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How are disability and exceptionality defined in schools

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Reference no: EM132220853

FOUNDATIONS OF EXCEPTIONALITIES

Chapter 3

How do concepts like "learning styles" and "multiple intelligences" inform or misinform instructional design? As a leader, how can you make a positive impact on student outcomes based on this information?

How are disability and exceptionality defined in schools? How does that differ from how society, in general, defines the terms?

In your own words, what is intelligence and how is it assessed schools? Discuss the pros and cons.

How do students who are gifted fit within the paradigm of exceptional children? What will you do as a leader to ensure they are not overlooked?

What does it mean to be "at-risk" and how does that differ from being in special education?

Based on the information learned in Chapter 3, reflect on the information presented and describe how this evidence may impact you as a leader in the field of education.

Specifically, address at least 2 concepts from the reading related to your profession and describe how these may impact students with special needs under your direct or indirect leadership. Incorporate a biblical rationale for making decisions and include at least one scripture verse to support your reason.

Textbook:

O'Brien, C., & Beattie, J. (2017). Teaching students with special needs: A guide for future educators. (2nd ed.). Dubuque, IA: Kendall Hunt. ISBN: 9781524916664.

Reference no: EM132220853

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