Gifted And Talented Research Powepoint

Research power point on gifted and talented!!!!

Gifted And Talented Research Powepoint

Accommodations that may be used, but are not limited to, include:

 Highlighted textbooks

 Extended time on tests or assignments

 Peer assistance with note taking

 Frequent feedback

 Extra set of textbooks for home use

 Computer aided instruction

 Enlarged print

 Positive reinforcements

 Behavior intervention plans

 Rearranging class schedules

 Visual aids

 Preferred seating assignments

 Taping lectures

 Oral tests

 Individual contracts http://www.greatschools.org/special-education/legal-rights/868-section-504.gs?page=3 Possible Accommodations to Consider Presentation  Provide on audio tape  Provide in large print  Reduce number of items per page or line  Provide a designated reader  Present instructions orally Response  Allow for verbal responses  Allow for answers to be dictated to a scribe  Allow the use of a tape recorder to capture responses  Permit responses to be given via computer  Permit answers to be recorded directly into test booklet Setting  Provide preferential seating  Provide special lighting or acoustics  Provide a space with minimal distractions  Administer a test in small group setting  Administer a test in private room or alternative test site Timing  Allow frequent breaks  Extend allotted time for a test Test Scheduling  Administer a test in several timed sessions or over several days  Allow subtests to be taken in a different order  Administer a test at a specific time of day Other  Provide special test preparation  Provide on-task/focusing prompts  Provide any reasonable accommodation that a student needs that does not fit under the existing categories http://www.ncld.org/students-disabilities/accommodations-education/accommodations-include-iep504-students-ld Examples of Accommodations & Modifications By Eve Kessler, Esq. Program accommodations and modifications are available to children who receive services under IDEA or Section 504 of the Rehabilitation Act General Accommodations: Large print textbooks Books on tape Textbooks for at-home use Graphic organizers Additional time for assignments Quiet corner or room to calm down and relax when anxious A locker with adapted lock Preferential seating Review of directions Alteration of the classroom arrangement Review sessions Reduction of distractions Use of mnemonics Answers to be dictated Have student restate information Hands-on activities Provision of notes or outlines Use of manipulatives Concrete examples No penalty for spelling errors or sloppy handwriting Adaptive writing utensils Follow a routine/schedule Support auditory presentations with visuals Alternate quiet and active time Use of a study carrel Teach time management skills Assistance in maintaining uncluttered space Rest breaks Weekly home-school communication tools (notebook, daily log, phone calls or email messages) Verbal and visual cues regarding directions and staying on task Peer or scribe note-taking Agenda book and checklists Space for movement or breaks Daily check-in with case manager or special education teacher Study sheets and teacher outlines Adjusted assignment timelines Extra visual and verbal cues and prompts Visual daily schedule Lab and math sheets with highlighted instructions Varied reinforcement procedures Graph paper to assist in organizing or lining up math problems Immediate feedback Use of tape recorder for lectures Work-in-progress check Use of computers and calculators Personalized examples Testing and Assessment Accommodations: Answers to be dictated Read test and directions to student Frequent rest breaks Provide study guides prior to tests Additional time Highlight key directions Oral testing Test in alternative site Untimed tests Use of calculator or word processor Choice of test format (multiple-choice, essay, true-false) Extra credit option Alternate ways to evaluate (projects or oral presentations instead of written tests) Pace long-term projects Accept short answers Preview test procedures Open-book or open-note tests Simplified test wording; rephrased test questions and/or directions General Modifications Allow outlining, instead of writing for an essay or major project Projects instead of written reports Use of alternative books or materials on the topic being studied Highlighting important words or phrases in reading assignments Computerized spell-check support Modified workload or length of assignments/tests Word bank of choices for answers to test questions Modified time demands Provision of calculator and/or number line for math tests Pass/no pass option Film or video supplements in place of reading text Modified grades based on IEP Reworded questions in simpler language Behavior modifications: Breaks between tasks Use peer supports and mentoring Cue expected behavior Model expected behavior by adults Daily feedback to student Have parent sign homework Have contingency plans Have parent sign behavior chart Use de-escalating strategies Set and post class rules Use positive reinforcement Chart progress and maintain data Use proximity/touch control http://www.smartkidswithld.org/guide-to-action/educational-planning/examples-of-accommodationsand-modifications

EDUC 2301 Lesson Plan Form Grade Level: (circle one) K 1 2 3 4 5 6 Subject Area: (Math, Science, Language Arts etc.) Group Size: (How many children will be involved?) TEKS Skill: (Define the TEKS skill you are going to target during this lesson.) Lesson Objective: (Explain what exactly the student will be able to do after completing the lesson.) Focus Activity: (Explain how you will get the students’ attention and get them focused on the lesson.) Instructional Strategy: (Provide detailed steps showing how you will implement your activity/lesson.) Activity to Check for Understanding: (Explain what you will do to determine if your objective has been met.)

Points Possible 200  Choose one of the special populations of students listed in the Week 5 Discussion Forum “Research Project” for 10 points.  Choose at three references besides the textbook, one of which should be a book or journal for 20 points in Week 7.  Using the information, describe the population in detail. Include the characteristics of the disability, the challenges they face in the public school classroom, and what modifications will need to be made by a regular classroom teacher to help them be successful students. Include a regular classroom lesson plan with examples of the activities that could be used to address the modifications needed by students from this population. An outline is due in Week 10 and is worth 70 points.  Use all this information to produce a PowerPoint presentation to be shared with your classmates. Your presentation should include a narration and should last from 3 to 6 minutes. The final slide should cite all your sources. The project is due in Week 14 and will be assessed using the rubric below. This part of the project is worth 100 points.  Post your completed project to the Discussion Forum in Week 13.  View your classmates’ projects on the Discussion Forum. Use the grading rubric below and evaluate their projects, emailing both your instructor and the classmate who produced the project a copy of the completed rubric. You will receive 5 bonus points for each project you evaluate. . The following Rubric will be used to grade your finished project: Project Instructions (at least 5 minutes, Power Point using narration, included all elements, sited at least 3 credible sources, correct English usage etc.) None of the instructions were followed. 5points Few instructions were followed. 10points Most instructions were followed. 15points All instructions were followed. 20points Lesson Plan (Component 1: grade, subject, grp size, TEKS; Component 2: focus activity; Component 3: instructional strategy/understanding; Component 4: modifications) Lesson plan not included or adequately addressed only one component 5points Lesson plan adequately addressed 2 components 10points Lesson plan adequately addressed 3 components 15points Lesson plan adequately addressed all 4 components 20points Characteristics of disability/disorder/condition This area not addressed. 5points Minimally addressed this area. Adequately addressed this area. Thoroughly addressed this area. 10points 15points 20points Causes and treatments of disability/disorder/condition This area was not addressed. 5points Minimally addressed this area. 10points Adequately addressed this area. 15points Thoroughly addressed this area. 20points Challenges of and modifications for disability/disorder/condition This area was not addressed. 5points Minimally addressed this area. 10points Adequately addressed this area. 15points Thoroughly addressed this area. 20points

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