Learning Resources

Required Resources:

• Course Text: Exceptional Children: An Introduction to Special Education
  
  Note: For each chapter, read the designated sections up to “Educational Approaches”
  
  • Chapter 9, “Deafness and Hearing Loss” (pp. 333–3 51)
  • Chapter 10, “Blindness and Low Vision” (pp. 371–3 80)
  • Chapter 11, “Physical Disabilities, Health Impairments, and ADHD” (pp. 407–411, 413–427, 430–4 31)
  • Chapter 12, “Low-Incidence Disabilities: Severe/Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury” (pp. 453–4 63)
  • Chapter 13, “Giftedness and Talent” (pp. 492–5 09)
    
• Article: Berger, J. (2007, February 7). Federal law drains resources for the gifted. New York Times [Late Edition (East Coast)], p. B.9. Retrieved from ProQuest Central Database. (Document ID: 1211766651).

Note: Though NCLB may change in the next few years, this article still provides valuable insights as to the attitudes prevalent in education today.

Note: This article can be found in the Walden Library databases, accessed from your myWalden page. If you need more information to help you find this article, click on the link for How Do I…? on the Library Home Page, and access the links that explain how to find articles and search the databases. Also provided on this help page are advanced search strategies and quick tips on keyword searches and saving PDF files.

Optional Resources

• American Society for Deaf Children American Speech-Language-Hearing Association
• National Federation of the Blind National Organization of Parents of Blind Children
• United Cerebral Pals National Institute of Neurological Disorders and Stroke
  
• Publications: Muscular trophy Campaign Epilepsy Foundation
• “Epilepsy in Childhood”Juvenile Diabetes Research Foundation International
• American Psychological Association Online

• National Center for Deaf-Blind Youths and Adults
• National Association for Gifted Children

The Gifted and Talented: A “Special” Special Need

“… ‘gifted students are truly our forgotten children. Neglected in our schools and ignored by our policymakers, they spend their days dozing through classes in which they aren’t learning’ ” (Heward, 2009, p. 501). Many families and educators believe that children who are gifted and talented are not being adequately identified and served in many public schools today. There are no broad federal mandates, backed by government funding, that require every state to provide students identified as gifted and talented with services for their unique needs. There are few efforts to identify and meet the needs of children who possibly fall under one of the categories you have already studied and who are also gifted and talented.

Review Chapter 13 on pages 492–509 in your course textfor definitions of giftedness and talent and background information on the challenges for students and schools. Also review the article “Federal Law Drains Resources for the Gifted,” which provides valuable insights as to the attitudes prevalent in education today.

Consider the following:

• What you have learned about children who are gifted and talented
• What are the special needs of young children who are gifted and talented? What are the special needs of older children?
• What are arguments for doing more to support children who are gifted and talented?
• What are arguments against using public money for gifted programs?
• What are the risks for these children when a school program does not meet their needs?

By Day 3:

Based on the material that you have read and with your thoughts in mind. Post the following:

• Which, if any, of the definitions of gifted and talented should be added to IDEA as categories of special needs, and why.
• Explain your position, pro or con, including any limits you would place on the categories of gifted and talent that would be served. Cite references from the reading to support your views.