Is Fitness Important to Everyday Life?

Diana Bridges, Ryan Davila, & Chris Randolph

Modifications for the Gifted & Talented

Many educators have become well-versed in modifying the regular classroom curriculum to meet the needs of students with disabilities. Educators are not as experienced, however, in meeting the instructional needs of high-ability students. In a growing number of states, revisions in regulations pertaining to gifted and talented students are requiring that high-ability students, previously served in part-time pull-out programs, must also receive appropriate instruction within the context of their regular classrooms. For example, in Kentucky, high-ability students can no longer be viewed as sufficiently served by a once-monthly or once-weekly program. These students have educational needs that must be met daily, just as students with disabilities have.

General Strategies for Modifying the Curriculum

The objectives for modifying standard curricula for high-ability students include:

• meeting the learning capacity of the students,
• meeting the students’ rapid rates of learning in all or some areas of study, and
• providing time and resources so that students can pursue areas of special interest.

In order to modify standard curricula for high-ability students, Lois Roets (1993) proposed three options:

• lesson modifications,
• assignment modifications, and
• scheduling modifications.

Lessons can be modified through acceleration or enrichment of content. Assignments can be modified through reducing regular classroom work or providing alternate assignments. Scheduling options include providing opportunities for high-ability students to work individually through independent study, shared learning in homogeneous groupings with peers of similar ability and interests, and participation in heterogeneous groupings of mixed-ability students.

Lesson Modifications

One way teachers can extend or enrich the content they present is by asking open-ended questions. Such questions stimulate higher order thinking skills and give students opportunities to consider and express personal opinions. Open-ended questions require thinking skills such as comparison, synthesis, insight, judgment, hypothesis, conjecture, and assimilation. Such questions can also increase student awareness of current events. Open-ended questions should be included in both class discussions and assignments. They can also be used as stimulation for the opening or conclusion of a lesson.

Conclusion

The focus of educational services for high-ability students is shifting to the regular classroom. While this expansion of services to the regular classroom is a welcome recognition of the need to challenge high-ability students all day, every day, this initiative also brings with it a significant need to train regular education teachers. Support staff such as educators of gifted and talented students and school psychologists must learn to become effective consultants to assist regular classroom teachers in applying instructional strategies appropriate for meeting the needs of high-ability students.

References

Roets, L. (1993). Modifying standard curriculum for high ability students. New Sharon, IA: Leadership Publishers.

Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Minneapolis, MN: Free Spirit.

Modifications for Emotionally Disturbed

According to IDEA (Individuals with Disabilities Education Act) the student who has an emotional handicap exhibits one or more of the following characteristics, over a long period of time, to the extent that he or she is unable to take advantage of or participate in the regular education program:

·     Inability to learn cannot be explained by intellectual, sensory, or health factors.

·     Demonstrates inappropriate types of behaviors or feelings under normal 
circumstances.

·     General mood is one of unhappiness or depression.

·     Tendency to develop physical symptoms, pain, or fears associated with personal or school problems.

·     Unable to build or maintain satisfactory interpersonal relationships with peer or teacher.

·     Demonstrates a variety of excessive behaviors, ranging from hyperactive and  
aggressive responses to severe depression and withdrawal.

Educational Considerations 

School districts are responsible for determining whether a child needs special education and related services as a result of having an emotional or behavioral disorder or mental illness. Children who come to school with significant emotional problems may be so distracted by these issues that they cannot participate in regular activities without assistance. Without specialized help to manage their behaviors or emotions, many children are unable to benefit from their educational program. 

·     The team should explore the need for strategies and support systems to address any behavior that may impede the learning of the child with the disability or the learning of his or her peers.

·     States shall address the needs of in-service and pre-service personnel (including professionals and paraprofessionals who provide special education, general education, related services, or early intervention services) as they relate to developing and implementing positive intervention strategies.

Intervention plans emphasizing skills students need in order to behave in a more appropriate manner, or plans providing motivation to conform to required standards, will be more effective than plans that simply serve to control behavior. These plans should include positive strategies, program or curricular modifications, and supplementary aids and support to address the behaviors in question.

Resources

*Maryland Coalition of Families for Children's Mental Health
10632 Little Patuxent Pkwy, suite 119
Columbia, Md. 21044
410.730.8267
Toll free: 1.888.607.3637
Web: www.mdcoalition.org

*Federation Of Families for Children's Mental Health
1021 Prince Street
Alexandria, VA 22314 
703.684.7710

*Families Involved Together
2219 Maryland Ave.
Baltimore, Md. 21218
419.235.5222

*The Parent's Place of Maryland
7484 Candlewood Road, Suite S
Hanover, Md., 21076
410.859.5300

Modifications for ADD

Do not place the ADD student near: Air conditioners, heaters, high traffic areas, doors or windows. Keep the classroom door closed. Keep the room free of clutter. Distracting posters, signs, and hanging pictures should relate to the lesson being presented

Seat students in rows

Maintain eye contact with the ADD student during verbal instruction. Make directions clear and concise. Simplify complex directions. Avoid multiple commands.

ADD children often benefit from a required daily assignment notebook. The teacher can check to make sure the student correctly writes down all assignments

Anything that spices up the lesson will be beneficial for children with ADD, helping them to pay attention. Students could be allowed to make frequent responses to teacher questions by holding up hand signals or written signals or by answering in unison.

http://www.findcounseling.com/journal/attention-deficit-disorder/special-education-lesson-plans.html