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8083MOD4RESPONSE.docx

8083MOD4RESPONSE.docx

Response 1

Michelle Hampton 

RE: Discussion 2 – Module 4

COLLAPSE

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Introduction

Most states and school districts use a combination of tests and assessment tools to identify gifted and talented students. Relying on a single test or instrument to identify gifted students is uninformative and disadvantageous. To do so leaves too much room for error, such as missing students who do not test well and ignoring or discounting test bias. A multidimensional and multimodal assessment approach that collects information in a variety of ways and from a variety of sources is more accurate and equitable in the identification of GT students (Heward et al., 2022). Because of their diverse needs, it is important to asses gifted and talented children in order to give them a meaningful learning experience.

Scenario

Luke is a 10-year-old boy in Grade 5. He has not been formally psychometrically tested. However, Luke’s results from his school-based standardized tests and evidence from the teachers indicate that he performs well in classwork. Since Grade 1, look has been performing well, and his mother suspects that Luke is gifted. He asks a lot of questions, shows a lot of interest in progress, have in-depth information on many things, often want to know why, why not, or how something is so. Luke’s mother is worried that his son might be an underachiever if not given the appropriate learning environment. What is one of the possible assessment tool for Luke?

Reference

Heward, W., Alber-Morgan, S., and Konrad, M. (2022).  Exceptional children: An introduction to special education. Pearson

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Response 2

Chukwunonyelum Eneje 

RE: Discussion 2 – Module 4

COLLAPSE

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Module 4-discussion 2-EDDD 8083

According to Banerjee & Luckner ( 2013), it states that early childhood educators are most effective when they gather and use assessment data to provide teaching and services to children with and without exceptionalities and their parents. Also, educators should use assessment and intervention to design and apply appropriate programs and service delivery to the children they work with within their setting (Banerjee & Luckner, 2013).

The scenario-

During the writing activity time in the school and other activities that involves writing. A child, Jaina, aged seven years, always writes big letters and words on her paper for every sentence, she wants to write. She finds it difficult to write a word or some words that need to be written in small letters into big letters. Also, mathematics was a struggle and so were writing and reading. When the educator gives her homework to do that is supposed to take her twenty minutes, she spends over two hours, especially in mathematics. The educators always notice that she will just sit there not understanding anything. She loves stories and telling stories but when she is told to read a book, it takes her many weeks or even months to read it because it is hard for her to focus on lines when she reads. And often she skips letters, words or even sentences. The child that was discussed in the scenario was diagnosed. And it was found she has a learning disability, Attention Deficit and Hyperactivity disability (ADHD).

My question is, ‘What are the intervention strategies that could be used by the educators and other professionals to support her learning?’

 

 

 Reference

Banerjee, R., & Luckner, J. L. (2013). Assessment practices and training needs of early childhood professionals. Journal of Early Childhood Teacher Education, 34 (3), 231-248.https:/doi.org/10.1080/10901027.2013.816808.

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Regards,

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