The way I would explain the term of exceptionalities is that of individuals who have a medical diagnosis of a disability that can affect their cognitive, mental, physical and/or other abilities to learning or move in many ways that “normal” individuals can. In which case exceptionalities is present in all of us. When it comes to an exceptionality that interests be, it would be that of Behavioral disorders because the challenges that are present for a child who has a behavior disorder can impact their learning due to not having the ability to focus due to their disability and they may act out because they are overwhelmed by the task asked of them. A great adaptation for a child with a Behavioral Disorder (BD) would “Promote self-regulation
Cognitive behavior therapy, also short for CBT, is part of a psychotherapy treatment that can solve mental problems and boost happiness by modifying dysfunctional emotions, behaviors, and thoughts. CBT focuses on encouraging, and challenging patient’s cognitions and change the dysfunctional behavior patterns by effective solutions (Jason, 2015). It’s also used to treat the mental and emotional part of behavior such as an eating disorder. This type of therapy is done to change how you think and feel about food, eating, and body image because it can also improve poor eating habits and prevent relapse.
DK, a 20 year old, white female displays characteristics of a personality disorder, specifically a cluster B “Dramatic” personality disorder. Cluster B personality disorders include antisocial, borderline, histrionic, and narcissistic disorders (Comer, 2015). People with a “Dramatic” personality disorder display dramatic, erratic, or emotional behaviors, which hinder their ability to have meaningful, long-lasting relationships with others (Comer, 2015). In the particular case of DK, her behaviors seem to correlate with borderline personality disorder.
Special Needs: Students will receive extra time to complete the task. They will do fewer descriptive details.
In a person’s life, they may encounter and be face with many challenging circumstances or situations that may deeply affect them. It may make a person feel like they are a failure or even cause heartbreak of some kind. These situations may cause a person who once was so outgoing and happy to become detach from the outside world and avoid interaction with people and relationships. A new study has shown that about 31 million Americans has a personality disorder (Davis, 2017). Personality disorders is a type of mental disorder that makes individuals suffering from this to exhibit persistent unsuitable and abnormal behaviors, thinking, and at times they have trouble perceiving information and situations in a healthy way (Butcher, Hooley,
This article is about “the difficulties of meeting the needs of twice-exceptional (2e) students, including students who are gifted with learning disabilities (LD)” (Yssel, 2014, p. 42). The problem with identifying students like this, is that they either mask their disability with their giftedness or vice versa. This masking effect “may cause both exceptionalities to appear less extreme; a student may fail to meet gifted criteria because the disability affects testing performance, or the student is performing at grade level and thus does not qualify for services under LD. In the past schools throughout the United States used the discrepancy model to identify students with LD” (Yssel, 2014, p. 44). “One major argument against the discrepancy model was that it makes early identification of a learning disability difficult” (Taylor, 2009, p 109). The twice exceptional students’ “needs were not evident until upper elementary or even middle school, at which point their frustration and LD might have permanently affected their motivation and ability to make appropriate progress in the curriculum with the reauthorization of the Individuals With Disabilities Education Act in 2004, some states have since mandated use of the Response to intervention model. RTI replaces the wait-to-fail component of the discrepancy model with early intervention. The RTI model is divided into three tiers, in the first tier there is, observations and a Universal screening (which) identifies students who are academically at risk; during this screening, however, is when teachers and other professionals should consider whether they might be missing students who are gifted with LD.” (Yssel, 2014, p. 44).Ali, Mark and Lacy are three students that have a learning disa...
Mental health is created by our interactions with people and events in the world around us. The World Health Organization (WHO) defines mental health as “a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community” (WHO, 2001).
Pupils who exhibit gifted characteristics along with another disability are referred to as ‘twice-exceptional students’ (Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which analyzes the responses and perceptions through interview, of one particular individual (Andrew) who was identified as being gifted and talented (G/T) and who had emotional and behavioral disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer understanding of Andrew’s community and school experiences, as they stated that there was a lack of empirical data focusing upon pupils who displayed such behaviors.
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
Jace is six years old and very intelligent. He can do advanced math problems for his age/grade such as multiplication and division. He is reading at a third grade level, and has outstanding writing abilities. Jace has a love for Legos. He does not want to leave the room or much less his house without them. Jace is in first grade this year and despite many efforts to help with behavioral outbursts his teachers and principal do not know what to do with him. They are considering putting him in a self-contained classroom to minimize the problems they are facing now. For instance, when Jace does not get what he wants he begins to clench his fists, yell, and act out violently both against his peers as well as his teachers. Jace does not like large crowds, noises, or distractions-- all of which seem to set Jace off into one of his violent episodes. Jace has extreme difficulties identifying his emotions, taking responsibility for his actions, and communicating his frustrations.
This chapter introduces the concepts of exceptional students, the concepts of inclusion, and how these ideas have developed in the Canadian education systems. I have taken classes that cover these concepts before, but it is interesting for me to review them in the light of both my pre-internship and internship experiences. After these experiences I think I am better able to understand these concepts because I have dealt with them as a classroom teacher.
“Cognitive-behavior therapy refers to those approaches inspired by the work of Albert Ellis (1962) and Aaron Beck (1976) that emphasize the need for attitude change to promote and maintain behavior modification” (Nichols, 2013, p.185). A fictitious case study will next be presented in order to describe ways in which cognitive behavioral therapy can be used to treat the family members given their presenting problems.
If I had a children in my class with an exceptionality I would keep it
lives with is grandparents, parents and one younger sister. Grandparents speak Spanish. Parents and children speak Spanish and English. had been ill frequently during first grade and missed a number of days of school. Parents indicated enjoys school.
High Incidence disabilities are mild disabilities that affect most of the special education students in schools today. “Approximately 36 percent of all students with disabilities served under IDEA have specific learning disabilities.” (Turnbull, Turnbull, Wehmeyer & Shogren, 2016 p. 104)The three areas that fall under the title of a high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders. Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or another related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point they may be referred to for testing or an evaluation to see what might be going on with the student.
According to standard 1, “beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities” (CEC Initial Level Special Educator Preparation Standards). This is shown through teaching students mastery, and using accommodations to do so, for students to achieve on level learning. More important than creating accommodations for students, is to understand where they come from. Mrs. Ottlinger new all her students and family to an almost personal level, she liked to know what was going in their life, and how she used the information to her advantage, on how she would teach a lesson, and give homework. She also was able to read the frustration level of her students, and when it was becoming too much for the student she would suggest a break, or a small activity that acted as a break without the student knowing. For example, one day, while doing Phonics First practice, a student was growing very frustrated while recalling the Latin roots of words (flashcards, which are part of the Phonics first method) an activity that was supposed to act as review. After writing the roots in the sand, Mrs. Ottlinger suggested that the student go wash his hands. As he left, Mrs. Ottlinger told me that this student never