Students will analyze how the 50 State Quarters Program represents both the diversity and unity of the United States. They will identify human and physical geographic characteristics of Roman culture from Roman coins and examine how Roman emperors used coins to help unify
their empire.
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.”
" (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.""
High intelligence, whether expressed in cognitive abilities such as the capacity to generalize, conceptualize, or reason abstractly, or in specific abilities such as creative behavior, results from the interaction between inherited and acquired characteristics. This interaction encompasses all of the physical, mental, and emotional characteristics of the person and all of the people, events, and objects entering the person’s awareness. Our reality is unique to each of us.
The term “twice-exceptional,” also referred to as “2e,” is used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria.
(SpLD), speech and language disorders, emotional/behavioral disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD)
used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria
twice-exceptional,” also referred to as “2e,”
highly knowledgeable and talented in at least one particular domain.
ifficulty in the school environment, where organization, participation, and long-term planning play a role.
highly creative, verbal, imaginative, curious, with strong problem-solving ability, and a wide range of interests or a single, all-consuming expertise
difficulty keeping up with course rigor, volume, and demands--resulting in inconsistent academic performance, frustration, difficulties with written expression, and labels such as lazy, unmotivated, and underachiever.
Characteristics of lessons
Clear lessons;
Lessons relevant to students’ lives; and
Collaborative lessons.
Particular activities
Class discussions;
Hands-on;
Multimodal;
Creativity and the creative arts; and
Out-of-class experiences.
Among the eight components that we identified as contributing to effective and engaging lessons, the components reflected in the above narrative are relevance to this girl’s life and group collaboration.
One central finding of Reichert and Hawley (2010b) is that boys elicit the kinds of teaching they need.
Teachers designed lessons that captured student attention, which led to more meaningful classroom learning. This suggests that girls, like boys, elicit the pedagogy they need, though perhaps without (overtly) displaying resistance to the degree that boys do, and that both male and female teachers of girls are especially attuned to what girls need in terms of pedagogy and activities that maximize girls’ engagement.
How can I work to meet the needs of boys AND girls in my classroom? What are the practices that will enhance the learning of them both without taking away from the other in any way?
Relating lessons to real life, having clear lessons that are collaborative, including class discussions, creating hands on activities, including creative arts and out of classroom experiences can better enhance the education of girl learners.
refers to a learning disorder that is characterized by deficits in visual-spatial organization and processing that significantly interferes with academic and social functioning
strengths within auditory perception, rote verbal information, and simple motor skills.
strengths in reading abilities
tactile and visual perception, complex psychomotor abilities, and processing novel information.
attention and memory for tactile and visual information, concept formation, and problem-solving.
rouble with reading comprehension (especially complex material), mathematics, and science.
Social and emotional deficits are also characteristic of NLD, and may present as disturbed social perception, social judgment, and/or social interaction
The Temporary Assistance for Needy Families (TANF) program provides states and territories with flexibility in operating programs designed to help low-income families with children achieve economic self-sufficiency. States use TANF to fund monthly cash assistance payments to low-income families with children, as well as a wide range of services.
The Office of Family Assistance collects and analyzes data on TANF caseloads, expenditures, work participation rates, recipient characteristics, and more.
An emotional and behavioral disorder is an emotional disability characterized by the following: (i) An inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age children, this would include other care providers. (ii) An inability to learn which cannot be adequately explained by intellectual, sensory or health factors. (iii) A consistent or chronic inappropriate type of behavior or feelings under normal conditions. (iv) A displayed pervasive mood of unhappiness or depression. (v) A displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems.
Definition of Emotional and behavioral disorder (EBD)
A child with EBD is a child who exhibits one or more of the above emotionally based characteristics of sufficient duration, frequency and intensity that interferes significantly with educational performance to the degree that provision of special educational service is necessary
No matter where they obtain their education, they need an appropriately differentiated curriculum designed to address their individual characteristics, needs, abilities, and interests.
Content consists of ideas, concepts, descriptive information, and facts. Content, as well as learning experiences, can be modified through acceleration, compacting, variety, reorganization, flexible pacing, and the use of more advanced or complex concepts, abstractions, and materials.
To modify process, activities must be restructured to be more intellectually demanding.
Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. Some people with ASD have a known difference, such as a genetic condition. Other causes are not yet known. Scientists believe there are multiple causes of ASD that act together to change the most common ways people develop.
ASD begins before the age of 3 years and can last throughout a person’s life, although symptoms may improve over time. Some children show ASD symptoms within the first 12 months of life. In others, symptoms may not show up until 24 months or later. Some children with ASD gain new skills and meet developmental milestones, until around 18 to 24 months of age and then they stop gaining new skills, or they lose the skills they once had.
Early identification in school improves the likelihood that gifts will be developed into talents.
Because no two gifted children are alike is important to collect information on both the child's performance and potential through a combination of objective (quantifiably measured) and subjective (personally observed) identification instruments in order to identify gifted and talented students.