Bisa stok pilihan menjadi berbakat

Teks lengkap dokumen ERIC (misalnya, EDxxxxxx) tersedia: Di koleksi microfiche di seluruh dunia untuk menemukan Koleksi Sumber Daya ERIK terdekat, arahkan peramban web Anda ke: ericaederc. htm. Untuk biaya melalui ERIC Document Reproduction Service (EDRS): edrs, serviceedrs, atau 1.800.443.ERIC. (Tidak lagi tersedia) Teks kutipan lengkap yang diawali dengan nomor EJ (misalnya, EJxxxxxx) tersedia dengan biaya mulai dari: Jurnal asal Melalui layanan pinjaman interlibrary di perguruan tinggi atau perpustakaan umum Anda Dari layanan reproduksi artikel seperti Infotrieve. 800.422.4633 www4.infotrieve. Serviceinfotrieve ingenta 800.296.2221 ingenta. Ushelpingenta ERIC Istilah Pencarian Penggunaan pendidikan khusus ATAU cacat ED450499 EC308254 Judul: Semut yang Menakjubkan: Unit Tematik yang Ramah dari Guru. BACA BACA. DAN. MAKAN. Seri. Penulis (s) Cardinalli, Antonina Klingborg, Beverly Halaman: 118 Tanggal Publikasi: 2000 Catatan: Diedit oleh Jane Van Dusen. Digambarkan oleh Sandra Estrada dan Anita Jones. ISBN: 1-884362-37-0 Tersedia dari: Dokumen Tidak Tersedia dari EDRS. Ketersediaan: Publikasi Butte, Inc. PO Box 1328, Hillsboro, OR 97123-1328 Situs web: buttepublications. Bahasa: Inggris Tipe Dokumen: Panduan - Kelas - Guru (052) Sumber Geografis: Pengumuman Jurnal Oregon AS: RIEAUG2001 Audiens Target: Guru Praktisi Panduan ini adalah satu dalam serangkaian unit tematik yang dirancang khusus untuk anak tuna rungu dan pendengaran di Taman kanak-kanak sampai kelas dasar Serial ini didasarkan pada prinsip bahwa instruksi bahasa untuk anak-anak ini perlu dilakukan berulang, visual, dan diajarkan dalam berbagai konteks. Ini menggunakan pendekatan dan teknik pengalaman bahasa termasuk tulisan interaktif, pengajaran kosa kata eksplisit, pembacaan buku, penggunaan resep, buku yang dibuat siswa, pelatihan pendengaran, dan papan cerita kelompok. 29 rencana pelajaran disajikan dalam format yang secara singkat menggambarkan pelajaran, mengidentifikasi bidang kurikulum terkait, mencantumkan kata-kata kosa kata, daftar materi yang dibutuhkan, menawarkan informasi persiapan, merangkum proses pelajaran, dan mengemukakan variasi dan ekstensi. Juga termasuk daftar buku anak-anak yang disarankan tentang semut dan 21 templet dan lembar kerja untuk digunakan dengan pelajaran. Deskriptor: Ketulian Gangguan Pendengaran Bahasa Seni Pendekatan Pengalaman Bahasa Kegiatan Belajar Rencana Pelajaran Mendengar Sebagian Pendidikan Dasar Pendekatan Tematik Unit Pengidentifikasi Studi: Semut ED449614 EC308220 Judul: Unsur Penting Instruksi: Rencana Pembelajaran yang Dibuat oleh Magang Pendidikan Khusus, Jatuh tahun 2000. Penulis (s) Nevin, Ann, Ed. Afiliasi Penulis: Arizona State Univ.-West, Phoenix. (BBB31445) Halaman: 36 Tanggal Publikasi: 2000 Tersedia dari: EDRS Price MF01PC02 Plus Postage. Bahasa: Inggris Tipe Dokumen: Panduan - Non-kelas (055) Sumber Geografis: Pengumuman Jurnal Arizona AS: RIEJUL2001 Sasaran Pemirsa: Guru Praktisi Dokumen ini adalah kumpulan enam rencana pelajaran matematika untuk digunakan dengan siswa dengan ketidakmampuan belajar atau keterbelakangan mental ringan. . Rencana pelajaran menggunakan model pembelajaran 5 Langkah Langkah Penting yang dikembangkan oleh Madeline Hunter. Rencana pelajaran dan pengarangnya adalah sebagai berikut: (1) Pelajaran EEI untuk Siswa Tingkat I dengan Ketidakmampuan Belajar dalam Matematika: Mengatakannya Sebelum Anda Melakukannya Strategiquot (Jacqueline Katsoufis, Amanda Libby, dan Lina Nguyen) (2) kutipan Pelajaran EEI Untuk Siswa Kelas III ke-3 dengan Ketidakmampuan Belajar dalam Penalaran dan Komputasi Matematika: Strategi tanya-jawab (Diane Martin-Snyder, Nichole Pottinger, dan Priscilla Romero (3) mengutip Pelajaran EEI untuk Siswa kelas 3-5 dengan Ketidakmampuan Belajar: Ucapan Say - Lakukan Strategi untuk Meningkatkan Kemampuan Mengalikan (Daniel Coburn, Beth Harrison, Cheryl Martin) (4) kutipan Pelajaran EEI untuk Siswa Kelas 7-8 dengan Ketidakmampuan Belajar dalam Membaca Pemahaman: Menggunakan RIDGES Mnemonik Untuk Memecahkan Masalah Cerita di Mathquot (Rebekah Dyer, Nancy Kane , Dan Julia Monoz) (5) quotAn Pelajaran EEI untuk Siswa Kelas 9 dengan Retardasi Mental Ringan: Menggunakan Strategi Mnemonik untuk Memecahkan Masalah Matematika Word RIDGES dan Apakah McDonalds Menjual Keju KejuRsquot (Ann Calvert, Serena C Omella, dan Susan George) dan (6) quotAn Pelajaran EEI untuk Siswa Kelas 10 dengan Kemampuan Belajar Tertentu dalam Matematika dan Belajar Bahasa Inggris sebagai Bahasa Kedua: Menggunakan Mnemonik untuk Problem Solvingquot (Kelly Buck, Annemarie Lampright, dan Donald Rand). Lampiran menguraikan model perancangan pelajaran EEI. Deskriptor: Aritmatika Pendidikan Dasar Tingkat Lanjut Belajar Penyandang Cacat Strategi Pembelajaran Rencana Pelajaran Panduan Matematika Retensi Mental ringan Mnemonik Model Pengajaran Pengenal: Elemen penting Instruksi (Hunter) EJ609764 EC625277 Judul: Bekerja dengan WebQuests: Membuat Web diakses oleh Siswa dengan Penyandang Cacat. Pengarang Kelly, Rebecca Sumber: MENGAJARKAN Anak-anak yang Luar Biasa, v32 n6 hal4-13 Jul-Aug 2000 Tanggal Publikasi: 2000 ISSN: 0040-0599 Bahasa: Inggris Jenis Dokumen: Artikel jurnal (080) Reports - Deskriptif (141) Jurnal Pengumuman: CIJJAN2001 Sasaran Pemirsa: Guru Praktisi Artikel ini menjelaskan bagaimana siswa penyandang cacat di kelas reguler menggunakan format pelajaran WebQuest untuk mengakses Internet. Ini menjelaskan prinsip-prinsip WebQuest yang penting, membuat draf halaman Web, dan komponen WebQuest. Ini menawarkan contoh WebQuest tentang menyelamatkan kapal-kapal cekung, Titanic dan Lusitania. Formulir perencanaan WebQuest disertakan. Deskriptor: Aksesibilitas (untuk Penyandang Cacat) Penyandang Cacat Pendidikan Dasar Dasar Kegiatan Pembelajaran Internet Rencana Pelajaran Mengarusutamakan Penelitian Siswa World Wide Web ED441297 EC307813 Judul: Keterampilan Sosial untuk Sekolah dan Komunitas: Instruksi Sistematik untuk Anak-anak dan Remaja dengan Penundaan Kognitif. Pengarang Sargent, Laurence R. Pengarang Afiliasi: Dewan untuk Anak Luar Biasa, Reston, VA. Div. Pada Bahaya Mental (BBB22977) Dewan Anak Luar Biasa, Reston, VA. (BBB11444) Halaman: 300 Tanggal Publikasi: 1998 ISBN: 0-86586-313-X Tersedia mulai: EDRS Price MF01PC12 Plus Postage. Ketersediaan: Publikasi CEC, Dewan untuk Anak Luar Biasa, Asosiasi 1920 Dr. Dept. K0032, Reston, VA 20191-1589 (Nomor 412: 27.95 anggota CEC 19.95). Tel: 888-232-7733 (Bebas Pulsa) Faks: 703-264-9494 Situs web: cec. sped. org. Bahasa: Inggris Tipe Dokumen: Buku (010) Panduan - Kelas - Guru (052) Sumber Geografis: Pengumuman Jurnal Virginia AS: Audiensi Target RIENOV2000: Guru Praktisi Panduan pengajaran ini menyajikan alasan untuk melatih keterampilan sosial yang proaktif untuk orang-orang dengan keterbelakangan mental. Serta lebih dari 100 contoh instruksi semacam itu di rangkaian K-12. Bab 1 memberikan kerangka kerja konseptual tentang kompetensi sosial dengan prinsip tentang apa, kapan, dan bagaimana cara mengajarkan keterampilan sosial. Bab 2 membahas instruksi langsung keterampilan sosial termasuk penggunaan simulasi dan prosedur dan proses instruksional yang spesifik. Sebagian besar buku ini terdiri dari rencana pelajaran khusus yang diselenggarakan oleh tingkat menengah, menengah, dan menengah. Bidang keahlian meliputi: (1) keterampilan terkait kelas, seperti menghadiri guru selama pengajaran dan mengikuti peraturan di kelas (2) keterampilan terkait bangunan sekolah, seperti bus sekolah, menanggapi otoritas sekolah, dan menggunakan waktu luang secara produktif (3 ) Keterampilan pribadi (4) keterampilan berinisiatif interaksi (5) keterampilan respons interaksi (6) keterampilan terkait masyarakat, seperti meminta arahan, sportif, dan menghormati properti publik dan (7) keterampilan terkait pekerjaan. Setiap rencana pelajaran mencakup tujuan, kriteria kinerja, bahan yang dibutuhkan, dan prosedur (sering diuraikan secara rinci). Daftar periksa untuk pemeringkatan keterampilan sosial sekolah dan komunitas ditambahkan, begitu juga formulir pekerjaan rumah untuk mendorong praktik di 32 keterampilan spesifik. Deskriptor: Ruang Kelas Keterampilan Komunikasi Lingkungan Penyelesaian Konflik Pendidikan Dasar Dasar Pekerjaan Rumah Tangga Interpersonal Komunikasi Kompetensi Interpersonal Rencana Pelajaran Retensi Mental Simulasi Hubungan Sebanding Pengembangan Sosial Metode Pengajaran Pengidentifikasi Lingkungan Kerja: Pelatihan Keterampilan Sosial EJ585721 EC621252 Judul: Ilmu Pengajaran sebagai Ilmu Sosial: Fokus Kurikulum untuk Remaja dengan Cacat ringan Penulis (s) Bryan, Tanis Warger, Cynthia L. Sumber: Fokus pada Anak Luar Biasa, v30 n7 hal.1-14 Mar 1998 Tanggal Publikasi: 1998 ISSN: 0015-511X Bahasa: Inggris Jenis Dokumen: Analisis Informasi (070) Artikel jurnal (080 ) Pengumuman Jurnal: CIJDEC1999 Menggambarkan pendekatan Discoveriesquot yang tepat untuk mengintegrasikan materi pelajaran sains sosial ke dalam program sains yang berdiri sendiri, serta unit interdisipliner yang mencakup sains, untuk remaja dengan cacat ringan. Membahas alasan untuk memperluas kurikulum untuk memasukkan ilmu sosial dan memberikan percobaan sampel. Deskriptor: Remaja Desain Kurikulum Disabilities Strategi Pendidikan Sejarah Pendekatan Interdisipliner Rencana Pelajaran Ilmu Pendidikan Pendidikan Menengah Ilmu Pengetahuan Sosial Unit Studi EJ568625 EC619396 Judul: Buku Popcorn: Unit Pengajar Diagnostik. Penulis (s) Bock, Marjorie A. Barger, Rita. Sumber: Intervensi di Sekolah dan Klinik, v33 n5 p290-303 Mei 1998 Tanggal Publikasi: 1998 ISSN: 1053-4512 Bahasa: Inggris Jenis Dokumen: Panduan - Kelas - Guru (052) Artikel Jurnal (080) Uji kuesioner (160) Pengumuman Jurnal: CIJMAR1999 Audiens Target: Praktisi Guru Menyajikan unit pengajaran diagnostik yang dirancang untuk mengidentifikasi strategi pengajaran yang efektif bagi siswa