Cyp 3.1

Middle school is a period of transition for adolescents. Students are no longer the children were once were in elementary school; they are beginning to mature into the adults they will need to become. Gifted learners at the middle-school level face the same developmental and tasks tasks and challenges that their peers do. Yet, gifted learners also possess traits that are different from their peers, which often make them misunderstood or ignored. The need for teachers to identify these students and differentiate instruction in a way that addresses the needs of the gifted students in the classroom is becoming more crucial than ever.

The book called A Very Special Critter by Gina and Mercer Mayer is a book about a new kid named Alex coming to class who is in a wheelchair. One kid in the class was afraid because, he had never seen someone in a wheelchair before. The kid came into class the next day and everyone thought his wheelchair was super cool. Alex made a lot of friends. The book explains that know matter what disability a child has that there will always be someone there to support him/her. A child in their wheelchair may feel lonely and get down on their self because they are not like the other kids and can’t do what the rest of their friends are doing. However, that is not true, in today’s society, there are many sports and activities available for kids who have a disability.

In this case, some people refute that gifted students are practically children with adult minds who are capable of diving into the real-world while they have merely begun to test the waters. Others counter with the belief that pushing gifted youth to tackle subjects above the average student of their grade is socially damaging. However, K. Elijah (2011) explains that gifted students who are not being challenged can develop an extreme boredom in school which can lead to disruptive behaviors that will evolve into dropping out of school. In the same article, gifted students are credited with learning quicker, more deeply, and tend to practice material for memorization less (Elijah, 2011). Also, “Acceleration of Gifted Students” (2003) further clarifies that when gifted students are properly assisted in developing an educational program, they report to be satisfied emotionally and academically. Students also tended to have more self-confidence, and no negative effects of acceleration were reported in a survey of non-gifted and gifted students (“Acceleration,” 2003). Assisting gifted students is imperative whether it be through homogeneous grouping, heterogeneous grouping, and/or acceleration in order to provide proper instruction that will benefit these

There is little difference in the self-concept when it comes to gifted students and their same-aged peers. Gifted students have lower self-concept and experience more anxiety and isolation, as they progress through school. They also feel more confident if academics situations, as opposed to social ones (p.13). Colangelo points out that gifted students are not except from underachievement, suicide, or delinquency (p.13). Gifted minority

All across the globe, people with disabilities are shut out from the rest of society, kept back by a wall called “stigma”. They are well hidden from the rest of the world, institutionally separated from the moment that they begin school. Children with disabilities grow up almost exclusively around other children “like them”, usually under the pretense that it allows them to feel more “normal”. As they grow

When young girls and boys have a positive attitude toward people with disabilities or developmental delays, they are more likely to befriend them. When they have negative attitudes, they are more likely to exclude them and treat them like they’re not human beings. Young girls and boys who are close-minded to people with disabilities or developmental delays can say hurtful things about these people to their friends, which can create a Domino effect. If a child’s best friend states that “mentally retarded people are weird,” that child might begin to develop a similar attitude toward people with disabilities or developmental delays. Instead of telling a child to “stop staring” at people who use wheelchairs, tell them that it’s not polite to stare at people and that they can ask questions later. If parents and/or guardians take time to explain why an individual may be in a wheelchair, the child will most likely refrain from judging people with disabilities or developmental delays. Parents need to be cautious about the words they use around children because adults can create a Domino effect, too. I will explain this further in the following

Abstract A form of prejudice in our society surrounds the disabled. More than often it stems from discomfort, and subtle fear of what appears to be different or unfamiliar. Adolescent students tend to avoid individuals that make them feel uneasy. Not having a clear understanding on how to behave around those with noticeable differences without the proper guidance can create scarcity in societal interactions and bullying.

There are some advances being made to identify and support students who have a higher educational, emotional, and social need. This part of the article summary the author gives a list of goals and practices that will better serve gifted learners. These methods or practices will challenge gifted learners and increase their learning abilities.

Underachievement in gifted education can be attributed to a number of challenges that gifted students face. Gifted students are capable of achieving, but factors such as learning disabilities and poor self-efficacy, prevent them from performing adequately. There are interventions that teachers and parents can work together to implement to help work against these factors of underachievement.

Another standard, "educational" treatment of gifted students is to separate them from the class. Because the gifted student has surpassed the majority the teacher isolates the child with a separate advanced activity and returns to the majority. In these situations the gifted student and his/her peers become accustomed to this "different" status. The gifted student becomes an outsider in relation to the group by default, due to his/her above average abilities. Educational treatment of the gift denies the student the opportunity to learn to socially interact at a young age. Gifted students never become accustomed to peer interaction because this system is perpetuated upward throughout the grade levels. And unfortunately, in an educational atmosphere where grades are a primary focus, poor interpersonal skills are more likely to be tolerated than poor work-related skills (Wolfle 3). It becomes a norm for the student to work alone and his/her social and psychological needs are ignored.

The needs of the gifted student are often overlooked. The reasons are the lack of professional knowledge of the needs of the learner and because there is a misconception that these students “can make it on their own” and thus have much less need for support (Armstrong and Richards 131-132). Thus it is a balancing act that needs help in developing and the teacher needs support from administrators and paraeducators (if available).

Identifying and providing for special needs children is essential to special education. Once a child has been diagnosis with a disability or multiple disabilities, a plan of care is initiated according to the severity of their condition and their needs. This plan is individualized; one child’s diagnosis is not a reflection of the wide range conditions that affect many children. Intellectual disabilities can be mild to profound, can be caused by different factors and can have a different impact on a student’s education and adult life. (Hardman, Drew, & Egan, 2013). Professionals have found many causes for disabilities from genetic to medical. Whatever the cause of these disabilities educators must

As stated by Colarusso et al. (2013) some children cannot perform as needed in the classroom because he/she may have a specific learning disability (SLD). A SLD does not make a child look different or enable him/her to do certain task, such as sports of extra curriculum activities. SLD’s make it difficult for a child to comprehend written words and to make differences between audio and visual learning (Colarusso et al., 2013). Colarusso et al. (2013) stated that a SLD can be a discrepancy in one

1. Learning Disabilities- Learning disabilities have become more common in recent years and many students who are in special education placement have a learning disability. As a teacher, it is common to have students with various learning disabilities in the inclusive classroom that can impact the child in their educational experience. There are many different types of learning disabilities and depending on the type of learning disability it may affect the child’s ability to think, listen, speak, write, read, or understand subject material. (Salend, 2016, pg 75) According to our textbook, the learning disability may also affect the child’s cognitive processes as well. Students with disabilities may also have trouble reading, comprehending what they are reading, or have trouble writing, or understanding subject matter. Having difficulty in reading is known as dyslexia while difficulties in writing is known as dysgraphia. (Salend, 2016, pg 77) Some students may have difficulties in language and how they respond to language. It may affect how they communicate verbally or in writing. Another type of learning disability includes gross and fine motor difficulties. Learning disabilities also include emotional and behavioral difficulties. This includes how a student interacts with others and how motivated they are to complete tasks. All of these learning disabilities can affect the child in the classroom. These students despite their learning disability usually have very high

According to the National Association for Gifted Children, “The term ‘gifted and talented,” when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities” (Definitions of Giftedness, 2017, pg. 1). Gifted and talented students require learning that challenges them but also allows them to explore their creativity and come up with their own conceptions on what they are learning about and how it relates to their lives. While gifted and talented students are on a higher learning level and need to be challenged you still have to understand that they are also still children. Gifted and talented students can struggle just like other students and also might have behavioral problems like other students as well.