Identification
Characteristics
Strategies
Types
Other Disorders
100
A child has a severe discrepancy between achievement and intellectual ability in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, and mathematics reasoning.
What is the definition of learning disabilities
100
Possess outstanding gifts or talents, highly creative, enjoy a wide range of interests, advanced analytic skills, sophisticated sense of humour, good visual memory, advanced vocabulary, good listening comprehension, and curiosity.
What are strengths of 2E learners
100
Use LINKS, mnemonics, LISTS, and FIRSTS. Allows students to utilize their strength areas of creativity and visual memory. For example Every Good Boy Deserves Fudge A mnemonic to help band students to remember musical notes.
What are memorization strategies
100
This student often fidgets or squirms, leaves seat and/or runs about during inappropriate times, has difficulty playing or engaging in leisure activities quietly, talks excessively, blurts out answers before finishing question, cannot wait turns, and interrupts or intrudes on others.
What are characteristics of Gifted with ADHD
100
Oppositional Defiant Disorder Conduct Disorder Intermittent Explosive Disorder Narcissistic Personality Disorder Disruptive Behavior Disorder
What are Anger Disorders in Gifted Children
200
A student who posses an outstanding gift or talent and are capable of high performance, but who also have a learning disability that makes some aspect of academic achievement difficult.
What is a Twice-Exceptional Student
200
Disability makes academic achievement difficult, difficult with activities that require rote memorization and sequencing, suffer from low self-esteem, easily frustrated and distracted, problems with phonics and spelling, poor handwriting, poor organization skills, perform poorly on timed tests, and fail to complete assignments.
What are weaknesses of 2E Learners
200
Use two-column strategy or LINKS strategy. Allows students to organize their notes and become less distracted.
What organization strategies
200
A life-long developmental disability that impairs various aspects of typical development throughout life. A syndrome, defined by the existence of a collection of characteristics such as: difficulty with verbal/nonverbal communication, exhibit rigidity in thought processes, and difficulty with reciprocal social interaction.
What is Autism
200
Bipolar Disorders Cyclothymic Disorder Depressive Disorder Dysthymic Disorder Existential Disorder
What are Mood Disorders in Gifted Children
300
Easily identified as gifted because they demonstrate high IQ or high achievement. Exceptional verbal skills, but poor spelling and handwriting. Students are disorganized and sloppy. Usually never identified as learning disabled because they typically perform on grade level or above.
What is Group One, students who are identified as gifted, but have subtle learning disabilities.
300
Excellent long-term memory, extensive vocabulary, excels in reading comprehension, excels in mathematical reasoning, advanced verbal skills in discussions, facile with computers, grasps abstract concepts, and performs better with challenging work.
What are characteristics of giftedness
300
Use DEFENDS, paragraph organization, and sentence structure. Allows students to write clear and well-organized paragraphs and essays.
What are written expression strategies
300
Qualitative impairment in social interaction; restricted repetitive and stereotyped patterns of behavior, interests, and activities; the disturbance causes impairment in social, occupational, or other important areas of functioning; and there is not a significant language or cognitive delay.
What is Asperger Syndrome
300
Obsessive-Compulsive Disorder Obsessive-Compulsive Personality Disorder Asperger's Disorder Schizoid Personality Disorder Avoidant Personality Disorder
What are Anxiety Disorders in Gifted Children
400
Students' high intelligence works to compensate for their disability, even as that disability prevents their high intelligence from shining. Most teachers do not notice either exceptionality. Students typically function at grade level; however, as coursework becomes more demanding, students will need accommodations to prevent further academic difficulties.
What is Group Two, students whose gifts and disabilities mask on another, leaving them unidentified for either category.
400
Poor short-term memory, speaking vocabulary more sophisticated than written, struggles with decoding words, does poorly at computation, refuses to do written work, handwriting is illegible, has difficulty with spelling and phonics, struggles with easy, sequential material, difficulty with rote memorization, often inattentive in class, and poor auditory and listening skills.
What are characteristics of learning disabilities
400
Use multi-sensory teaching methods, confidence building is key, balance exercises, phonemic awareness, and students should read out loud or whisper read.
What are strategies for working with dyslexics
400
Appears bright and highly intelligent but is unable to read, write or spell. Labeled lazy, dumb, careless and not really bad or not really behind and tests well verbally.
What is Dyslexia
400
To assess for this deficit one must determine whether the problem is due to a skill deficit or a performance deficit. The teacher can assess by testing the student by directly asking what he/she would do or can have the student role play responses in several situations.
What are Social Skill Deficits
500
Students are known for what they are unable to do, rather than what they can do. Sometimes placed in specialization classes for learning disabled students because their disability prevents them from achieving at their potential based on intelligence along. More severe learning disabilities and typically underestimation of their abilities and never receive services for their exceptional abilities.
What is Group Three, students who are identified as learning disabled, but are also gifted.
500
Giftedness may mask the disability and so the child appears average. The disability masks the giftedness and so the child appears learning disabled only.
What happens when gifted characteristics merge with learning disabled characteristics.
500
Teach from the whole back to the parts, allow learning in pairs or groups, place them in cluster groups to have consistent opportunities for high expectations, and use culturally relevant meaning, and value.
What strategies for ELL gifted
500
Acquire language at accelerated rate, add many details, compare ideas and objects, demonstrate evidence of advanced thinking, puts new twists on traditional ideas, seems highly regarded by ethnic peers, and learns content and language simultaneously.
What are characteristics of Gifted ELL
500
Requires services for identified students. Requires accommodations for identified students.
What is IDEA 2004 and Section 504 of Rehabilitation Act of 1973
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