Smart Kids with Learning Difficulties Rich Weinfeld, Executive - - PDF document

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Smart Kids with Learning Difficulties

Rich Weinfeld, Executive Director Weinfeld Education Group, LLC www.weinfeldeducationgroup.com 301-681-6233 Queen Anne’s County Public Library October 1, 2018

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Tonight’s Essential Questions

v Who are the gifted kids with learning,

social and behavioral challenges?

v How can we remove the obstacles so that

smart kids who learn differently can realize their potential?

v How can IEPs or 504 Plans help these

students?

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Equal access to gifted instruction for twice exceptional (2E) gifted learners requires…

■ Identification of the gift and the educational

disability

■ Placement in GT instructional opportunities in

their areas of strength

■ Appropriate individualized instruction,

accommodations, and supplementary aides that allow them to succeed while involved in GT instructional opportunities

Equal Access

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Characteristics

n They may actively participate in a class discussion, but

be unable to write a complete sentence or paragraph.

n They may be light years ahead in math reasoning, but

unable to perform simple math computations.

n Ask them about their favorite science or social studies

topic and you may get bombarded with information, but ask them to read a book on the same topic and they may be unable to do so.

n Ask them to write a research paper on bridges and they

may be unable to complete the assignment, but sitting

• n a table at home may be an elaborate structure that

the same student built out of Legos or toothpicks and reflect his understanding of advanced concepts in physics, engineering and architecture.

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Characteristics, continued

n Strengths of these students often include high

abstract reasoning, strong vocabulary, strong visual-spatial skills, and high creativity, resulting in exceptional ability in science, the arts, and technical areas, including math reasoning.

n Weaknesses of these students often include social

skills, behavior, attention, written language (including spelling), organization, reading decoding, and memory (including math computations).

Who is Here This Evening?

◻ Who are you? ◻ Who am I?

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“Every child has the right to realize his or her unique potential.”

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The story of Mary

n The girl who couldn’t write.

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Supreme Court, March 2017, Endrew F.

“The IEP must aim to enable the child to make progress. After all, the essential function of an IEP is to set out a plan for pursuing academic and functional advancement.” “The IEP… is contructed only after careful consideration of the child’s (unique) present levels of achievement, disability and potential for growth.”

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The IDEA’s Preamble

“. . . Seeks to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for future education, employment and independent living.”

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Big Ideas to Consider:

n 1. Students who do not appear gifted at one

point in their lives may be able to realize their talents at another point in their lives.

n 2. Being gifted does not mean a person is

free from having challenges and needs.

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Groups of Gifted Kids Who Struggle

n Students with Autism Spectrum

Disorders

n Students with ADHD n Students with Learning Disabilities n Students with Emotional Disabilities n Students with Speech and Language

Disabilities

n Students with Physical Challenges n Students who are not identified with any

disability

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The Benefit to Society

“As we help each child to reach his or her potential, we also are furthering the progress

• f humanity.

We are helping to cultivate and prepare the next generation of leaders, inventors, healers, and artists who will make the difference for

• ur entire civilization.”

Special Needs Advocacy Resource Book Weinfeld and Davis

COPY ONLY W

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Nathan’s Three Wishes

n Verbal Comprehension- 130 n Processing Speed- 68 n Working Memory 102 n Perceptual Reasoning 101 n Reading 71 n Written Language 84 n Diagnosed with ADHD

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Nathan’s Three Wishes

n 1.To have my teacher understand why I

don’t get my work done and to have her stop yelling at me as if I don’t know anything.

n 2. Make sure that none of my friends have

the kind of problems that I have.

n 3. That I will not get in trouble any more.

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Teachers say that the child is gifted but not performing so child is not trying. It is the child’s fault. (gift masks challenges)

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Teachers say that there is no evidence of the

• gift. Teachers focus on weaknesses.

(challenges mask gift)

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Teachers say that the child is average so what is wrong with being average? (challenges and gifts mask each other)

Reasons 2E Students Are Not Identified

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How many 2E Kids are There?

n At least 2% of the population may be

• 2E. (Dix and Shafer, 1996; Whitmore,

1981)

n Substantiated in MCPS n 1 student in every class???

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Checkpoint

n Who are smart kids with learning

difficulties?

n Why is it important to identify

them?

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Best Practices

n Providing advanced instruction in the students area of

strength

n Opportunities for the instruction of skills and

strategies in academic areas which are affected by the student’s disability

n An appropriately differentiated program, including

instructional adaptations and accommodations systemically provided to students

n Comprehensive case management to coordinate all

aspects of the student’s individual educational plan

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Strength Based Instruction

n Activities that focus on students’ individual

gifts and interests

n Instruction that challenges students at an

appropriate cognitive level (Honors/AP)

n Differentiated instruction n Tasks that fit student’s learning style n Multi-sensory instruction

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Twice exceptional gifted learners are both under- identified and under-represented in gifted instruction.

