“You were created with the divine purpose of fellowshiping with God, who is the source of your contentment”. Karen Maloy
Concerns with identification
November 10, 2010 by
The current assessment system is indicative of a “fail first” ideology that believes that unless there is a visible problem of a child adjusting to the “traditional” classroom environment, there is no reason to look for any differences. Although many learning disabilities are based on physical deficiences, exceptionalities such as giftedness and ADHD are both cognitive disorders, and in the case of ADHD many children have executive function deficits. You are correct in stating that it is hard to access “when there are no behaviors indicators”. In the event of these disorders there are behaviorial indicators, and behavioral problems are usually indicative of a problem that has not been previously addressed. Unfortunately educators who are the ones who spend a great deal of time with the learner are the ones who are expected to “refer” learners for additional services, are not properly trained to recognize those indicators.
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November 6, 2010 by
A learner who is twice-exceptional are those students who have two areas of exceptionality. An area which is increasing growing are gifted learners which have ADHD. When we consider the alarming rate that twice-exceptional learners are being identified, we have to also take into consideration that our schools are not properly prepared to deal with these students. Many teachers are ill-equipped and lack the basic skills necessary to identify and teach these specific learners as they are not addressed within teacher development programs. The question remains what are the options that a parent has in the event that they have to advocate for their child? I will be exploring this subject further in future posts.