kelas empat atau lima dengan gangguan belajar atau perilaku. Unit ini menggunakan quotThe Popcorn Bookquot (de Paola) untuk kegiatan untuk mengevaluasi keefektifan strategi pengajaran di bidang konten membaca, menulis, dan matematika. Deskriptor: Gangguan Perilaku Penilaian Kurikulum Berdasarkan Diagnostik Pengajaran Diagnosis Pendidikan Metode Evaluasi Pendidikan Dasar Kelas 4 Kelas 5 Kelas Menengah Kesulitan Belajar Rencana Pelajaran Kemampuan Matematika Kemampuan Membaca Siswa Evaluasi Unit Kemampuan Menulis Identifier: de Paola (Tomie) ED412705 EC305924 Judul: Bermain TimeSocial Time : Mengorganisir Kelas Anda Untuk Membangun Keterampilan Interaksi. Penulis (s) Odom, Samuel L. McConnell, Scott R. Ostrosky, Michaelene Peterson, Carla Skellenger, Annette Spicuzza, Richard Chandler, Lynette K. McEvoy, Mary A. Penulis Afiliasi: Minnesota Univ. Minneapolis. Inst. Tentang Integrasi Masyarakat (BBB27682) Halaman: 195 Tanggal Publikasi: 1997 Badan Sponsor: Program Pendidikan Khusus (EDOSERS), Washington, DC. (EDD00017) Kontrak No: G008730527 Tersedia dari: EDRS Harga MF01PC08 Plus Posage. Ketersediaan: Institute on Community Integration, University of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive S. E. Minneapolis, MN 55455 Telepon: 612-624- 4512 fax: 612-624-9344. Bahasa Indonesia: Tipe Dokumen: Panduan - Kelas - Guru (052) Sumber Geografis: Pengumuman Jurnal Minnesota AS: RIEMAR1998 Audiens Target: Guru Praktisi Panduan kurikulum ini menyediakan pedoman, aktivitas, dan rencana pelajaran organisasi kelas untuk mempromosikan interaksi sosial dan perkembangannya. Kompetensi sosial anak prasekolah penyandang cacat atau berisiko mengalami masalah atau penundaan perkembangan. Program ini dirancang untuk mencakup teman sebaya yang berkembang dengan baik atau memiliki tingkat kompetensi sosial yang lebih tinggi. Kurikulum berfokus pada enam keterampilan interaksi sosial: berbagi, bertahan, meminta untuk berbagi, bermain mengatur, menyetujui, dan membantu. Bab pendahuluan menggambarkan kurikulum termasuk sejarah, pengembangan, dan pengujian lapangannya. Bab 2 berfokus pada pemilihan anak-anak tertentu untuk intervensi. Bab 3 mengatur tentang kelas dan penjadwalan pelaksanaan program. Bab 4 memberikan panduan untuk menerapkan pelajaran keterampilan sosial dengan jadwal intervensi sampel selama 100 hari. Bab 5 adalah cara untuk mempromosikan generalisasi, dan bab terakhir adalah tentang cara menyesuaikan kurikulum dengan situasi yang berbeda di kelas. Lampiran pertama memberikan arahan untuk 21 kegiatan intervensi khusus. Lampiran kedua berisi 25 rencana pelajaran, banyak di antaranya memanfaatkan kegiatan intervensi dan dikelompokkan ke dalam enam keterampilan interaksi sosial kurikulum. Glosarium disertakan. Deskriptor: Lingkungan Kelas Kurikulum Pengembangan Penyandang Cacat Penyandang Cacat Pendidikan Anak Usia Dini Kompetensi Interpersonal Hubungan Interpersonal Kegiatan Belajar Rencana Pelajaran Pengarusutamaan Peer Relationship Pendidikan Prasekolah Sosial Integrasi Sosial EJ555568 EC617796 Judul: Resep untuk Koordinasi yang Efisien. Pengarang Dyck, Norma Sundbye, Nita Pemberton, Jane Sumber: MENGAJAR Anak Luar Biasa, v30 n2 hal42-45 Nov-Dec 1997 Tanggal Publikasi: 1997 ISSN: 0040-0599 Bahasa: Inggris Jenis Dokumen: Panduan - Non-kelas ( 055) Artikel Jurnal (080) Pengumuman Jurnal: CIJMAY1998 Audiens Sasaran: Praktisi Guru Mempresentasikan model perencanaan pelajaran untuk pendidik reguler dan pendidik khusus yang ditujukan untuk memandu perencanaan kebutuhan kelompok dan individu secara bersamaan. Model ini melibatkan topik tema yang umum dan membedakan antara tujuan, aktivitas, dan penilaian yang baik untuk semua siswa, untuk kebanyakan siswa, atau untuk beberapa siswa. Deskriptor: Penyesuaian Perencanaan Kooperatif Sekolah Dasar Pendidikan Dasar Inklusif Instruksi Perorangan Kegiatan Belajar Rencana Pelajaran Mengarusutamakan Hubungan Reguler dan Pendidikan Khusus Siswa Tujuan Pendidikan Guru Mengajar Model Pengajaran Pendekatan Tematis EJ541070 EC615933 Judul: Belajar melalui Rhyme. Pengarang Dye, Gloria A. McConnell, Judith Lynne Sumber: MENGAJAR Anak Luar Biasa, v29 n4 hal72-73 Mar-Apr 1997 Tanggal Publikasi: 1997 ISSN: 0040-0599 Bahasa: Inggris Jenis Dokumen: Panduan - Non-kelas ( 055) Artikel Jurnal (080) Pengumuman Jurnal: CIJAUG1997 Audiens Target: Praktisi Guru Menyajikan pelajaran lima langkah untuk mengajarkan anak-anak cacat yang dapat mengenali dan memecahkan kode kata-kata dengan secara aktif melibatkan anak-anak dalam irama dan gerakan. Tujuan pelajaran diberikan serta petunjuk langkah demi langkah. Pelajaran meminta siswa untuk terlibat dalam praktik terpandu dan individual. Deskriptor: Awal Membaca Decoding (Membaca) Penyandang Cacat Pendidikan Dasar Rencana Pelajaran Motion Metode Pengajaran Rhyme ED425549 EC305683 Judul: Langkah Menentukan Nasib Sendiri: Kurikulum Untuk Membantu Remaja Belajar Mencapai Tujuan Mereka. Panduan Instruktur Author (s) Bidang, Sharon Hoffman, Alan Halaman: 244 Tanggal Publikasi: 1996 Catatan: Untuk dokumen terkait, lihat EC 305 684 dan EC 305 685. Tersedia dari: Dokumen Tidak Tersedia dari EDRS. Ketersediaan: Pro-Ed, Inc. 8700 Shoal Creek Blvd. Austin, TX 78758-6897 Telp: 800- 897-3202 (Bebas Pulsa) (49). Bahasa: Inggris Tipe Dokumen: Panduan - Kelas - Guru (052) Sumber Geografis: Pengumuman Jurnal Texas AS: RIEMAY1999 Sasaran Pemirsa: Guru Praktisi Panduan kurikulum ini difokuskan untuk membantu siswa sekolah menengah dan dengan cacat tidak memperoleh pengetahuan dan keterampilan yang akan memungkinkan Mereka untuk meningkatkan kemampuan mereka untuk mencapai tujuan mereka di lingkungan dengan berbagai tingkat penerimaan terhadap konsep penentuan nasib sendiri. Kurikulum dirancang untuk disampaikan dalam satu sesi orientasi 55 menit, satu sesi lokakarya 6 jam, dan 16 sesi topikal masing-masing sekitar 55 menit. Panduan ini mencakup bagian pendahuluan dan rencana pelajaran terperinci untuk sesi orientasi, lokakarya, dan kelas. Pengantar mencakup informasi yang akan membantu guru memahami keseluruhan tujuan dan organisasi kurikulum serta faktor-faktor yang akan membantu mereka untuk membangun iklim kelas yang paling kondusif bagi keberhasilan kurikulum. Setiap rencana pelajaran mencakup tujuan sesi, pedoman persiapan, kebutuhan material dan peralatan, ikhtisar sesi, isi sesi yang rinci, master transparansi overhead, dan master handout peserta. Perkiraan waktu juga muncul sebagai panduan untuk setiap aktivitas utama. Topik sesi meliputi identifikasi mimpi, menentukan apa yang penting, menciptakan pilihan untuk tujuan jangka panjang, memilih sasaran jangka pendek, langkah-langkah untuk mencapai tujuan, merencanakan kegiatan, pemecahan hambatan, pemecahan masalah kelompok, komunikasi asertif, negosiasi, dan konflik. resolusi. Deskriptor: Remaja Ketegasan Resolusi Konflik Kurikulum Pengembangan Panduan Kurikulum Penyandang Cacat Orientasi Tujuan Dinamika Kelompok Membantu Hubungan Interpersonal Komunikasi Rencana Pelajaran Pemecahan Masalah Pengembangan Ketrampilan Ketenagakerjaan Pendidikan Menengah ED407762 EC305480 Judul: Buku Kemungkinan: Kegiatan Menggunakan Teknologi Sederhana. Koleksi Akademik. Penulis (s) Canfield, Helen Locke, Peggy Halaman: 128 Tanggal Penerbitan: 1996 Tersedia dari: Dokumen Tidak Tersedia dari EDRS. Ketersediaan: AbleNet Inc. 1081 Tenth Avenue, SE, Minneapolis, MN 55414-1312 telepon bebas pulsa: 800-322-0956 fax: 612-379-9143 (37). Bahasa: Inggris Tipe Dokumen: Panduan - Non-kelas (055) Sumber Geografis: Pengumuman Minnesota Journal AS: RIEOCT1997 Audiens Target: Metode Praktisi Guru disajikan untuk para pendidik dalam penggunaan teknologi bantu untuk meningkatkan partisipasi siswa sekolah dasar dengan cacat berat Dalam matematika, sains, seni bahasa dan ejaan, studi sosial, dan aktivitas membaca. Lebih dari 80 kegiatan berbasis kurikulum menggunakan teknologi yang dapat disesuaikan agar sesuai dengan beberapa lingkungan dan pengguna disertakan. Manual ini pertama-tama menjelaskan quottool dari tradequot yang cepat berkumpul, mudah didapat, mudah digunakan, dan paling sesuai untuk individu dengan cacat berat dan mendalam, seperti: switch, adaptor perangkat baterai, unit kontrol baterai, unit kontrol listrik, dan Alat bantu komunikasi Untuk setiap alat, daftar diberikan tentang apa yang dibutuhkan untuk merancang alat dan cara membuatnya. Panduan kegiatan referensi silang disediakan untuk masing-masing bidang studi yang sesuai dengan keterampilan dengan alat yang dibutuhkan. Daftar sumber komersial untuk teknologi bantuan juga disediakan. Sisa dari manual dibagi menjadi lima bidang studi yang berbeda dengan rencana pelajaran yang relevan termasuk masing-masing. Rencana pelajaran mengidentifikasi subjek, tingkat kelas, keterampilan, dan alat yang dibutuhkan. Petunjuk dan saran tambahan untuk menerapkan rencana pelajaran terletak di pinggiran sepanjang teks. Deskriptor: Perangkat Bantu (untuk Penyandang Cacat) Alat Bantu Komunikasi (Untuk Penyandang Cacat) Sirkuit Listrik Pendidikan Inklusif Sekolah Inklusif Bahasa Kursus Rencana Pelajaran Pengarusutamaan Instruksi Matematika Instruksi Instruksi Instruksi Sains Penyalahgunaan Cacat Studi Sosial Mengeja Partisipasi Siswa ED405506 CE073753 Judul: Rencana Pembelajaran Kolaboratif. Afiliasi Penulis: Henrico County Public Schools, Glen Allen, VA. Virginia Kejuruan Kurikulum dan Resource Center. (BBB32632) Halaman: 82 Tanggal Publikasi: 1996 Badan Sponsor: Virginia State Dept. Education, Richmond. Kantor Pelayanan Pelatihan Kejuruan, Dewasa, dan Pekerjaan. (BBB32633) Virginia State Dept. Community Colleges, Richmond. (YUB91415) Tersedia mulai dari: EDRS Price MF01PC04 Plus Postage. Ketersediaan: Pusat Kurikulum dan Sumber Daya Kejuruan Virginia, 2200 Mountain Road, Glen Allen, VA 23060-2208 (katalog 8.96.15AC, 10.92). Bahasa: Inggris Jenis Dokumen: Panduan - Kelas - Guru (052) Sumber