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Disability and Ability By: Evelyn King, Jill Stephens, & Carrie Werner.

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Presentation on theme: "Disability and Ability By: Evelyn King, Jill Stephens, & Carrie Werner."— Presentation transcript:

1 Disability and Ability By: Evelyn King, Jill Stephens, & Carrie Werner

2 Demographics of People With Disabilities

3 An estimated 34- 43 million people living in the U.S. are plagued with chronic disabilities

4 In the 1999 - 2000 school year, the Department of Education reported that 112,993 students with multiple disabilities were being provided services

5 Children with speech problems make up the largest group receiving special services The U.S. Department of Education has reported that 5 out of 1000 school children have at least mild hearing loss

6 1976 - 1991 1991 - Present  Learning disabled  Speech or language impaired  Mentally retarded  Seriously emotionally disturbed  Hard of hearing  Deaf  Orthopedic ally Impaired  Other health impaired  Visually handicapped  multihandicapped  Specific learning disability  Speech or language impairment  Mental retardation  Serious mental disturbance  Hearing impairments  Orthopedic impairments  Other health impairments  Visual impairments  Multiple disabilities  Autism  Traumatic brain injury  Developmental delay

7 In Alachua County, of the 29,686 students, 7,543 are classified as using exceptional education programs This ranges from students who are developmentally delayed - hospital/homebound - those who are profoundly mentally handicapped

8 People with disabilities are the largest single minority group in the U.S.

9 Demographics of Students with Ability The Statistics of students enrolled in gifted talented students. The year 93-94 and 95-96 Florida 74,572 New York 135,000 California 290,000

10 % of Students in Gifted Programs Public schools: 6.43% out of 41,621,660 Private Schools: 4.93% out of 4,970,548

11 How Disability Affects the Classroom

12 Why disability affects the classroom? IDEA - Individuals with Disability Education Act

13 IDEA Free public education must be offered to any student with a disability IEP - Individual Education Program LRE - Least Restrictive Environment

14 How disability affects the classroom? Students with disabilities Students without disabilities The teacher of the classroom Different aspects of the classroom disability may affect…

15 How Teachers Should Address Disability

16 “Students with disabilities in inclusion settings significantly increase the range of curricular applications that teachers are required to know and implement” Meyem, Vergason, and Whelan

17 Although many conditions may be visible and obvious, parents may tell the teacher or nurse about specific conditions or impairments; in some cases the family may choose to remain quiet about the impairment and not inform the school

18 Methods for promoting success: Co-teaching Collaborative consultation Peer collaboration Prereferral teams Teacher assistance teams

19 I ndividualized E ducation P lan

20 Curriculum Based Collaboration

21 Discipline in the classroom “Because even one student can destroy the learning environment for an entire class, behavior problems must be addressed” Meyen, Vergason, and Whelan

22 Points to Remember Remember that a person with a disability is a person - like anyone else Relax Appreciate what the student can do Be considerate Remember we all have handicaps Speak directly to a person with a disability Speak calmly, slowly, and distinctly

23 How Ability Affects the Classroom

24 To take into account with ability in the Classroom Alternated administrative arrangements Assessment ~ of Gifted programs ~ Training Needs Curriculum Development of Gifted programs Federal effort Matching of learner and instructor

25 How Teachers Should Address Ability

26  Identify the gifted students in the classroom  Curiosity  Good memory  Fast learner  Observant  Strong interest in reading

27  Feed the gifted child’s hunger for exploration and curiosity  Classroom  Self-Initiated activities  Choice of projects to choose from

28  Let the gifted children explore (don’t punish!)  Be very flexible and excepting

29  Grading and evaluating Rubric first!

30 Disability and Ability Online! caw83/DisabilityAbility.ppt

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