Kassandra Martin

[Kassandra Martin @KassMartin70]

@EXC4020 Because, like students with disabilities, they may differ from their peers in a way that they are able to perceive and/or in a way that makes it difficult to relate to their peers.

[Kassandra Martin @KassMartin70]

@EXC4020 By recognizing that mental ability and language ability are not the same thing, and by providing proper accommodations in the classroom, so that students are able to fully participate in class and show what they know.

[Kassandra Martin @KassMartin70]

@EXC4020 Identifying students for evaluation still primarily relies on teacher identification. Lack of awareness/training for recognizing gifted children might result in some gifted students not being tested. Furthermore, the tests themselves might not be normed for diverse learners.

[Kassandra Martin @KassMartin70]

@EXC4020 GA is one of the states that uses a multi-modal process of evaluation instead of administering a standardized test. I prefer this. Standardized tests are often not designed with the diverse learner in mind therefore leading to further underrepresentation of diverse students.

[Kassandra Martin @KassMartin70]

@EXC4020 Student with disabilities are often overlooked as the focus tends to concentrate on their disability. Also, students with disabilities often do fit the stereotype of a 'gifted' student.

[Kassandra Martin @KassMartin70]

@EXC4020 One way would be to encourage them to become more involved in the school outside of class. This could be done through extracurricular activities, encouraging positive peer relationships, mentors, etc.

[Kassandra Martin @KassMartin70]

@EXC4020 By remembering that students with severe disabilities are capable of learning and also by keeping instruction appropriate for their needs and capabilities (modelling, chunking, direct and explicit instruction, etc.)

[Kassandra Martin @KassMartin70]

@EXC4020 As the book instructs, students with disabilities need to be taught skills in context because they often struggle with generalization. Community based instruction allows for the practicing of skills in the contexts in which they will be used.

[Kassandra Martin @KassMartin70]

@EXC4020 Education for students with severe disabilities should be functional. They need instruction teaches them the skills they will need in everyday life, so that they are prepared to be as independent as possible in their adult lives.

[Kassandra Martin @KassMartin70]

@EXC4020 Educators can make students with severe disabilities valued members of their school by assisting them to be active participants in their schools. Not just in the gen ed classroom but in extracurricular actives such as committees, clubs, teams, etc.

[Kassandra Martin @KassMartin70]

@EXC4020 Through exposure. By including students w/severe disabilities in the gen ed classroom when possible. By focusing on functional instruction that allows students to be active, productive members of the their community and interact with the public.

[Kassandra Martin @KassMartin70]

@EXC4020 There are various supports and modifications that teachers may apply in order to assist students with severe disabilities in the classroom. For instance, the book mentions that observational learning can be effective. Teachers could utilize small groups or peer assistance.

[Kassandra Martin @KassMartin70]

@EXC4020 By understanding that the behavior is often not a choice and helping students to develop emotional self regulation, so that they can recognize when they are becoming dysregulated and develop skills to manage it.

[Kassandra Martin @KassMartin70]

@EXC4020 Teachers can support students' academic needs by providing supports that minimize the effort needed to process language such as guided notes, graphic organizers, etc. Also, incorporating students' interests into lessons can increase engagement among students with autism.

[Kassandra Martin @KassMartin70]

@EXC4020 Student with autism have difficulty processing auditory information. Images can help to facilitate this information. By accompanying classroom/task expectations with an image, student with autism might have an easier time participating in class.

[Kassandra Martin @KassMartin70]

@EXC4020 Those who are neurotypical are able to filter stimuli without thinking making it difficult to imagine the sensory bombardment that those with autism might face. The simulations made it less theoretical and easier to empathize with.

[Kassandra Martin @KassMartin70]

@EXC4020 It is the role of the student's educators.. Explicit instruction in developing social skills such as script fading and video modelling can help students to better understand social expectations. Using peer mediation helps student to practice and apply social skills.

[Kassandra Martin @KassMartin70]

@EXC4020 The text explains that no two children with autism are the same, but that it typically affects social interactions, communication, and features repeated patterns of behavior. At the beginning stages of development, it often manifests as a fixation on objects rather than people.

[Kassandra Martin @KassMartin70]

@EXC4020 A barrier that can exist in a co-teaching setting is that one co-teacher might feel as if they occupy more of an assistant role rather than that of an educator. This could be overcome by collaborating and sharing in the planning of lessons.

[Kassandra Martin @KassMartin70]

@EXC4020 By using effective assessments which will allow them to know how to best differentiate for their class.