Geografis: Pengumuman Jurnal Virginia AS: RIEAUG1997 Tingkat Pemerintahan: Audiensi Sasaran Negara: Praktisi Guru Koleksi ini terdiri dari 41 rencana pelajaran kolaboratif yang dikembangkan oleh 99 guru di Virginia pada 18 terutama Sekolah Menengah Atas yang Bekerja (HSTW) dan situs persiapan teknologi. Ini dibagi menjadi tiga bagian: koneksi karir, koneksi komunitas, dan koneksi konsumen. Dua jenis uraian pelajaran yang mendukung praktik kunci HSTW, dan tujuan Virginias Tech Prep muncul di setiap bagian. QuotFeaturesquot detail koneksi dunia nyata, bahan yang dibutuhkan, aktivitas, dan metode evaluasi. QuotIdeasquot menyajikan deskripsi singkat tentang aktivitas tersebut. Pelajaran Koneksi Karir adalah sebagai berikut: Akun yang Harus Diperhatikan Turunkan ke Keselamatan Bisnis Pemeriksaan Suara Pertama Pertunjukan Kaya Darah American Dream Menanam, Menumbuhkan, Menumbuhkan Heres Melihat Anda Inch oleh Inch Newsplash Paper Planes Mengembangkan Analisis Shampoo Atap Beri Tahu Saya Dan Wild News. Koneksi Komunitas berisi pelajaran berikut: Menjelajahi Budaya melalui Pernikahan Bagaimana Epidemi Menyebarkan Pertambangan dan Lingkungan Amerika Seni dan Agama yang Cantik di Amerika Serikat Un Buen Negocio Genetika Tingkat Pertumbuhan Populasi Manusia Ada Adanya Kehidupan di Luar Sebuah Industri Baru dan Gambar Ini. Koneksi Konsumen terdiri dari pelajaran-pelajaran ini: Membangun Tumpahan Kimia Darurat di Foundation Jika Saya Memiliki Kanker Terminal Apakah Sabun Anda Antiseptik yang Baik Menghindari Mengisi Produksi Karbon Dioksida dan Metabolisme Pilihan Sehat Rumah Belajar Indah dari Masa Lalu Membuat Keputusan yang Tepat Metrik Konversi ke Bahasa Spanyol Apa itu Apakah Melayani dan Anda dan Tekanan Darah Anda. Sebuah indeks mencantumkan rencana pelajaran menurut area subjek konten. Deskriptor: Pendidikan Pertanian Sekutu Kesehatan Pekerjaan Pendidikan Bisnis Pendidikan Perencanaan Koperasi Ekonomi Inggris Instruksi Seni Rupa Geografi Instruksi Pendidikan Kesehatan Instruksi Sejarah Pendekatan Interdisipliner Rencana Pelajaran Pemasaran Instruksi Matematika Pendidikan Jasmani Instruksi Ilmiah Instruksi Bahasa Kedua Pendidikan Menengah Pendidikan Khusus Evaluasi Siswa Guru Kolaborasi Teknologi Pendidikan Perdagangan dan Industri Pendidikan Pendidikan Kejuruan ED399745 EC305084 Judul: Kurikulum Fungsional untuk Mengajar Siswa Penyandang Cacat. Volume I: Perawatan Diri Sendiri, Keterampilan Motor, Manajemen Rumah Tangga, dan Keterampilan Hidup. Edisi ketiga. Pengarang Bender, Michael dan Lainnya Halaman: 268 Tanggal Publikasi: 1996 Catatan: Judul edisi kedua adalah: quotTeaching the mild and areals handicapped. quot Untuk semua 3 volume, lihat EC 305 084-086. ISBN: 0-89079-635-1 Tersedia dari: Dokumen Tidak Tersedia dari EDRS. Ketersediaan: PRO-ED, 8700 Shoal Creek Blvd. Austin, TX 78757-6897 (31 89 untuk set volume 3). Bahasa: Inggris Tipe Dokumen: Buku (010) Panduan - Non-kelas (055) Sumber Geografis: Pengumuman Texas Journal AS: RIEFEB1997 Audiens Target: Praktisi Buku pertama dari tiga manual yang menyediakan kurikulum untuk siswa penyandang cacat berfokus pada pengembangan fungsional Keterampilan hidup sehari-hari. Bab pendahuluan memberikan gambaran umum tentang kurikulum fungsional dan menawarkan panduan untuk mengembangkan rencana pembelajaran untuk keempat unit studi yang diikuti. Unit 1 adalah tentang keterampilan perawatan diri, termasuk toilet, minum dan makan, berpakaian, menanggalkan pakaian, kebersihan pribadi, dan perawatan. Unit 2 menawarkan intervensi yang disarankan untuk keterampilan motorik kasar termasuk penggunaan alat bantu untuk membantu ambulasi, berjalan secara mandiri, dan keterampilan yang meningkatkan aktivitas rekreasi dan rekreasi. Unit 3 menangani keterampilan motorik yang baik termasuk mereka yang terlibat dalam berpakaian, kegiatan waktu senggang, kegiatan pekerjaan kejuruan, dan pengoperasian peralatan sederhana. Unit 4 mempertimbangkan pengelolaan rumah tangga dan keterampilan hidup, seperti merencanakan makanan, membeli dan menyiapkan makanan, membeli dan memelihara pakaian, dan merawat tempat tinggal seseorang. Masing-masing unit menyajikan tujuan umum unit, memberi contoh rencana pelajaran, daftar referensi dan bacaan yang disarankan, dan daftar materi dan sumber terpilih. Kegiatan yang disarankan dikelompokkan ke dalam intervensi guru dan intervensi keluarga dan kemudian diorganisasikan ke dalam empat tingkat kelas usia yang berbeda: bayi balita utama dan menengah. Perhatian juga diberikan pada pengaturan alternatif di mana layanan disediakan. Deskriptor: Perilaku Adaptif (Penyandang Cacat) Kurikulum Keterampilan Dasar Penyandang Cacat Ketidakmampuan Hidup Sehari-hari Intervensi Dini Pendidikan Dasar Tingkat Dasar Manajemen Rumah Tangga Kebersihan Hidup Independen Pengembangan Instruksional Rencana Pelajaran Pengembangan Motor Pendidikan Prasekolah Keterampilan Psikomotor Keterampilan Merawat Ketidakmampuan Ketidaksempurnaan (Disabilitas) Metode Pengajaran Unit Studi EJ532450 EC614805 Judul: Membaca Kurikulum Evaluasi dan Modifikasi Kurikulum: Suatu Perspektif Desain Instruksional. Penulis: Jitendra, Asha K. Gardill, M. Cathleen Sumber: Mencegah Kegagalan Sekolah, v40 n4 hal174-80 Sum 1996 Tanggal Publikasi: 1996 ISSN: 1045-988X Bahasa: Inggris Jenis Dokumen: Panduan - Non-kelas (055 ) Artikel Jurnal (080) Uji kuesioner (160) Pengumuman Jurnal: CIJMAR1997 Artikel ini memberikan kerangka kerja untuk mengevaluasi secara sistematis dan menyesuaikan pelajaran kurikulum pemahaman bacaan untuk anak-anak dengan berbagai kemampuan membaca, termasuk anak-anak dengan cacat ringan yang berada di kelas reguler. Daftar periksa sampel untuk mengevaluasi pelajaran kurikulum pemahaman bacaan dan contoh format pengajaran untuk memprediksi hasil disediakan. Deskriptor: Evaluasi Kurikulum Strategi Pendidikan Sekolah Dasar Pendidikan Inklusif Inklusif Instruksi Instruksional Desain Rencana Pelajaran Ketidakmampuan Meringankan Membaca Pemahaman Membaca Kesulitan Membaca Membaca Membaca Instruksi EJ532392 EC614675 Judul: Praktik Perencanaan Pelajaran Guru Pendidikan Khusus. Penulis: Searcy, Sheri Maroney, Sharon A. Sumber: Exceptionality, v6 n3 p171-87 1996 Tanggal Publikasi: 1996 ISSN: 0936-2835 Bahasa: Inggris Jenis Dokumen: Artikel jurnal (080) Reports - Research (143) Journal Pengumuman: CIJMAR1997 Survei terhadap 205 guru pendidikan khusus menyelidiki bagaimana rencana pelajaran dikembangkan, komponen apa saja yang disertakan, dan rekomendasi apa yang mereka dapatkan untuk memulai guru. Hasil penelitian menunjukkan mayoritas tidak menuliskan rencana pelajaran mereka namun merekomendasikan agar para guru pemula menyusun rencana pelajaran. Deskriptor: Guru Awal Teknik Kelas Disabilitas Perencanaan Pendidikan Praktik Pendidikan Pendidikan Dasar Sekolah Dasar Rencana Pendidikan Guru Khusus Survei Sikap Guru EJ529438 EC614491 Judul: Pemeriksaan Kelas: Praktik Mengajar Terbaik dalam Pendidikan Khusus. Pengarang Sikorski, Melanie F. Dan Sumber Lain: MENGAJARKAN Anak Luar Biasa, v29 n1 p27-29 September-Okt 1996 Tanggal Publikasi: 1996 ISSN: 0040-0599 Bahasa: Inggris Jenis Dokumen: Panduan - Non-kelas (055) Artikel Jurnal (080) Kuesioner Uji (160) Pengumuman Jurnal: CIJJAN1997 Sasaran Pemirsa: Praktisi Administrator Guru Daftar praktik terbaik diberikan untuk membantu guru pendidikan khusus dalam evaluasi diri dan evaluasi sejawat, dan membantu administrator memberikan umpan balik kepada para guru. Daftar periksa mencakup mengenalkan pelajaran, menyajikan pelajaran, mendorong partisipasi siswa, dan memberikan umpan balik yang korektif. Setiap area mengidentifikasi perilaku pengajaran spesifik yang telah terbukti memiliki pengaruh besar dan konsisten terhadap pembelajaran siswa. Deskriptor: Daftar Periksa Teknik Kelas Penyandang Cacat Praktik Pendidikan Pendidikan Dasar Dasar Umpan Balik Rencana Pelajaran Evaluasi Peer Evaluasi Diri (Individu) Guru Pendidikan Khusus Metode Pengajaran Evaluasi Guru ED399726 EC305057 Judul: Pindah, Sentuh, Apakah Pengarang Drezek, Wendy Penulis Afiliasi: American Printing Rumah untuk Orang Buta, Louisville, KY. (LBY02325) Halaman: 268 Tanggal Penerbitan: 1995 Tersedia dari: Dokumen Tidak Tersedia dari EDRS. Ketersediaan: American Printing House for the Blind, Inc. 1839 Frankfort Avenue, Louisville, KY 40206-0085 (35). Bahasa: Inggris Tipe Dokumen: Panduan - Kelas - Guru (052) Sumber Geografis: Pengumuman Kentucky Journal: RIEFEB1997 Audiens Target: Praktisi Guru Panduan kurikulum ini menyediakan unit untuk digunakan dalam mengajar anak-anak (usia 6 bulan melalui taman kanak-kanak) dengan gangguan penglihatan . Penekanannya adalah pada pembelajaran pengalaman, pengembangan kemandirian, dan pengembangan bahasa. Bagian pertama mencakup lima bab yang membahas perkembangan anak-anak dengan kemampuan visual yang berbeda, model pendidikan umum, rutinitas harian dan struktur kelas yang disarankan, penyesuaian materi kurikulum untuk anak-anak dengan cacat lainnya, dan integrasi layanan terkait dan khusus seperti komunikasi yang bersifat augmentatif. , Kemampuan membaca Braille, dan orientasi dan mobilitas. Bagian berikut menyajikan 44 unit instruksional. Unit-unit ini disusun sesuai dengan perkembangan tema prasekolah dan taman kanak-kanak yang paling umum, mencakup pola untuk proyek kerajinan dan contoh halaman simbol komunikasi. Biasanya disediakan untuk setiap unit adalah informasi mengenai tujuannya, penekanan pada konsep vocabularyskills, jadwal aktivitas, aktivitas reteaching, kegiatan penyuluhan, aktivitas orang tua, dan cara untuk mengintegrasikan unit di seluruh kurikulum. 