@EXC4020 They might feel isolated if the rest of their peers are all on same page or sharing in any struggles/successes; they might not be challenged enough and lose interest, thus disengaging; any special attention might lead to feeling isolated as well!
@EXC4020 Teachers should have their own set of guidelines for evaluating this for students, especially when making lesson accommodations accordingly. We can look at group work, public speaking, writing, reading, and other wide ranges of performance using assessments beyond standardized
@EXC4020 Because it’s based off of what’s equivalent to standardized testing, it doesn’t account for students who test poorly based on various cultural differences, such as ELL students who academically might be “gifted” but because of language barrier, they don’t qualify according GA
@EXC4020 I don’t agree with this program evaluation because it doesn’t account for circumstance or character, purely the “numbers” of the student rather than who they actually are. I have plenty of students who manage to test well but are actually struggling with real life application
@EXC4020 This could happen for a number of reasons, mainly because of negative mindsets where schools and teachers focus on what they CANT do rather than what they can; certain stereotypes attached or lower expectations
@EXC4020 Teachers can challenge the gifted unachievers by giving them alternative ways of viewing a lesson, even if just making the lesson more interactive so it’s engaging; or teachers can let them be the “masters” of something so they take authority in their content and feel in charge
@EXC4020 One accommodation might be having personal lamps or lights that provide a less intense lighting environment than the overhead, which would help students with visual impairments or sensitivities.
@EXC4020 IHPs are important for educators to use as a resource, because they outline the necessary accomodations and symptoms or general information regarding the student's condition. They also help when student transfer schools because they carry over, making a smoother transition.
@EXC4020 Educators have to constantly check that expectations are equally high for all students, regardless of students with disabilities. This means having same expectations for participation & work completed, still including necessary accommodations, not starting with lower expectations
@EXC4020 Some health impairments might be considered "invisible" because they don't have obvious symptoms that we might be used to. This might mean certain behaviors are disguising the real health issue, or a student simply struggles without showing any real symptom or indication.
@EXC4020 Assistive technology can make up for areas where students might not be able toshow theirunderstanding without such assistance. For instance, if a student struggles to speak or produce written work by hand, the assistive technology could compensate for it & you still see they know
@EXC4020 First you might check if their actual IEP. If you need more information, you could reach out to specialists within the school, if available, or even the nurse for more insight, as medical information is helpful.