■ 7% of non-disabled students receive GT

instruction.

■ 1% of students with disabilities who receive

IDEA services are in GT programs.

Office of Civil Rights, 2014

The Problem

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■ Denying a student the opportunity to participate in

an accelerated program based on disability is a violation of federal law.

■ Students with disabilities must be able to receive

appropriate accommodations and services while participating in accelerated programs.

Monroe, 2007

Guidance from the Office of Civil Rights Participation in GT Instruction

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Teaching Skills

n Part of a balanced curriculum n Acknowledgement of difficulty n Adult like approach n Show/share/measure baseline and

progress

n Set goals together n Games, be the teacher, movement n Competition n Challenge n Discovery of the rules n Infused into real reading and writing

Marisa Stemple 24

Accommodations

n What does it feel like to the student when we

don’t provide appropriate accommodations?

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Obstacles to Learning-The Worm

nWriting nOrganization nReading nMemory

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Understanding by Design

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What Works: Writing

n Computer with spelling and grammar checks n Netbooks, Tablets, and Portable Keyboards n Word predictive software (Co-writer; Word Q) n Webbing of Ideas (Inspiration) n Live Scribe Pens n Rubrics, model papers n Copy of teacher or peer notes n Begin with storyboards or other drawings n Demonstrate understanding in alternative way

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What Works: Organization

n Agenda or assignment books; calendars n Study guides n Posting assignments on line n Breaking assignments down into parts n Software for organizing ideas n Using Smartphones n E mailing assignments home n Teaching organizational systems at school. n Establishing a home organizational system.

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What Works: Reading

n Text to speech software (Kurzweil) n Digital Books or Books on CD (Learning

Ally)

n Read aloud voluntarily n Reading on line and other high interest reading

materials

n Teaching through the arts n Presenting information in alternative ways.

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What Works: Memory

n Use multiple modalities when presenting

information

n Utilize mnemonics and visualization n Provide environmental cues. n Utilize software organizational programs. n Allow students to refer to the details when

using higher order thinking.

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Case Management

n Communicating with all involved staff n Facilitating Home-School Partnership n Working with student to develop self-

advocacy

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Self-Advocacy: What defines me as a successful learner?

n Who I am… n What I need… n Which tools work for me… n How to get what I need to succeed…

504 vs. IEP

◻ Very different and not equal ◻ 504 is an anti-discrimination statute ◻ IEP is a special education law ◻ Accommodations in each ◻ IEP includes measurable goals and

and specialized instruction

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34 ■ No child’s IQ can be too high for that child to be considered

eligible for special ed. services. Monroe Letter, 2007.

■ Children can be considered for special education if they are

not working to their ability level. To determine this, they must be given work at their ability level.

■ Consideration of IDEA eligibility must include an analysis of

what the child’s performance would be without outside supports.

Guidance on Identification Parent Input- Endrew F.

n This fact-intensive exercise will be informed

not only by the expertise of school officials, but also by the input of the child’s parents or guardians.

Data for Decision Making

◻ Grades are one piece of data…...

but not the “end all” BRING YOUR OWN DATA-

◻ Letters from doctors, therapists, tutors,

coaches

◻ Work samples

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Assessment

5 Endrew F.-”An IEP is not a form document. It

is constructed only after careful consideration

• f the child’s present levels of achievement,

disability and potential.”

5 Assess in every area of suspected disability 5 Tip- Do not sign permission for an evaluation

until you know what disability is suspected, what tests will be done, and the reason for each test.

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A Comprehensive Testing Battery Psychological or Neuropsychological

n Test of Overall Ability n Tests of Specific Ability n Scatter analysis is Important n Cognitive Processing tests n Interviews-parents, child, teacher n History n Observations

PROS

• Parents select assessor
• Parents can review results before

sharing

• May be more in-depth

CONS

• Expensive
• No guarantee of acceptance by

schools

• Assessor may not be familiar

with schools

• Free
• Readily accepted by school
• Assessor can easily consult with
• ther team members
• Less parent involvement
• Qualifications of assessors
• Pre-determination of decision is

possible

Private vs. Public Assessments

Private Public

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IEP Goals

◻ Must be specific and measurable ◻ What will the child be able to do that

they can’t do now? (Based on present level and potential- Endrew F.)

◻ How will we know that they have

learned it?

◻ Is the criteria for success meaningful and

realistic?

Least Restrictive Environment

◻ Not the same for every child ◻ Not required that students fail before

moving to more restrictive

◻ What are the options? (Transparency) ◻ Appropriate, but not best, but…..

Prepares the student for a productive and independent life to the maximum extent possible

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The story of Mary

n The girl who couldn’t write.

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“Not every child has an equal talent or an equal ability or an equal motivation, but children have the equal right to develop their talent, their ability, and their motivation.”

John F. Kennedy

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Final Words Your Questions???

◻ WeinfeldEducationGroup.com

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