44 unit dikelompokkan ke dalam tema berikut: (1) Persiapan (2) Halloween (3) Thanksgiving (4) Musim Dingin (5) Makanan (6) Bentuk (7) Musim Semi (8) Rumah Tangga (9) Bermain Kreatif (10 ) Konsep dan (11) Komunitas. Lampiran meliputi saran untuk manajemen perilaku, orientasi dan mobilitas, dan aktivitas musik. Disk komputer yang menyertainya, tidak tersedia dari EDRS, menawarkan surat kepada orang tua, formulir yang membantu, dan daftar periksa. Deskriptor: Teknik Kelas Panduan Kurikulum Pendidikan Anak Usia Dini Intervensi Dini Media Pendidikan Strategi Pendidikan Pembelajaran Experiential Bayi Akuisisi Bahasa Kegiatan Belajar Rencana Pelajaran Adaptasi Media Keterampilan Merawat Diri Model Pengajaran Pendekatan Tematik Balita Unit Studi Penurunan Visual Hak Cipta 2002 ERIC Clearinghouse tentang Penyandang Cacat dan Pendidikan BerbakatTaksi Saham Pilihan untuk Karyawan di Kanada Apakah Anda menerima opsi saham dari perusahaan Kanada Anda Jika iya, maka itu sangat disarankan agar Anda membahas poin-poin dalam artikel ini. Pada artikel ini, saya jelaskan bagaimana 8220Taksinasi Opsi Saham untuk Karyawan di Kanada8221 secara langsung mempengaruhi Anda. Apa itu opsi saham Opsi saham karyawan adalah pengaturan di mana majikan memberi karyawan hak untuk membeli saham di perusahaan tempat mereka biasanya bekerja dengan harga diskon yang ditentukan oleh pemberi kerja. Ada berbagai jenis opsi saham yang dapat dikeluarkan untuk informasi lebih banyak karyawan dapat ditemukan di situs web Canada Revenue Agencys. Bagi pengusaha yang ingin menjual saham perusahaan mereka, silakan lihat artikel kami, Merencanakan Penjualan Bisnis PKC (Perusahaan Gabungan Kanada) Opsi Saham Karyawan CCPC adalah perusahaan yang tergabung di Kanada, yang sahamnya dimiliki Oleh penduduk Kanada By definition, a CCPC is a private company and is therefore not listed on a public stock exchange like the New York Stock Exchange or the Toronto Stock Exchange. When your employer grants or gives a stock option to you, you do not have to include anything in your taxable income at that time. In other words, there is no tax consequence to you at the grant date. When you exercise a stock option, which means to purchase the shares through your employer, you must include a taxable benefit in your income. The taxable benefit is equal to the difference between the exercise price (i. e. the price you paid to buy the shares) and the market value of the shares at the time of purchase. There is a special tax deferral for employees of CCPCs. The taxable benefit can be postponed to the date the shares are sold. This makes it easier for employees to pay tax because they will have cash available from the sale of the shares. Lets look at an example. Assume that the exercise price is 3 share, and the market value is 10 share. When you exercise your right to buy the shares, a taxable benefit is realized for 7 share (10 minus 3). Remember, for employees of CCPCs the taxable benefit is postponed until the shares are sold. If you meet one of these two conditions, you can claim a tax deduction equal to of the taxable benefit, or 3.50 in this example (50 x 7). You have held the shares for at least two years after you have purchased them The exercise price is at least equal to the fair market value of the shares when they were granted to you Tax Implications for Employee Stock Options CCPCPublic Companies Employee Stock Options Now, lets move on to the taxation of stock options for public companies. On the date that you are granted or receive stock options in an employer that is a publicly listed company, you do not have a personal tax consequence. However, on the date that you purchase the shares, you will get a taxable benefit equal to the difference between the exercise price of the shares and the market value of the shares on that date. You cannot postpone the timing of this taxable benefit. Lets assume you work for Coca-Cola Canada and the fair market value of the shares today is 30 share. According to the option agreement, you can exercise or buy the shares for 10 share. Therefore, the taxable benefit that will be included in your income at the time of exercise is 20 share. After buying the shares, you have two choices: (A) You can immediately sell the shares or (B) You can hold onto them if you believe they will increase in value in the future. If you choose to hold onto the shares and sell them in the future for a profit, the profit made from the sale will be classified as a capital gain and subject to tax. Whether you sell the shares or hold onto them, taxes will be deducted from your paycheck to account for the taxable benefit you realized on the purchase of the shares. However, dont hold onto the shares for too long after purchasing them. This is because if the price of the stock drops youre still liable for the taxable benefit realized on the purchase date. You can claim a tax deduction for of the taxable benefit realized on the exercise date. To do so, all of these 3 conditions must be met: You receive normal common shares upon exercise The exercise price is at least equal to the fair market value of the shares at the time the options were granted You deal at arms length or on a third party basis with your employer Disclaimer The information provided on this page is intended to provide general information. The information does not take into account your personal situation and is not intended to be used without consultation from accounting and financial professionals. Allan Madan and Madan Chartered Accountant will not be held liable for any problems that arise from the usage of the information provided on this page. ABOUT THE AUTHOR ALLAN MADAN CA. CPA. CGA Allan Madan is a CPA, CA and the founder of Madan Chartered Accountant Professional Corporation. Allan provides valuable tax planning, accounting and income tax preparation services in the Greater Toronto Area. Post navigation Capital loss is only applied to cases where you have actually sold the stock. Luckily, for you there is a provision under section 50(1) of the income tax act that does allow for some tax relief. When this is applied, the shares will be deemed to have been disposed of for proceeds of nil at the end of the year, and to have been recacquired for adjusted cost base (ACB) of nil immediately after the end of the year. As a result, you will be able to realize the capital loss on the stock. The superficial loss rule does not apply in situation. Allan Madan and Team What if my company is being taken over by several investors and is going from a public to a private company, when they own 90 of the shares, I am force to sell mine at below market value, do I get any tax relief in terms of capital losses IF you are force to sell your shares then it is illegal for them to pay at below market value for the remaining shares, you should be able to get at least market value you for them. IF not, you can deduct your capital loss against your capital gains for tax relief. Allan Madan and Team I did some contracting work for a small startup tech company. Since they had no money they paid me in shares, if and when they take the company public, would I have to pay taxes then You would only have to pay capital gains tax when and if you decide to exercisesell your shares. If you continue to hold onto them, you will not be subjected to any taxes. Allan Madan and Team Is it possible to hold my stocks within a TFSA account how would the accrued interest on these stocks be taxed Yes common shares generally qualify for TFSA investments, however those shares must be listed on a designated stock exchange. If they are not listed, then they will be categorized as a non-qualified investment inside your TFSA and you will be hit with some severe penalties. The taxation of the accrued interest would be the same for any type of investment contributions made to your TFSA. Allan Madan and Team What would be classified as a designated stock exchange what about penny stocks Hi Mahmoud, the Canadian Department of Finance has a list of 41 designated stock exchange on it website here fin. gc. caactfim-imfdse-bvd-eng. asp . Penny stocks traded on pink sheets are not on a designated stock exchange but any penny stocks (people disagree on its definition) that are listed on any of the designated stock exchange are eligible for TFSA investments. Allan Madan and Team What if a stock is listed on multiple exchanges some of which are not listed, how would the department of Finance categorize this As long as the stock is listed on at least one approved stock exchange that is recognized by the department of Finance, it will qualify for TFSA investment. Allan Madan and Team Hi Allan. I currently work for a CCPC, and they have offered me 5000 in stock as compensation. As I am new to world of stocks, I am wondering what to do with these. What happens when I exercise my stock options Are there any tax implications Hello, and thanks for your question. Stock options are one of the most popular form of non-monetary compensation that employers offer. They are a taxable benefit, and should be included on your total employment income on box 14 of your T4 slip. Heres how they work. An employee is given the option to buy shares of a company at a future price. At this stage, there is nothing to report on income. When you buy the stocks at that agree-upon price (called exercising your option), the taxable benefit comes into play. This benefit is calculated as the difference between the fair market value of the shares on the date you purchased the shared and the price you paid for them. As your employer is a CCPC, you can defer all your taxable benefit until you sell your shares. Markus Greenbriar says: I worked for a company back in 2003 that had an IPO. Employees were awarded stock options, and I was given 2,000 shares. I still have the letter from the man who was then president and CEO. The length of the contract was 25 years. However, I ended up leaving the company a few months later, so it appears as if I am only 25 vested. The company has now been split into two separate companies. Do any of my stock options have value today