Teaching Gifted Students

April 25, 2012Lara Ervin, MA

Objectives: Students will be able to

Content:• Define and understand the

responsibilities of IEP and 504 plans.

• Examine modifications and scaffolds for specific (dis)abilities.

• Identify the role socio-economic factors may play in referrals to special education.

• Consider ways in which teachers can create safe, affirming classrooms for students with (dis)abilities.

Language:• Listen to an overview of IEP and 504 plans,

asking questions and discussing implications with a partner.

• Research, in a group, modifications and/or scaffolds for a specific (dis)ability in the classroom.

• Reflect on demographics, discuss with a partner and explain how “color blindness” plays a role in referrals.

• Design a classroom layout and set of basic rules for a classroom to create a safe, supportive environment for all students.

• Housekeeping

• Poster Presentations

• Revisit: What is the purpose of education?

• IEP and 504: Teacher Responsibilities

• BREAK

• Planning for Access

• Color/Ability Blind Teaching

Agenda: April 25, 2012

Poster Presentations

• Each group will present their poster to the class

• The class will ask questions about the poster

• We will give presentation feedback on what was done well, or on how the presentation has us thinking about our own work.

Revisiting Ideas:

What is the purpose of education?

What is the purpose of school?

FOR YOUR OWN USE ONLY:

• Look at the following picture.

• Write down your first reaction to finding out you would be teaching this student.

• NO one else will read this.

One Thumb to Rule Them All

• http://youtu.be/2BhHwk9qSvI

After watching, reflect.

Think quietly for a few minutes.

Jot down your reactions, thoughts, ideas…

Responsibilities of Teachers in California

IEP• Individualized Education Plan

• Mandated by IDEA (Individuals with Disabilities Education Act)

• Students with disabilities have goals and objectives to meet annually

• Assessment-based improvement plans.

• Modifications are outlined in IEP meetings, which teachers should attend and modifications MUST be provided.

Section 504• States that no person shall be

excluded from any program receiving federal funds. (Civil Rights Law)

• Students who may not qualify for Special Education services (IEP) but still have a disability.

• Responsibility of general educator to provide accommodations for students.

Elbow Partners

Turn to a partner, tell them one similarity and one difference

between an IEP and 504.

Universal Design

How should students be referred to Special Education? (Response to Intervention/RtI)

• Tier 1: Regular instruction in your classroom. Teacher notices a student is having greater struggles learning something than others in the class.

• Tier 2 : Teacher makes modifications based on what the teacher knows or observes about the student. Take time to see what you can do to help the student in your regular lessons. (30 minutes a day)

• Tier 3: Student receives more individualized/specialized assistance (60 minutes a day)

• If there is still a problem, student may be referred to an SST/SRT (student study/success team, student referral team) to be discussed as to if there is enough evidence to be evaluated for special education services.

Research modifications for Tier 2 and 3 interventions…

• With 2-3 other people, research one of the following diagnoses

• Research how you might know if the student could have the disability (signs).

• Research modifications in the classroom that might help a student who could have this disability.

• Prepare a 2 minute “what we could do” to share with the class.

Disabilities:

• Autism• Deaf-blindness• Deafness• Hearing Impairment• Mental Retardation• Traumatic Brain Injury• Visual Impairment• Multiple Disabilities

• Orthopedic Impairment

• Other Health Impairment

• Specific Learning Disability

• Speech Language Impairment

• Emotional Disturbance

For Your Consideration:

Does culture play a role in Special Education?

Who is Being Referred to Special Education?

Reflect on the following chart, jot down a few ideas.

Share!

Color-Blind Education

• In a group of 4 content-different partners, discuss the following:

• What would “color-blind” education be in your subject area?

• If we are teaching “color-blind” what does that really mean?

Break!

Considerations for Safety and Accessibility:

Safety• Arrangement of pathways to

door.

• Falling or pulled down objects.

• Controlling dangerous tools (scissors, glue, etc.)

• Control of students, routines to get them to follow your words.

Accessibility• Desk arrangement to allow flow.

• Minimize hazards or student placement of hazards (routines).

• Reachability of necessary items for completing class tasks.

• Modifications to lessons and materials to ensure all students access.

Create the ideally accessible and safe classroom!

• Go to the Classroom Architect!– http://classroom.4teachers.org/ – Or Scholastic: http://teacher.scholastic.com/tools/class_setup/

• With a partner, or on your own…. Design a classroom for 20-30 students. – Include desks– Include safety equipment (fire extinguisher, emergency backpack, etc.)– Think about how you might use modifications in the classroom and

how the design would reflect that.

If you have ADOBE, save a copy as a pdf and send it to Lara, if not, show her in class!

Policies, Routines and Rules• Think about what policies (zero tolerance actions or words,

etc), routines and rules you might have that would help enforce safety and accessibility.

• Make a list of these ideas.

• See if you can condense your ideas into 5 core principles you want to follow to create a safe and inclusive learning environment.

• Email to Lara. teacherlara247@gmail.com!

Objectives: Students will be able to

Content:• Define and understand the

responsibilities of IEP and 504 plans.

• Examine modifications and scaffolds for specific disabilities.

• Consider ways in which teachers can create safe, affirming classrooms for students with disabilities.

Language:• Listen to an overview of IEP and 504

plans, asking questions and discussing implications with a partner.

• Research, in a group, modifications and/or scaffolds for a specific disability in the classroom.

• Design a classroom layout and set of basic rules for a classroom to create a safe, supportive environment for all students.