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

9/27/18 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 1 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? 2 Equal Access 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 3 1

9/27/18 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 on 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. 4 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). 5 Who is Here This Evening? ◻ Who are you? ◻ Who am I? 2

9/27/18 WEG’s Mission “Every child has the right to realize his or her unique potential.” The story of Mary n The girl who couldn ’ t write. 8 8 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.” 3

9/27/18 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.” 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. 11 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 12 4

9/27/18 The Benefit to Society “ As we help each child to reach his or her potential, we also are furthering the progress of humanity. We are helping to cultivate and prepare the next generation of leaders, inventors, healers, and artists who will make the difference for our entire civilization. ” Special Needs Advocacy Resource Book Weinfeld and Davis 13 COPY ONLY W 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 14 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. 15 5

9/27/18 Reasons 2E Students Are Not Identified Teachers say that the child is gifted but not ■ performing so child is not trying. It is the child’s fault. (gift masks challenges) Teachers say that there is no evidence of the ■ gift. Teachers focus on weaknesses. (challenges mask gift) Teachers say that the child is average so what ■ is wrong with being average? (challenges and gifts mask each other) 16 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??? 17 17 Checkpoint n Who are smart kids with learning difficulties? n Why is it important to identify them? 18 6

9/27/18 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 19 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 20 The Problem 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 21 7

9/27/18 Guidance from the Office of Civil Rights Participation in GT Instruction ■ 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 22 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 23 Marisa Stemple Accommodations n What does it feel like to the student when we don ’ t provide appropriate accommodations? 24 8

9/27/18 Obstacles to Learning-The Worm n W riting n O rganization n R eading n M emory 25 Understanding by Design 26 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 27 9

9/27/18 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. 28 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. 29 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. 30 10

9/27/18 Case Management n Communicating with all involved staff n Facilitating Home-School Partnership n Working with student to develop self- advocacy 31 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… 32 504 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 11

9/27/18 Guidance on Identification ■ 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 . 34 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 12