Can I cash out my vested portion In your case, you would have 25 of the original contract for 2000 shares. The main question you need to answer here is which company took over the stock. If the company split into two, who took over the shares Also, did the company that took over shares covert the option contracts Sometimes the employee stock option plan (ESOP) will not have the options converted if the company is broken up. If the company did not give you options but just 2,000 shares, you would need to know what the shares converted into. Most companies only give option contracts to executives, because they are not actually holding onto the stock. Most option plans do not have a vesting, but the ESOP will. I would call the company that holds the stock, and find out what your options are. If the company split in 2003, it will probably take a long time to figure out the information. Companies are only required to keep records in the front office for 3 to 5 years, depending on the type of record. Therefore, the sooner you do this the better. If you received a T4 from the employer who also issued the stock options in your name, then the respective gain or loss would be reported as part of your T4 slip (as well as the stock option deduction in box 39 and 41). In addition, you will be able to claim 50 of the amount from line 4 of Form T1212, Statement of Deferred Security Options Benefits. Regards, Allan Madan and Team I received employee stock option when my company was private and now it went IPO. So its publicly traded, I still haven8217t 8220exercised8221 my stock options and it is set to expire soon. I am thinking of doing 8220Exercise and hold8221, when I do that I will have to pay the company the excessive price but will I also have to pay tax right away (even if I am not selling, just holding). Also how can I deffer the taxes so I can split the taxable profit to multiple years so I pay less taxes Any info of the 8220Exercise8221 and hold8221 option would be good. I received employee stock option when my company was private and now it went IPO. So its publicly traded, I still havent exercised my stock options and it is set to expire soon. I am thinking of doing Exercise and hold, when I do that I will have to pay the company the excessive price but will I also have to pay tax right away (even if I am not selling, just holding). Also how can I differ the taxes so I can split the taxable profit to multiple years so I pay less taxes Any info of the Exercise and hold option would be good. Terrence Salts says: What are the tax implications of trading stocks in a non-TFSA account with a brokerage, when it comes to end of year taxes on profits Is there a particular rate for capital gains Also, do I keep track of my gains and losses myself 50 of your gains are counted as taxable income. You can deduct past capital losses from current capital gains. After factoring in capital gains, if your personal income is below the exemption level you wont pay any taxes on it. You also dont have to pay taxes if you havent sold the stock this year. Earnings from dividends are taxed differently, and have different rates depending on whether they are considered eligible or inedible. Finally, keep track of all your gains and losses. Your institution may provide you with a summary, but will not give you a formal t-slip. Regards, Allan Madan and Team Jeremiah Rakham says: I received a company stock option some time ago. It has a strike price of 3.10, and a vest of 30,000 after each of three years. The most recent yearly dividend was 0.69, and six months ago the company offered to buy it back. Though they offered 2.80, nobody sold their shares. What, if anything should I do with these What are the tax rules surrounding my situation Tax rules for stock options in Canada differ, depending on whether the company is a CCPC. If it is, there is no immediate taxable gain. The gain is taxed when shares are sold, not exercised. This significantly reduces the up-front difficulty of purchasing stock options. Also, if shares are held for at least two years after the exercise, half of the initial gains are tax-free. If it is not a CCPC, the taxable gain may be due in the year of exercise. Many companies in this situation offer near-immediate partial buyback to help offset these costs. The difference between the market value at the time of exercise and the value at the time of sale is taxed as income for non CCPCs. My advice is to exercise and sell if the stock price is higher, and take your cash profit. Then, use that profit to buy shares and collect dividends. You will get taxed on the profit from selling your options, and later on the dividends. Regards, Allan Madan and Team Govind Swarna says: I work in Canada for a company that trades in the US. One of the benefits I get from my job is that I get restricted stock units (RSUs) once a year. These are connected to an ETrade account that the company arranged for me. I have filled out the W-8BEN tax form. I believe this is the correct form. I just found out that there was an automatic 8216sell to cover8217 action that sold enough stock to account for 40 of the value that had vested. Does this amount satisfy Revenue Canada when it comes to tax time Or do I need to put some of the remainder aside as well I asked an accountant, and he said that since it is a capital gain that the CRA would tax me on 50 of the value8230is this correct Also, the stock vested at 25.61 (which is the value at which the sell-to-cover happened), but by the time I could sell, the stock was at 25.44. Does that have any bearing on my situation The fair market value of the RSU at vest time is treated as regular income paid to you by your employer and will be taxed at your marginal rate. 40 should be enough withholding to satisfy your personal income tax, depending on what your total income for the year is. Since it vested at 25.61 but you sold it at 25.44, you8217ll be able to claim a capital loss (or carry it forward to a year where you have gains you can offset with it). Regards, Allan Madan and Team I work for a start-up company, and part of my compensation is stock options. Assuming that we get a chance to exit (big assumption, of course), I stand to make a large sum of money when I exercise them. What happens at this point with regards to tax As I understand it, all growth from the exercise price will be taxed as capital gains. Is this correct If so, I would end up losing a large percentage in taxes. Is it possible to exercise the options sheltered inside a TFSA or RRSP to avoid capital gains Is there anything I8217d need to do beforehand (e. g. 8220transfer8221 the options un-exercised into a TFSA) to prepare for that Your options are taxed at capital gains rates (i. e. 50) since you get a 50 deduction on the income inclusion assuming you meet certain conditions. Regarding holding them in a TFSA or RRSP, make sure that you ensure they will not be considered a non-qualified andor prohibited investment. In general, you need to ensure that you and non-arms length parties (such as relatives) will not own more than 10 of the company. However, you may not be able to get them into a TFSA without paying some tax on them. This is the point of a TFSA the contributions are after-tax. You could possibly exercise the option, pay the (income) tax, then transfer the shares to a TFSA. However, this is assuming the stock price goes up after you exercise. Regards, Allan Madan and Team Aaron Samuel says: Hello, in 2012, I bought 1,000 shares at my company at 10 each. In 2013, the stocks shot up to 40 a share. Some of my co-workers and I decided to sell the shares, but then the stocks declined back down to 10 a share. How should we handle this situation Hi, In this case you should report a taxable employment benefit of 30,000 on your T1 return. This represents the profit earned on the shares up to the date of exercise. In addition, you should report a capital loss of 30,000 because the shares dropped in value when you sold them. The bad news is, the capital loss of 30,000 cannot be offset with the taxable employment benefit of 30,000. If you want, you can contact your local CRA Tax Services office, explain the situation, and they will determine whether special payment arrangements can be made. Allan Madan and Team Hi, My wife will need to exercise some options from her former employer this week. It8217s a publicly traded company. I understand she will have pay taxes on the difference of price between the exercise price and the current value. My question is who is required to send the tax amount to the CRA: The employer or her. If it8217s the employer, does that mean they can withhold some of the shares as payment to the CRA Thanks Generally, the difference between the fair market value of the shares at the time the option is exercised and the option price will give rise to a taxable benefit. This taxable benefit is included in the employment income when the stock option is exercised (i. e. it is added onto the T4 just like a salary or a bonus). Since this amount is like a salary, the employer has to make payroll remittances on it (CPP, EI and income tax). Carla Harmon says: Hi, I was just wondering if there are any benefits of transferring the stocks from my employee stock savings account to a TFSA. Hi Kasey, if you work for a Canadian-controlled private corporation, you will be able to defer the tax on the employment benefit until the shares are sold. The CRA realizes that most people cannot find a way to pay tax on 50,000 of noncash compensation, which is why they allow you to defer the tax. However, if you do not work for a Canadian-controlled private corporation or a publicly traded company, no deferral will be available. Hello Allan, I made the election to defer income taxes on my shares in a public company. The stock value