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Learners with Exceptionalities
Chapter Outline and Summary
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Chapter 5: Learners with Exceptionalities
Chapter Outline
- Changes in the Way Teachers Help Students with Exceptionalities
- Individuals with Disabilities Education Act (IDEA)
Amendments to the Individuals with Disabilities Education Act
- Students with Learning Problems
- The Labeling Controversy
Mental Retardation
Learning Disabilities
Attention Deficit/Hyperactivity Disorder (ADHD)
Behavior Disorders
Communication Disorders
Visual Disabilities
Hearing Disabilities
Assessment and Learning: Assessment Trends in Special Education
- Students Who Are Gifted and Talented
- Creativity: What Is It?
Identifying Students Who Are Gifted and Talented
Teaching Gifted and Talented Students: Instructional Strategies
- The Teachers’ Role in Inclusive Classrooms
- Identifying Students with Exceptionalities
Teaching Students with Exceptionalities: Instructional Strategies
Technology and Learning: Assistive Technology
Chapter Summary
- Changes in the Way Teachers Help Students with Exceptionalities
- In the past, students with exceptionalities were often segregated from the regular classroom. Mainstreaming began the process of integrating them with nondisabled students, and inclusion takes the process further by creating a web of services. Inclusion is most effective when regular education and special education teachers closely collaborate on instructional adaptations for learners with exceptionalities.
Federal laws and regulations require that students with exceptionalities be taught in the least restrictive environment, guarantee the right to parental involvement through due process, protect against discrimination in testing, and provide learners with IEPs.
- Students with Learning Problems
- Categorizing students with exceptionalities is widespread and controversial. Categories include mental retardation, learning disabilities, behavior disorders, communication disorders, visual disabilities, and hearing disabilities. Students from cultural minorities are disproportionately categorized as having learning problems.
- Students Who Are Gifted and Talented
- Gifted and talented students display unique abilities in specific domains. Acceleration moves these students through the regular curriculum at a faster rate; enrichment provides alternative instruction to encourage student exploration.
- The Teacher's Role in Inclusive Classrooms
- Teachers’ responsibilities in inclusive classrooms include identifying learners with exceptionalities and adapting instruction for them. In the process of identification, teachers describe and document learning problems and strategies they’ve tried. Effective instruction for students with disabilities uses characteristics of instruction effective with all students. In addition, teaches provide additional instructional support, modify homework assignments and reading materials, and help students acquire learning strategies.
An additional responsibility is to promote social acceptance for students with disabilities through modeling, practice, and feedback. Attitudes of other students can be improved through instructional approaches focusing on increased understanding and through strategies such as peer tutoring and cooperative learning, which provide students with opportunities to interact in productive ways.
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