SPE-226: Educating The Exceptional Learner
Caula Rogers
SPE-226 Educating the Exceptional Learner
September 14, 2013
Professor Gibson Lifelong Learning
Developmental incapable, as dyslexia, can have an effect on a child’s capability to comprehend as well as to use language, do calculations of math, and coordinate movements as well as direct attention. This is typically diagnosed in students at the beginning of school. Developmental incapable illnesses affect the capacity to understand, speak, and write, as well as affect the capacity to interpret what they see/or hear as well as combine information from all parts of the brain. Such problems widen schoolwork and can hinder reading, writing, and use of the English language. Developmental …show more content…
J., & Lynch, E. W. (1992). Family diversity: Implications for policy and practice. Topics in Early Childhood Special Education, 12(3), 283-306.
Harry, B., & Kalyanpur, M. (1994).Cultural underpinnings of special education: Implications for Professional interactions with culturally diverse families. Disabilities & Society, 9, 145-165.
Hughes, S. (1992). Serving culturally diverse families of infants and toddlers with disabilities. Infant- Toddler Intervention, 2,167-177.
Karnes, M. B., ed. (1983). The Undeserved: Our Young Gifted Children. Reston, VA: The Council for Exceptional Children.
Karnes, M. B., & R. C., Lee – Early Childhood. Reston, VA: The Council for Exceptional Children.
Lazzaria, A. M., & Kilgo, J.L. (1989). Practical methods for supporting parents in early transition. Teaching Exceptional Children, 22(1), 40-43.
Lynch, E. W., & Hanson, M. J. (1992). Steps in the right direction: Implications for interventionists.
Lynch, E. W., & Hanson M. J. (Eds.) Developing cross-cultural competences. A guide for working with young children and their families (pp.355-370). Baltimore, MD: Brookes.
Meadows, J. L. (1991). Multicultural communicate, Physical and Occupational Therapy in Pediatrics, 11(4), …show more content…
The entire process of the IEP and IEP committees is an essential component of the implementation and placement of any SWD. It becomes more profound for Pre-K students and those who will be transitioning to embracing a regular life of expectations. You were able to clearly provide the keen information needed to express the appropriate and important procedures/process that goes into making sure the Early Childhood programs are developed with fidelity. As well as the process and importance of making sure that students are able to begin to think about and create an action plan to transition from the school to society. This is why you were able to touch upon making sure that testing and appropriate testing must be addressed. This will work hand in hand with the student making the transition
SPE-226 Educating the Exceptional Learner
September 14, 2013
Professor Gibson Lifelong Learning
Developmental incapable, as dyslexia, can have an effect on a child’s capability to comprehend as well as to use language, do calculations of math, and coordinate movements as well as direct attention. This is typically diagnosed in students at the beginning of school. Developmental incapable illnesses affect the capacity to understand, speak, and write, as well as affect the capacity to interpret what they see/or hear as well as combine information from all parts of the brain. Such problems widen schoolwork and can hinder reading, writing, and use of the English language. Developmental …show more content…
J., & Lynch, E. W. (1992). Family diversity: Implications for policy and practice. Topics in Early Childhood Special Education, 12(3), 283-306.
Harry, B., & Kalyanpur, M. (1994).Cultural underpinnings of special education: Implications for Professional interactions with culturally diverse families. Disabilities & Society, 9, 145-165.
Hughes, S. (1992). Serving culturally diverse families of infants and toddlers with disabilities. Infant- Toddler Intervention, 2,167-177.
Karnes, M. B., ed. (1983). The Undeserved: Our Young Gifted Children. Reston, VA: The Council for Exceptional Children.
Karnes, M. B., & R. C., Lee – Early Childhood. Reston, VA: The Council for Exceptional Children.
Lazzaria, A. M., & Kilgo, J.L. (1989). Practical methods for supporting parents in early transition. Teaching Exceptional Children, 22(1), 40-43.
Lynch, E. W., & Hanson, M. J. (1992). Steps in the right direction: Implications for interventionists.
Lynch, E. W., & Hanson M. J. (Eds.) Developing cross-cultural competences. A guide for working with young children and their families (pp.355-370). Baltimore, MD: Brookes.
Meadows, J. L. (1991). Multicultural communicate, Physical and Occupational Therapy in Pediatrics, 11(4), …show more content…
The entire process of the IEP and IEP committees is an essential component of the implementation and placement of any SWD. It becomes more profound for Pre-K students and those who will be transitioning to embracing a regular life of expectations. You were able to clearly provide the keen information needed to express the appropriate and important procedures/process that goes into making sure the Early Childhood programs are developed with fidelity. As well as the process and importance of making sure that students are able to begin to think about and create an action plan to transition from the school to society. This is why you were able to touch upon making sure that testing and appropriate testing must be addressed. This will work hand in hand with the student making the transition