CHAPTER 3 HIGH INCIDENCE EXCEPTIONALITIES

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CHAPTER 3 HIGH INCIDENCE EXCEPTIONALITIES

• British Columbia School Systems

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High Incidence

• Gifted or Developmentally advanced
• Learning disabled
• Attention Deficit Hyperactivity Disorder (ADHD or
  ADD)
• Communication Exceptionalities
• Behavioral and Emotional Exceptionalities
• Mild Developmental Disabilities

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LANGUAGE AND LABELLING

• Exceptionality Students who have high abilities
  in particular areas or disabilities that impact
  learning
• Labelling Pros and Cons
• Does NOT tell which methods of teaching/strategies
  to use
• Does Not identify the specific concerns of the
  individual
• Can become self fulfilling prophecies.

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School District 061 6 Year - Graduation Rates

• 2001/02 2002/03 2003/04
  2004/05 2005/06
• All Students 73 7 3
  73 79 73
• Female 74 76
  77 81 76
• Male 71 70
  70 74
  71
• Aboriginal 33 34
  35 37 36
• ESL 63 71
  75 82
  79
• French Immersion 91 87
  90 78 85
• Special Education Performance Reporting Groups
  
• Sensory Disabilities 78 93
  62 55 54
• Learning Disabilities 40 45
  56 70 66
• Behaviour Disabilities 10 11
  15 1 3 20
• Gifted 100 100
  100 100 100
  Refer to the Glossary
  for details.

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MINISTRY OF EDUCATION B.C. Definition of Special
Education Student

• Category A -Physically Dependent
• Category B Deaf andBlind
• Category C Moderate to Severe/ Profound
  Intellectual Disability
• Category D Physical Disability/Chronic Health
  Impairment
• Category E Visual Impairment
• Category F Deaf or Hard of Hearing

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SPECIAL EDUCATION CATEGORIES CONTINUED

• Category G Autism
• Category H Intensive Behavior
  Intervention/Serious Mental Disorder
• Category K Mild Intellectual Disability
• Category P Gifted
• Category Q- Learning Disability (Formerly J)
• Category R Moderate Behavior Support/Mental
  Illness (Formerly M and N)

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HIGH INCIDENCE

• K - Mild Intellectual Disabilities
• P - Gifted
• Q - Learning Disabilities
• R - Students Requiring Behavior Support or
  Students with Mental Illness
• ALL SCHOOL BASED FUNDING

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LOW INCIDENCE

• A Physically Dependent with Multiple Needs
• B Multiple Disabilities Deaf and Blind
• C Moderate to Profound Intellectual
  Disabilities
• D Physical Disability Chronic Health
• E Visual Impairment
• F Deaf or Hard of Hearing
• G Autism
• H Intensive Behavior Interventions or Serious
  Mental Illness
• FUNDING IS TO THE INDIVIDUAL

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TOTAL ENROLMENT

• 02/03 04/05 06/07
• Victoria 22,056 21, 388 20,587
• Saanich 9,664 9,367 8,425
• Sooke 9, 385 9,325 9,026

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ENROLMENT - Saanich

• Grade 9 10 11 12
• 01/02 881 850 1,102 1082
• 02/03 831 991 989 1235
• 03/04 887 958 1243 984
• 04/05 866 998 1216 1103
• 06/07 797 885 1081 941

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School District 61 Victoria

• Grade 9 10 11 12
• 02/03 1,820 1894 2415 2187
• 03/04 1767 1864 2521 1862
• 04/05 1765 1765 2647 1839
• 05/06 1820 1843 1855 1940
• 06/07 1680 1900 1988 1718

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Special Education in School District 61

• Number of Students 2002/03 2003/04
  2004/05 2005/06 2006/07
• Total 2,361 2,325
  2,357 2,489 2,425
• A - Physically Dependent 36
  33 30 28 28
• B - Deafblind 1
  2 3 3
  3
• C - Moderate to Profound
• Intellectual Disability 105
  102 108 113
  107
• D - Physically Disability/
• Chronic Health Impairment 193 208
  202 216 102
• E - Visual Impairment 18
  19 18 16
  15
• F - Deaf or Hard of Hearing 47 47
  47 46
  37
• G - Autism Spectrum Disorder 57 60
  61 81
  201
• H - Intensive Behaviour Interventions/Serious
• Mental Illness
• K - Mild Intellectual Disability 101 88
  92 88
  90
• P Gifted 535
  475 436 484
  488
• Q - Learning Disability 740 727
  716 694 748
• R - Moderate Behaviour
• Support/Mental Illness 164 224
  282 347 298

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TERMINOLOGY

• Disability Inability to do something specific,
  such as walk or see
• Handicap Disadvantage in a particular situation
• Stephen Hawking Lou Gehrigs disease confined
  to a wheel chair, cannot speak or walk.. Is a
  disability but did not prevent him for his career
  as a Theoretical Physicist