has since declined and I dont have enough money to pay the income taxes that I have deferred. Is there any way to postpone the payments until I get enough money to pay them off Hi Sarah, yes there is temporary relief that the CRA provides for employees who have made an election to defer income tax on declining stock options. The relief is intended to ensure the income taxes payable on the benefit arising on the exercise of the stock option does not exceed the proceeds of disposition received when the optioned securities are sold while taking account of the tax benefit resulting from the deductible capital loss on those securities. To take advantage of this relief, the election must be filed no later than your filing deadline for the taxation year during which the shares are sold, which is almost always April 30th. Hello Allan, I was thinking of giving shares to my employees instead of stock options. I know some of the advantages to this method, but not a lot about the disadvantages. Can you tell me a few disadvantages of giving shares to employees Hi Dan, here is a list of potential disadvantages for issuing shares to your employees. Deferred tax liability if shares are bought below fair market value. May need to defend the fair market value. You may also need an independent valuation, although that is very rare. You need to make sure that shareholder agreement provisions are in place. Issuing shares at very low prices on a cap table may look bad to new investors. More Shareholders to manage. Here are some advantages of giving out shares. You can get up to 800,000 in life-time tax-free capital gains. 50 deduction on gains if shares held for more than two years or if shares were issued at FMV. Losses in a CCPC can be used as allowable business losses if the business fails. Can participate in Ownership of company. Less dilution than if stock options are issued. I work for a public company and received 1000 shares of stock options. Let8217s say the exercise price was 10share, and the market value of the share was 13share (at the time the shares were exercised). I paid necessary tax at the time of exercise, but I did not immediately sell my shares. If the shares go up in value to 15share and I sell all my shares at this time, do I have to pay any taxes further taxes In your example, if you decide to sell your shares at 15, you will be taxed on the capital gain as follows: Adjusted Cost Base: 13 (FMV of when you exercised your shares) Proceeds of Disposition: 15 (FMV of when you sold your shares) Capital Gain: 2 Inclusion Rate: 12 Taxable Capital Gain: 1 share you sell. You record a gain of 2 for each share you sold and will have to pay 1 in taxable capital gains for each share you sold. I have a question concerning taxation of stock options. I work for a public company and was granted 1000 shares of stock options at the exercise price of 10share (according to the agreement). The market value of the shares was 13share (at the time the option was exercised). I paid the necessary taxes at the time of exercise and the employment benefit was included in my income on my T4 slip. If I hold on to the shares and the shares go up in value, and then I sell the shares at 15share, do I need to pay taxes for the additional gain of 2share Dear Sumeer, As an employee who exercises options and acquires shares, you are entitled to an offsetting deduction that equates to one half of the employment benefit amount. This is given to you as long as these conditions are met: 8211 the employer corporation is the issuer of shares 8211 the shares are not 8220preferred shares8221 but instead 8220prescribed shares8221 8211 the option exercise price must not be less than the fair market value of the shares at the time the option is granted 8211 the employee deals closely with the employer corporation I hope this helped, Thanks Allan Hello Allan, I am ready to declare my security option benefit and I work for a private Canadian corporation how do I go about this Thanks, Ranjeet Hello Ranjeet, Declaring your security options benefits depends on the type of company issuing the benefits. If the company is a Canadian controlled private corporation, you have to report the benefits the year you plan on selling your securities. Thanks, Allan Madan I exercised options using a net exercise (they used part of my available options to purchase shares and provided me with a certificate for those shares) last year but on review the company did not report the taxable benefit on my T4. The stock is for a publicly listed company on the TSX. How should this be cleared up with CRA Isn8217t it the companies responsibility to report this as income on my T4 It8217s the company8217s responsibility to report the taxable benefit realized upon exercising employee stock options. You should speak with your employer and ask them if they will be issuing amended T4 slips to their employees. What is your take on the Liberal government8217s pre-election promise to change how stop options are taxed I have unexercised employee options granted to me before the company I work for went public (IPO). I am concerned that the changes can have a significantly negative effect on the tax on the gains of those options ifwhen exercised next year (stock price is currently too low to exercise now, or I would). As such: 1) Do you think the federal government will go ahead with these changes I have read articles that make it sound like it may not be worthwhile to go ahead as companies would logically have to be given the ability to deduct options as an expense, which is now not the case. 2) Do you think there will be any grandfathering that may benefit situations such as mine 3) Do you think the changes will apply to pre-IPO companies as well as public companies 4) If the federal government does go ahead with changes, do you think the changes will be exactly as promised, or might there be some lessening of their impact (e. g. higher annual exclusion) These are excellent questions. While the liberal government has expressed its intention to make employer stock option benefits 100 taxable, they have said that this high inclusion rate will only apply on gains in excess of 100,000. Therefore, most Canadians will not be affected. I suspect that the liberal government will go head with these plans, but I8217m not completely certain. The finance minister announced that options granted prior to the date on which the new stock option rules come into effect will be grandfathered. He did not specify whether the rules will be different for pre-IPO companies or public companies. i work for a company that allows me to purchase stock options. they will match up to 30. i am about to be laid off. better to cash out now not sure if ei benefits will be reduced if i was to cash out while claiming ei. Thanks for your question. If your total income for the year including taxable stock option benefits and EI payments does not exceed 61,000, then your EI payments will not be clawed-back. I suggest that you first calculate the total taxable benefit from cashing our your stock options before you decide whether or not it makes sense to cash out. Hello Allan, can either stock option proceeds (or the options themselves) or ESPP stocks or proceeds be transferred or gifted to as spouse for taxation purposes. The stock are in an American company which has been purchased and these stocks will be paid out all at the same time. Thank you, Jane Hi Jane, They can be gifted to a spouse at cost, so that a capital gain will not arise on the transfer. BUT, any income or gains earned by the recipient spouse on the transferred stocks shares must be attributed back to the transferor spouse. So you can8217t save taxes by way of a gift to a spouse.2e Twice-Exceptional Newsletter For parents, teachers and professionals. Helping twice-exceptional children reach their potential. Journal, published 6 times a year. An Interview with Mark Bade and Linda Neumann: Twice Exceptional by Michael F. Shaughnessy in Ednews. org ADAAA becomes law, strengthens 504 amp ADA COPAA, September 25, 2008 The ADAAA overturns a decade of jurisprudence that has barred the door to ADA eligibility for many people with disabilities, including epilepsy, diabetes, intellectual and developmental disabilities, muscular dystrophy, and cancer, among many others. The reforms in the law will apply to both the ADA and Section 504 of the Rehabilitation Act. Read the full ADAAA (ADAAA requires Adobe Reader ) Dear Colleague Letter: Access by Students with Disabilities to Accelerated Programs by Stephanie Monroe, Assistant Secretary for Civil Rights, Office of Civil Rights (OCR) It has been reported that some schools and school districts have refused to allow qualified students with disabilities to participate in accelerated programs such as AP and IB. Similarly, we are informed of schools and school districts that, as a condition of participation in such programs, have required qualified students with disabilities to give up the services that have been designed to meet their individual needs. These practices are inconsistent with Federal law. emphasis added Different Minds: Gifted Children With ADHD, Asperger Syndrome, and other Learning Deficits by Deirdre V. Lovecky Recognizing the different levels and kinds of giftedness, Lovecky provides insight into the challenges and benefits specific to gifted children with various learning difficulties. Guides parents and professionals through diagnosis and advises on how best to nurture individual needs, positive behavior and relationships at home and at school. or Amazon. co. uk Ensuring Gifted Children With Disabilities Receive Appropriate Services: Call For Comprehensive Assessment NAGC Like all other students with disabilities in Americas schools, gifted students with co-existing disabilitiesthe Twice-Exceptional (2e)have