1. CHAPTERCHAPTER Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. TEACHERS, SCHOOLS, AND SOCIETY NINTH EDITION DAVID MILLER SADKER KAREN R. ZITTLEMAN 2 Why is understanding the diversity of learners important in establishing a safe learning environment?

2. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Exceptional Students Learning disabilities Mental /intellectual disabilities Behavior disorders Hearing impairments Communication disorders Visual impairments Attention deficit hyperactivity disorder Autism spectrum disorder Other health and physical impairments Image sources hyperlinked to images

3. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Defining “Gifted and Talented” Traditional Definition: IQ score of 130 or higher Label of “giftedness”: IQ score of 160 or higher National Association for Gifted Children: (five elements) Artistic and creative talents, intellectual and academic abilities, and leadership skills Robert Sternberg: Wisdom; how one uses “gifted” skills Let’s watch this short film about giftedness to see how difficult it is to define. https://www.youtube.com/watch?v=sD4azls3Jdc

4. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. CHARACTERISTICS OF GIFTEDNESS Figure 2.2 2.5

5. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Characteristics of Gifted http://www.riverdale.k12.oh.us/CharacteristicsofGiftedChildren.aspx Very exclusive club—only 6% of student population are academically gifted--invites hostility To some it seems unfair to provide extra services for children already at an advantage Some parents reluctant to request additional services Suffer boredom and negative peer pressure Drop out: more likely—females, children of color, and ELLs Lost to neglect and apathy Not always successful at school Many think about suicide because they are haunted by: Sense of isolation and loneliness Pressure to achieve Fear of failure

6. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. APPROACHES TO TEACHING GIFTED STUDENTS Read pp. 45- 46 in Sadker AdvantagesDisadvantages Advanced Placement (AP) college-level courses International Baccalaureate (IB) rigorous degree program in science, math, languages Enrichment: independent study; small-group inquiry; investigations; academic competitions Acceleration Skip grades or receive college credit early Student Generated Responses 2.6

7. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. CRITICAL PRINCIPLES OF SPECIAL EDUCATION 1.Zero reject 2.Nondiscriminatory education 3.Appropriate education 4.Least-restrictive environment 5.Procedural due process 6.Individualized education program (IEP) In groups, read pp. 46-52 Generate definitions and examples of the terms to the right. Record two other interesting ideas from the reading 2.7 Image source hyperlinked

8. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. DISTRIBUTION OF STUDENTS SERVED UNDER IDEA Figure 2.4 2.8 Source: U.S. Department of Education, Digest of Education Statistics, 2007, Table 47 (Issued March 2008)

9. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. ACCOMMODATIONS FOR STUDENTS WITH SPECIAL NEEDS—creating a safe environment KEY POINTS: 1.Use group work 2.Use hands-on and activity-based learning 3.Adjust the type and length of assignments 4.Individualize instruction (use support staff) 5.Carefully select materials or create your own 6.Present information orally and visually 7.Use technology 8.Examine the classroom environment 9.Use various forms of assessment 2.9