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GIFTED STUDENTS

• A student possesses demonstrated or potential
  abilities that give evidence of exceptionally
  high capability with respect to intellect,
  creativity or the skills associated with specific
  disciplines.
• Often display outstanding abilities in more than
  one domain

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GIfted

• Developmentally advanced in specific areas /
  domains
• May be gifted in more than one area , however
  also may be of average ability or less in others
• 2 5 of the Canadian school population

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Gifted

• Cognitive characteristics differ in three general
  ways
• Rate at which they learn material or skills
• Depth of their understanding
• Range of interests

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Gifted - Cognitive characteristics

• Large vocabulary and high verbal fluency
• Excellent retention of new knowledge
• Facility for learning quickly and easily
• Ability to generalize information
• Ability to make abstractions readily
• Good observational skills
• Good organizational and planning skills

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Gifted Cognitive continued

• Large vocabulary and high verbal fluency
• Excellent retention of knowledge
• Facility for learning quickly and easily
• Demonstrated ability to utilize information
  learned and to generalize from it
• Ability to think and or utilize abstractions
• Good observational skills, understand the
  complexity of relationships
• Good organizational and planning abilities

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Behavioral

• Varies significantly
• Exceptional leadership abilities
• Intellectual abilities more advanced than
  emotional/ behavioral

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Gifted

• High task commitment- work hard with relatively
  little external motivation
• Important that teacher monitor expectations,
• Often highly creative

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INTELLIGENCE

• Ability or abilities to acquire and use knowledge
  to solve problems and adapt to the world.
• DEFINITIONS vary a great deal
• - One basic ability that affects performance on
  all cognitively oriented Tasks - G - Spearman

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What does IQ mean

• Average IQ -100.. 50 of a randomly selected
  population will score above 100 and 50 below
• 68 of the population 85 - 115
• NATURE VERSES NUTURE Is Intelligence primarily
  influenced by genetics or is the environment the
  dominant
• Great deal of controversy -Arthur Jensen ,
  prominent Psychologist in US found that
• Orientals score higher than Caucasians and
  Caucasians score higher than Blacks on IQ tests

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Intelligence

• Cattell and Horn Fluid and Crystallized
• Fluid mental efficiency that is culture free,
  non-verbal and is biologically based
• Crystallized Ability to apply culturally
  relevant/approved problem solving skills
  Knowledge, vocabulary , facts.

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GARDNER MULTIPLE INTELLIGENCES

• Logical Mathematical
• Linguistic (Verbal)
• Musical
• Spatial
• Bodily Kinesthetic
• Interpersonal (Understanding others)
• Intra personal (Understanding self)
• Naturalist (Observing and Understanding nature)

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Gardner

• Intelligence is the ability to solve problems and
  create products or outcomes that are valued by a
  culture.
• CRITICS -Just talents, not mutually exclusive.
  Logical /Mathematical and Spatial highly
  correlated
• Importance encourages teachers/coaches to think
  outside the box

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How is Intelligence Measured

• Alfred Binet - 1904 Public education system in
  Paris. How do we identify children who need extra
  help.
• Concept of IQ Intelligence Quotient
• IQ Mental Age/Chronological Age was developed
  at Stanford University when Binets IQ was
  brought to North America

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Behavioral

• Important to assist student in setting realistic
  goals and objectives
• Maturational development may be uneven, i.e. they
  may be more cognitively developed than
  behaviorally or emotionally

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Implications for teaching

• Need to discover what are the students strengths,
  areas of interest and provide a challenge
• Determine learning preferences alone , with
  similar level peers , and or interested in
  assisting others
• May have difficulty focusing / narrowing down
  their future goals and careers. Assist them with
  course choices

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Recommendations from gifted kids Vancouver
University Hill Secondary School

• Let me work ahead and at higher levels
• Let us work with older kids
• Give us independent programs
• Provide additional challenge in our talent areas
• Use Humor
• Use more videos, films , Technology

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Learning Disabled

• Affect the acquisition , organization, retention
  and understanding or use of verbal and non verbal
  information in individuals of otherwise average
  intelligence.
• Learning disabilities vary in terms of degree of
  severity.

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LD

• Not all students with LDs are alike. Specific
  difficulties in one or more academic areas poor
  concentration, coordination, hyperactivity,
  impulsivity, problems organizing and interpreting
  visual and auditory information disorders of
  thinking, memory, speech and hearing.
  Difficulties interpersonally and in keeping
  friends

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LD

• Most common LDs problems with reading.
  Phonemic weakness- sense that words are composed
  of separate sounds and these sounds can be
  combined to say and spell words
• Math computation and problem solving
• LD kids writing is illegible.

