See the list provided by the National Dissemination Center for Children with Disabilities outlining the identification process. Then, compare to the former to the latter requirements from the Virginia Department of Education Instruction for Gifted Students.
Step 1. Child is identified as possibly needing special education and related services.
Step 2. Child is evaluated.
Step 3. Eligibility is decided.
Step 4. Child is found eligible for services.
Step 5. IEP meeting is scheduled.
Step 6. IEP meeting is held and the IEP is written.
Step 7. After the IEP is written, services are provided.
Step 8. Progress is measured and reported to parents.
Step 9. IEP is reviewed.
Step 10. Child is reevaluated.
A. Screening B. Referral C. Identification D. Service for:
1.General intellectual aptitude.
2. Specific academic aptitude.
3. Career and technical aptitude
4. Visual or performing arts aptitude.
Teachers should identify learners to ensure they are receiving adequate curriculum and instruction. For instance teacher should notice that gifted students are highly motivated and conceptualize project easily or help other students (Woolfolk, 2010). Additionally, gifted students also advance using complex research tools such as articles and primary resources, search engines and encyclopedias. Compared to individuals with a learning disability, such students achieve success on smaller, focused tasks and remain on task with the use of organized agendas, while working with peers or working one-on-one with a specialist (Woolfolk, 2010). Furthermore, inclusion for students who have disabilities or handicaps can be reached using an inclusive environment or a least restrictive environment in addition to general education instruction (Considering LRE in placement decisions, 2010, September).
Instructors can also use structured and unstructured environments, so that all students will learn lessons directly from the teacher and collaborate with peers (Ornstein, Levine & Gutek, 2011). In an unstructured setting students can be in heterogeneous small groups to facilitate social interaction and brainstorming, or engage in cooperative learning using pairs (Woolfolk, 2010). These tactics will promote equity and a person-centered classroom by avoiding susceptibility to forming discriminating groups (Woolfolk, 2010). By including each student, everyone develops a purpose; gain respect for each other and connects their contribution to the classroom and the community.
Here are some fun facts from the 26th Annual Report to Congress on the implementation of IDEA, which stated that 85% of elementary and middle school language arts students received the following support services:
• 61.9% are provided extra time to take tests or complete assignments.
• 36.8% are given shorter or different assignments.
• 35.3% have tests read to them
• 33.4% take modified tests.
• 33.3% receive feedback more frequently than other children.
• 30.4% receive slower-paced instruction.
- 22.7% are provided physical adaptations
Considering LRE in placement decisions. (2010, September). Retrieved from http://nichcy.org/schoolage/placement/placement-lre.
Ornstein, A. C., Levine, D. U., & Gutek, G. L. (2011). Foundations of education. Belmont, CA: Wadsworth Cengage Learning
The Virginia Department of Education. (1995). Regulations governing educational services for gifted students (8VAC20-40-20). Retrieved from website: http://www.doe.virginia.gov/administrators/superintendents_memos/2010/178-10a.pdf
Woolfolk, A. (2010) Educational Psychology (11th ed.). Upper Saddle River, NJ: Pearson