the right to a free, appropriate, public education. However, due to challenges inherent in accurately evaluating a students learning strengths and weaknesses, and special education identification processes that focus on below grade-level achievement, many 2e students are going unidentified. NAGC recommends five strategies that will increase the probability that gifted students with disabilities are identified and that their advanced abilities and disabilities are simultaneously addressed and supported. (requires Adobe Reader ) Gifted LD: Just the FAQs LDInfo What is a gifted LD student Are there many gifted LD students How and when are gifted LD students identified Is it easy to assess LD in a gifted student Are special education services necessary for gifted LD students Are there any services available other than special education How does a learning disability affect a gifted student outside of school Do gifted LD students tend to have any special emotional or behavioral issues What should a parent do Graduation of a Gifted Kid by Catherine from Oregon A must read My son is valedictorian of his high school, but hes not giving a valedictorian speech at graduation. As far as we can tell, its because he acted goofy: he danced around the school singsonging about being valedictorian (thinking he was being ironic and self-effacing) he wore a cape at the schools honors trivia bowl he told friends he might talk about Batman in his speech. He lost his right to give a speech. Thinking about this, and thinking about our long, sometimes confusing journey with this young man, Im writing my own speech. Grit, patience, appreciation. Gentleness, perseverance, attention. As mom, I claim the top GPA in this endeavor of raising a child who is different. A Guidebook for Twice Exceptional Students: Supporting the Achievement of Gifted Students with Special Needs from Montgomery County Public School Department of Curriculum and Instruction To assist staff, parents, and the students in understanding the identification process and in accessing appropriate instruction. Covers identification, framework for success, interventions, and more. (requires Adobe Reader ) If This is a Gift, Can I Send It Back. Surviving in the Land of the Gifted and Twice Exceptional by Jen Merrill, author of Laughing at Chaos (or from Gifted Homeschoolers Forum ) Join Jen on her journey of discovery, acceptance, and understanding, as she brings humor and wit to the challenges that only the gifted and twice exceptional can create. read this yourself, or read it aloud to your parenting partner, but whatever you do, do NOT read this in a quiet waiting room Introducing. Ocelot by Ocelots Mom There are a few people in this world who can be described as a quotforce of Nature. quot Ocelot is one of those people. It is impossible to work with Ocelot for very long and not be changed by the experience. The purpose of this document is to give adults a crash-course in understanding Ocelot. Because her abilities show when she speaks, some people expect Ocelot to do superior work with little assistance, be a quotself-starterquot and to learn on her own. In Ocelots case, this is not true. Dear Colleague Letter: Access by Students with Disabilities to Accelerated Programs by Stephanie Monroe, Assistant Secretary for Civil Rights, Office of Civil Rights (OCR) It has been reported that some schools and school districts have refused to allow qualified students with disabilities to participate in accelerated programs such as AP and IB. Similarly, we are informed of schools and school districts that, as a condition of participation in such programs, have required qualified students with disabilities to give up the services that have been designed to meet their individual needs. These practices are inconsistent with Federal law. emphasis added Key Differences Between Section 504, the ADA, and the IDEA by Peter Wright and Pamela Wright, Wrightslaw What are the differences between students protections under Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) and the Individuals with Disabilities in Education Act (IDEA). You need to know Keeping Students with Disabilities Safe from Bullying U. S. Department of Education EDs Office of Special Education and Rehabilitative Services (OSERS) issued guidance to educators and stakeholders on the matter of bullying of students with disabilities. an overview of school districts responsibilities to ensure that students with disabilities who are subject to bullying continue to receive free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA). States and school districts are obligated to ensure that students with disabilities receive FAPE in the least restrictive environment (LRE). This guidance explains that any bullying of a student with disabilities which results in the student not receiving meaningful educational benefit is considered a denial of FAPE. Furthermore, this letter notes that certain changes to an educational program of a student with a disability (e. g. placement in a more restricted protected setting to avoid bullying behavior) may constitute a denial of FAPE. Living With Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults by Susan Daniels amp Michael M. Piechowski Do you know an intense gifted child You must read this book An easy-to-read volume for parents, teachers, psychologists, everyone dealing with the gifted child, that explains the inexplicable, and guides us all in guiding the growth and development of our gifted children. Misdiagnosis And Dual Diagnoses Of Gifted Children And Adults: ADHD, Bipolar, OCD, Aspergers, Depression, And Other Disorders by James T. Webb, Edward R. Amend, Nadia E. Webb, Jean Goerss, Paul Beljan, F. Richard Olenchak, and Sharon Lind Physicians, psychologist, and counselors are unaware of characteristics of gifted children and adults that mimic pathological diagnoses. Six nationally prominent health care professionals describe ways parents and professionals can distinguish between gifted behaviors and pathological behaviors. or Amazon. co. uk Misperceptions About Giftedness Diagnosis of ADHD and Other Disorders by Deirdre V. Lovecky This article reviews some of the research about gifted children and mental health disorders. There are three main issues: The Issue of Misdiagnosis: Are gifted children being misdiagnosed as having mental disorders like ADHD when they do not The Issue of Prevalence: What is the likelihood of a gifted child having a mental disorder like ADHD The Issue of Maladjustment: Are gifted children more prone to having particular mental disorders than the average population The Mislabeled Child: How Understanding Your Childs Unique Learning Style Can Open the Door to Success by Brock Eide and Fernette Eide Misapplied labels can be devastating properly diagnosed labels can change a childs life. The Eides can help professionals and parents alike, to find the proper labels, as well as learning tools, exercises, and therapies that help children with similar labels. Each chapter covers a unique learning challenge: Visual Problems, Attention Problems, Autism and Autism-like Disorders, and more. OSEP Policy Letter Re: Specific Learning Disabilities (SLD) For a child to be eligible for services under Part B under the specific learning disability category, there must be a severe discrepancy between the childs achievement and intellectual ability in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematics calculation, or mathematics reasoning. No mention is made in the regulations of any exclusions solely on the basis of intelligence. All children, except those specifically excluded in the regulations, regardless of I. Q. are eligible to be considered as having a specific learning disability, if they meet the eligibility requirements. (Lillie Felton) Raising Your Spirited Child: A Guide for Parents Whose Child Is More Intense, Sensitive, Perceptive, Persistent, and Energetic by Mary Sheedy Kurcinka If you have an exceptionally spirited child, this book is written for you. Now Also available Raising Your Spirited Child Workbook Research Based Strategies for Special Needs Students - Twice Exceptional Students A quick review sheet for educators with both symptoms and solutions, published by the Pennsylvania State Education Association Professional Learning Exchange. (requires Adobe Reader ) Rethinking Learning Disabilities: Understanding Children Who Struggle in School by Deborah P. Waber (or on Kindle ) A leading researcher and clinician, Waber offers an alternative to the prevailing view of learning disability as a problem contained within the child. Instead, she shows how learning difficulties are best understood as a function of the developmental interaction between the child and the world. Integrating findings from education, developmental psychology, and cognitive neuroscience. RtI and the Gifted Child: What Every Parent Should Know by Michael Postma, Dr. Daniel Peters, Barbara (Bobbie) Gilman, amp Kathi Kearney, in June 2011 Parenting for High Potential (NAGC) Response to Intervention (RtI) is yet another approach to ensure services for children who demonstrate special needs in the classroom. Neither NCLB nor RtI were designed with gifted children in mind. However, NCLB had sweeping ramifications for how money was spent in schools, and RtI may govern how gifted childrenwith and without accompanying disabilitiesare identified and served. Spotlight on 2e Booklets from 2e Twice-Exceptional Newsletter Spotlight on 2e is a series of easy-to-read, information-rich booklets on 2e topics, that answer all the tough questions, and provide a terrific set of resources for additional information. Im already ordering a set for the teachers and administrators in our childs new school this fall Available:Understanding your Twice-Exceptional Student (for educators) Parenting