1. By: Jennifer Collins August 25, 2017
Exceptional Learners
By: Jennifer Collins
August 25, 2017

2. Upcoming Topics Exceptional Learners Legislation Special Education
Intervention
Response
Additional Outside Support

3. What are Exceptional Learners?
Exceptional learners are those who require special education and related services if they are to realize their full potential. (Kauffmann & Hallahan, 2005)
There are 2 important concepts of exceptional learners.
The variations in their characteristics.
The need for special education in order to be successful.

4. Indiana Department of Education. (2017, September 6)
Indiana Department of Education. (2017, September 6). Find school and corporation data reports | IDOE. Retrieved September 7, 2017, from

5. What is a Disability?
A disability is the inability to do something, a diminished capacity to perform in a specific way (Hallahan, D., Kauffman, J., & Pullen, P. 2015). Some examples may include but are not limited to the following
Learning or attention disabilities
Traumatic brain injury
Autism
Emotional or Behavioral disorders
Vision impaired
Hearing impaired
Physical disability

6. Special Education
Special Education is a program designed to meet the needs of exceptional learners by ways of special instruction, materials and equipment (Hallahan, D., Kauffman, J., & Pullen, P. (2015).
There are other services that are available to support an individual part of the special education program if services are deemed appropriate.
Occupational therapy
Physical therapy
Medical treatment
Counseling
Psychological evaluations

7. Foundation of Present Day Special Education
Individualized Instruction
The child’s characteristics are the foundation of the teaching approach.
A sequenced series of educational tasks
These tasks begin where the child is comfortable and gradually develops into more challenging tasks.
Stimulation of the child’s senses
To support the child of becoming more aware of his/her environment and learn how to respond in an educational setting
Meticulous Arrangement
The classroom environment and the child’s level of comfort should coincide to encourage a natural learning atmosphere.
Positive Reinforcement
The child is rewarded for his/her good behavior as it is a desired continuance.
Enhancement of functional skills
This helps the child perform to the best of their ability in every day life.
Belief that every child is capable of learning
Every child is able to expand their learning and show growth with appropriate support.
Hallahan, D., Kauffman, J., & Pullen, P. (2015)

8. Individuals with Disabilities Education Act
The Federal Government passed a law in 1975 called the “Education for All Handicapped Children Act.” This law was amended in 1990 and became the “Individuals with Disabilities Education Act” or IDEA. Once more in 2004 an amendment was made to the name that is now the “Individuals with Disabilities Education Improvement Act” or IDEIA. Ideia is still referred to as 2014 idea (Hallahan, D., Kauffman, J., & Pullen, P. (2015).
The law still has the same meaning as it did years ago.
ALL EXCEPTIONAL LEARNERS HAVE THE RIGHT TO A FREE AND PUBLIC EDUCATION

9. U. S. Department of Education. (2017, January 6)
U.S. Department of Education. (2017, January 6). IDEA section 618 data products. Retrieved from

10. Americans with Disability Act
The Americans with Disability Act or ADA became a law in 1990.
This law protects individuals with disabilities from discrimination.
Protects their civil rights in employment, public accommodations, transportation, and in state and local governments.

11. Special Education Identification Process
There is a process required by IDEA that must be followed in order to receive special education services.
Child Identification
All students take part in the identification process by completing RTI. RTI is an assessment to see if the child can respond to research-based intervention.
RTI is used to measure the amount of change in academic success for the student from general education instruction.
RTI consists of 3-Tiered levels
Tier 1 is mass testing to locate students who are borderline between failing or passing in academics
Tier 2 offers small group instruction led by a teacher or paraprofessional;
Tier 3 Members of the multidisciplinary team developed and IEP and the student is on the most intense level of intervention or support.

12. What is an IEP?
An IEP is an Individualized Educational Program written to meet a child’s needs and help them reach their fullest potential.
An IEP is a legal document and must meet the IDEA criteria
The IEP contains the needs of the child, a list of all individuals that took part in creating this IEP, and projected goals that are achievable at some point.
The IEP is created for an individual and should be contoured as such, not meeting the state standards.

13. IEP Accommodation Variations
Accommodations are different for each student depending on their individual needs. Here is a list of some possibilities.
Test read aloud/longer testing times
Check often for understanding
Provide visual cues
Monitor if in need of a sensory break
Small group testing
Allow fidget items
Preferential seating
Use of a calculator
Provide opportunities to help as a reward

14. Classroom Inclusion
Inclusion - an action or state of including or of being included within a group or structure.
Inclusion is letting exceptional learners be part of the nonexceptional learners in a general education classroom with the support of a teacher. If appropriate, this is in the best interest of the child. Their differences should not exclude them in activities with peers. Inclusion also supports social cognitive development by allowing interaction with children the same age as them.

15. Additional Support Groups
NICHCY (
Child Development Institute (
Through the Looking Glass (
Parents Helping Parents (
E-Ready Special Education Information for Parents( m?ItemNumber=3713

16. Summary
During this presentation I covered information regarding current mandated laws IDEA and ADA. We also discussed RTI as a plan of intervention. This test measures a negative change in academic success for the entire student body. An IEP or Individualized Education Program is then set in place and operates of a three tier process. Level 1 offers very little assistance as to where level 3 involves full involvement of the Special Education Department. This program is designed to meet the needs of exceptional learners and enhance their academic learning abilities.

17. Reflection
In my presentation, I chose to discuss the foundation of Special Education. I felt this was important because not many people are aware of the building blocks used to create this program. The laws IDEA and ADA are important for teachers and parents to know and understand as they were created with the best possible intentions for exceptional learners. There is a step by step process that must be followed in order to properly meet a students needs. Their needs are categorized into a three tier system, level 1 having low special education involvement and level 3 having the highest involvement. Being a caregiver to an exceptional learner can be very stressful at times. There are several support groups available to caregivers/families.
This PowerPoint presentation allowed me to gain a better understanding of Special Education. I became familiar with the laws that were created to protect the rights of exceptional learners. I personally, had never heard of IDEA or ADA. Since learning of them, I fully support the reasoning behind both laws. Using RTI to begin what is called the “intervention process” seems very efficient. The entire student body is assessed and monitored so intervention can begin to best meet the needs of the student. The IEP or Individualized Educational Program, I found to most interesting. The process of initiating and completing and IEP is a meticulous task that involves the teamwork of parents, general education teachers, administration, and the special education department. IDEA has regulations for IEPs to abide by, but the goal is ultimately supporting the student in academicS.

18. Resources
Hallahan, D., Kauffman, J., & Pullen, P. (2015). Current practices for meeting the needs of Exceptional Learners. In Exceptional learners: an introduction to special education(13th ed., pp. 20-45). New York City, NY: Pearson.
Indiana Department of Education. (2017, September 6). Find school and corporation data reports | IDOE. Retrieved September 7, 2017, from data-reports
U.S. Department of Education. (2017, January 6). IDEA section 618 data products Retrieved from files/index.html#bccee