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Newfoundland/Labrador Adaptations for LD
students

• Provide overviews of lessons in chart form
• Vary the mode of presentation (oral, visual,
  activity based)
• Cue students to listen to or makes notes about
  important points
• Give clear, short directions
• Have the student repeat definitions, instructions
  etc
• Break a large topic into smaller ones

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Adaptations continued

• Use a collaborative and cooperative learning
  approach
• Offer assistance when it is needed, usually after
  they have asked a peer
• Prepare study guides of key words and concepts
• Use of technology, lap top instead of writing,
  calculator, tape recorder

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LD Teaching Strategies

• Ensure that you allow the LD student enough time
  to practice what they have learned
• Teach outlining demonstrate how to
  summarize/highlight a chapter

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Swanson and Deshler

• Instructional factors that make a difference
• Questioning ask your students questions about
  what U just covered
• Sequencing and segmentation be sure to be
  organized and break the material until into
  shorter segments
• Skill modelling demonstrate the skills U want
  the students to demonstrate
• Explicit practice - Get the students to work
  their way through a problem step by step

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LD

• Small group setting cooperative practice
• Assigning homework and then ensure that you mark
  it and get it back quickly
• Technology Computers, videos, power point,
  tape recorders
• Scaffolding
• TWO MOST IMPORTANT - Explicit practice and
  advanced organization

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Attention Deficit Hyperactivity Disorder

• 3 -5 of Canadian school aged children
• Boys 3 4 times more likely to be affected than
  girls
• Major Characteristics ADHD where
  Inattentiveness is predominant
• Ignore details. Make careless errors, trouble
  staying on a task

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United States ADHD/ADD

• The study's findings cover 1997 through 2006.
• In each of those years, nearly 50 million
  children fell into the six-to-17 age range, the
  study estimates. Roughly four million of them
  were given an ADHD or ADD diagnosis, the study
  estimates.
• For children ages six through 11, the proportion
  hovered around seven per cent during those years.
  But for children 12 through 17, it rose from just
  under seven per cent to nearly 10 per cent

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ADHD- MEDICAL

• According to the CDC, doctor's visits for
  children under 15 where methylphenidate - also
  known as Ritalin - was prescribed or given went
  from 1.9 million in 1993 to 3.2 million in 2005.
• The marketing of newer ADHD drugs like Aderall XR
  and Strattera to adults and older kids is pushing
  up use

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ADHD

• Where Hyperactivity/Impulsivity is predominant
  symptom
• Difficulty staying at their desk, squirm, shout
  out answers, interrupting other students
• COMBINED TYPE - Not listening when you speak ,
  difficulty in making and keeping a schedule,
  homework not done or handed in late. Answering
  questions before asked, walking around the
  classroom, disrupting others

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ADAPTING CLASSROOM - ADHD

• Provide a structured environment with as few
  distractions as possible
• Make your self understand at the beginning of the
  task short clear directions write them on the
  board as well
• Model what is to be done and repeat and explain
• Guided practice Give as much structure and
  guidance at the beginning of the activity to
  ensure they start off properly
• Increase self direction

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Strategies for self management

• Cognitive behavioral intervention assist the
  student in changing their thinking and attitude
  about an issue
• Link how their thinking impacts their behavior.
• Set out step by step directions and have the
  student say them out loud if necessary and then
  eventually say them to themselves altering self
  talk

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Interventions

• Medication stimulants
• Ritalin (methylphenidate) and Dexedrine
  (dextro-amphetamine) 5 fold increase from 1990
  -1997

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Communication Exceptionalities

• Disorders of speech articulation, voice and
  fluency
• Expressive/Receptive language problems
• Speech and language pathologists should take the
  lead
• Your responsibility create a supportive
  environment , be aware of the particular students
  concerns
• Answers that require brief responses, practice in
  small groups

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Behavioural and Emotional Issues

• Mild behavior disorder can generally be managed
  with the assistance of a resource teacher,
  counsellor, youth worker etc.
• Moderate and Severely Behaviorally disordered
  youth increased intervention required in order
  to protect other students/staff

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Characteristics of Moderate and Severe BD

• Aggression physical and verbal ADHD,
• Negative Psychological states High levels of
  anxiety, depressed,
• Behaviour issues- truant, substance abuse, lying,
  vandalism

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Possible strategies

• Structure organized
• Immediate feedback about both positive and
  negative behaviors
• Zero tolerance for violence in your classroom, or
  of a student coming to class high or intoxicated
• Positive problem solving work with the student
  on a one on one basis, utilize resource worker,
• Be respectful, firm and clear
• Recognize gains, mention positive aspects of
  behavior and attitude

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Developmental Disabilities

• In the U.S. still refer to mentally retarded
• Disability characterized by a significant
  limitation in both intellectual functioning and
  in adaptive behaviour

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Terminology

• Mild , moderate , severe and profound ..
  Primarily related to IQ scores
• More recently Mild and Severe

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Academic issues

• Delays in physical , cognitive, language and
  social development
• PHYSICAL -Possible - Fine as well as gross motor
  coordination problems . As a result difficulties
  with printing, writing, athletics

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Developmental Disabilities

• Cognitive short term memory, attention, ability
  to retain and generalize information
• Reading comprehension, mathematical
  computation/reasoning and problem solving can be
  more difficult

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