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Special Needs other than Disabilities - Coggle Diagram
Special Needs other than Disabilities
Eligibility for a 504
Medical/ Health Needs
communicable or chronic diseases
Learning problems
Significant enough to impede learning, but not a disability
ADHD
• Predominantly inattentive: often overlooked; have trouble paying attention to details, are easily distracted, often have trouble organizing or finishing tasks and often forget routine chores
• Predominantly hyperactive-impulsive: characterized by symptoms of impulsivity and hyperactivity. People with this type can display signs of inattention, but it’s not as marked as the other symptoms.
• Combined type: combination of both types of ADHD.
504: part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met
Gifted and Talented accomodations
ability far and above average in one of several areas including overall intellectual ability.
Characteristics
keen memory, ability to concentrate, extraordinary knowledge, curiosity, comprehension
Can be popular and emotionally healthy or unpopular and at-risk
• At risk: students who are likely to fail in either school or life
large range of behaviors
Curriculum Compacting: : technique for differentiating instruction that allows teachers to make adjustments to curriculum for students who have already mastered the material to be learned, replacing content students know with new content, enrichment options, or other activities.
Acceleration: a wide variety of educational and instructional strategies that educators use to advance the learning progress of students who are gifted and talented.
Enrichment: provides students with info, materials, and assignments so they can elaborate on concepts.
Differentiation: tailoring instruction to meet individual needs
Accommodations for ADHD
Academic
Emphasize essential material
Extended time
Provide opportunities to participate
Pace should be perky
Behavior
Parent education
invited to sessions to learn strategies
Cultural Diversity & At Risk Students
Acknowledge and explore bias as part of culture
understand the characteristics of diverse families-- create continuity between home and school
Learn the fundamental characteristics of your students
Make informed instructional decisions
Cross Cultural Communication
ELLs: Students whose native language is not English and who are developing their English skills while in school.
• Gifted underachievers: frequently overlooked, and sometimes even mistaken for high achievers. These are the exceptionally gifted students who coast through school, often receiving average to high average grades, but who fail to reach their potential.
• Bilingual education programs: students with limited English skills learn core subjects in a separate setting in their native language and spend the remainder of their school day with English-speaking peers.
Students in Poverty
students who are abused or neglected
Students who Live with Substance abuse
• Fetal Alcohol syndrome disorder (FASD): Disorder associated with maternal alcohol consumption during pregnancy that typically results in the baby being small in size, having physical anomalies, and intellectual disability.
Interventions for at-risk students
High/realistic expectations
collaborate with professionals
Peers as teaching partners