or support that allows a student to access the general education curriculum without changing the content or curricular expectations (e.g., audio books for students who have difficulty reading).A service or support that allows a student to access the general education curriculum but that fundamentally alters the content or curricular expectations (e.g., a sixth-grade student is given a third-grade science text about the solar system that covers the same content but not at the same depth).A written plan used to delineate an individual student’s current level of development and his or her learning goals, as well as to specify any accommodations, modifications, and related services that a student might need to attend school and maximize his or her learning.Almost every general education classroom includes students with exceptionalities. Every individual education program has to also include a statement about how the child will be involved in the general curriculum and actually progress in that general curriculum, and also, related to LRE, how much the student will be educated and participate with students with and without disabilities. A child who has exceptionality has a characteristic(s) that deviate(s) from the considered “norm” for physical and mental abilities. Understanding how a disability affects the student will allow teachers to make specific instructional adjustments.General education teachers should be prepared to address their students’ wide range of ability levels and instructional needs. References. settings, classroom or school were still denied access to that general ed. And you always want to key that back to the general content standards and benchmarks that all peers are learning, but sometimes students need to also acquire additional or other skills.Regarding the education of students with disabilities, their individual education program includes a statement of how the student will be supported in obtaining the annual goals that the team decides is important. Educational performance includes the development and demonstration of academic, social vocational and personal skills.

So it means making changes to ensure that the kid doesn’t have a cookie-cutter approach. It provides contact with age peers and prepares all students for the diversity of the world beyond the classroom. The Individuals with Disabilities Education Act ’04 (IDEA ’04), the national law that guarantees an appropriate education to students with disabilities, recognizes fourteen disability categories. A multidisciplinary team develops an IEP for every student who receives special education services. Two approaches for helping them to do so—Universal Design for Learning (UDL) and differentiated instruction—are designed to meet the needs of the widest range of students (i.e., gifted, typically achieving, struggling learners, students with disabilities, ELLs). * For refund and privacy policy information visit our We use cookies to ensure that your visit to our Website is the best it can be. The teacher can turn to members of this team, many of whom have specific expertise (e.g., special education, occupational therapy, assistive technology), to help her implement appropriate instructional techniques, interventions, and supports.For additional information about these areas view the following IRIS Modules:Ginger Blalock discusses some key considerations for students with disabilities.Individualized instruction is taking the goals and objectives that the team has identified as critical for a particular student and then putting them into play in the classroom. In fact, no two students with the same exceptionality act or achieve in exactly the same ways.

Please refer to the list of exceptionalities on the side bar to the right for a complete list of resources.

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exceptionalities in the classroom