Your Twice-Exceptional Child (for parents) The Twice-Exceptional Child with Asperger Syndrome Guiding the Twice-exception Child: A Collection of Columns by Meredith Warshaw The 2e Reading Guide: Essential Books for Understanding the Twice-exceptional Child Understanding the Gifted Child with Attention Difficulties Understanding the Gifted Child with Central Auditory Processing Difficulties Understanding the Gifted Child with Dyslexia Surviving or Thriving Gifted middle school boys with learning disabilities by Mary Ruth Coleman, in Gifted Child Today () Teachers often view gifted students as outstanding performers and see these students as top picks for their classes. Yet, not all gifted-students thrive in school. For gifted students with learning disabilities, school is not always the most comfortable place. What have we have learned in the last 30 years Terrific strategies to help gifted learning disabled children cope, in academics, testing, and in life Twice-Exceptional: Students with both Gifts and Challenges or Disabilities Idaho Department of Education Definition: Students who are Twice-Exceptional are identified as gifted and talented and are also identified with one or more disability or condition. Educational Implications: Identification is troublesome yet essential. A spread in assessment scores is common and needs to be interpreted with care Response-To-Intervention has been identified as an effective model for intervention Socialemotional development is a consistent and critical area of need. Parenting: Parenting students who are Twice-Exceptional is often frustrating. Collaborative support and understanding are essential. Twice ExceptionalTwice Successful: Back to School Strategies that Work by Linda Collins Twice-exceptional students also need intentional support that personalizes a strategic educational plan in each class. This is not coincidental, accidental, or unintentional support. The IEP504 fulfills legal obligations for special education services, but teachers may need a more detailed intentional approach to helping a 2-e student in a particular content area, a more focused, delineated, plan, especially if the student is attempting an Honors or Advanced Placement class. When Special Ed is Special-er by giftedguru The question about IEPs and 504 accommodations comes up frequently with regard to gifted learners. Gifted kids can have other conditions as well, so just because your childs gifted doesnt mean himher has no educational issues that may require intervention. IEP vs. 504 accommodations. Wrightslaw: From Emotions to Advocacy: The Special Education Survival Guide by Peter W. D. Wright and Pamela Darr Wright This book will teach you how to plan, prepare, organize and get quality special education services. In this comprehensive, easy-to-read book, you will learn your childs disability and educational needs, how to create a simple method for organizing your child s file and devising a master plan for your childs special education. You will understand parent-school conflict, how to create paper trails and effective letter writing. While not explicitly for twice exceptional kids, it is perfect for their parents and advocates Wrightslaws Letter to a Stranger Simple ideas for writing that difficult letter well. Great for more than just educational advocacy. Your Childs Disorder May Be Yours, Too by Benedict Carey, New York Times, in Hoagies Twice Exceptional. found in his sons diagnosis a new language to understand his own life. provided a frame in which a whole bunch of seemingly unrelated aspects of my own life growing up fit together for the first time. Editors note: this applies to giftedness, too - many of us realize that we are gifted when our kids are first quotdiagnosedquot The 2E Dilemma: Understanding and Educating the Twice Exceptional Child by Areva D. Martin, in LA Family Magazine My son is gifted My son is learning disabled. The peculiar thing about these two statements is that they come from the same parent speaking about the same child A proper diagnosis and appropriate intervention including special education is a start to meeting the mission of IDEA that all children with disabilities receive services to meet their unique needs. 3rd Circuit Court Decision in favor of private school placement of giftedld students (PA) Warren and Grant are both gifted students with learning disabilities. their parents became dissatisfied with their sons IEPs and obtained IEEs of them. 5 Scholarships for Students With Learning Disabilities (just one of many listed). If youre unaware of the Rise Scholarship Foundation, its a great place to start. Their website features a ton of articles and resources specifically for LD students, covering everything from navigating the Common Application for Undergraduate College Admission to keeping yourself engaged in classes. And, true to its name, the foundation also gives out Rise Award Scholarships each year. American Hyperlexia Association Hyperlexia is a syndrome observed in children who have the following characteristics: an extraordinary precocious ability to read words, but significant difficulty in understanding verbal language. Also subscribe to the Hyperlexia mailing list H P N for discussion and information Asynchronous development and sensory integration intervention in the gifted and talented population by Anne Cronin An overview of sensory integration and current relevant literature, and discuss this in the context of existing literature about the characteristics of gifted children. Includes interview, sensory diet, activities, and more. Bad Behavior Does Not Doom Pupils, Studies Say by Benedict Carey, The New York Times Study concluded that kindergartners who are identified as troubled do as well academically as their peers in elementary school. The other found that children with attention deficit disorders suffer primarily from a delay in brain development, not from a deficit or flaw. Experts say the findings of the two studies, being published today in separate journals, could change the way scientists, teachers and parents understand and manage children who are disruptive or emotionally withdrawn in the early years of school. The Blame Game Are School Problems the Kids Fault by Pamela Darr Wright, Wrightslaw They think Brians school problems are my fault. The school psychologist said Shannons learning problems were her fault, that she was lazy and unmotivated and we had to pressure her to work harder. When a child has trouble learning or behaving in school, the source of the childs problem can usually be traced to one or more of five causes. But I Did Everything Right by Sharon Begley, in Newsweek DNA discoveries are revealing why even the best parenting doesnt have the effects experts promise, from breast-feeding to letting kids learn from mistakes. Or why different kids, even in the same family, react differently to the same situations and need different parenting styles, and may still not learn from their own mistakes. The challenge of the highly giftedspecial needs child by Meredith G. Warshaw The problem for twice-exceptional children. is that they learn an even more damaging lesson: that if they cannot do a task right away, they wont be able to do it at all. A Chance to Read: Twice Exceptional by Dennis Higgins, on LD Online (Video) Dr. Dennis Higgins teaches seven twice exceptional boys in New Mexico who need some unique instruction. Higgins shows how he helps these boys succeeed. Childrens Disability List of Lists from Childrens Disability Information An annotated directory of mailing lists for families of children with disabilities and special needs. Each disability mailing list is validated for usefulness and family orientation. A Closer Look at Gifted Children with Disabilities by Cindy Little, in Gifted Child Today () In todays educational system, the myth of global giftedness is quite prevalent. While some students are talented in all academic areas, many more are not. Unevenness tends to be the rule rather than the exception. Thus, many children, due to a deficit in some aspect of development, are excluded from gifted programming--something many of them desperately need. Cognitive Functioning as Measured by the WISC-R: Do Children with Learning Disabilities Have Distinctive Patterns of Performance by Amedeo D Angiulli and Linda S. Siegel Many of the children with learning disabilities showed a significant difference between Verbal and Performance IQ scores, but so did many of the typically achieving children. Patterns of performance on intelligence tests are not reliable enough for the diagnosis of LD in individual children. The Complete IEP Guide: How to Advocate for Your Special Ed. Child by Lawrence M. Siegel The book is written with the lay person in mind in a clear and concise manner. The whole IEP process is spelled out in easy to follow steps that gently glides one through the process Crossover Children: A Sourcebook for Helping Children Who Are Gifted and Learning Disabled by Marlene Bireley Gifted LD kids need to work from their strengths Denial of Eligibility Because of Gifted Intellectual Ability andor Lack of Failure The U. S. Department of Education, in a written response to questions from the Learning Disabilities Association of North Carolina, stated that quot. each child who is evaluated for a suspected learning disability must be measured against his or her own expected performance, and not against some arbitrary general standard. quot Even an intellectually gifted student may be considered for eligibility for special education. Dereks Story on Smart Kids with Learning Disabilities Chronicles one familys experiences throughout a school year as they deal with their 8-year-old sons learning differences in a suburban public school. Though pseudonyms are used at the familys request, all other aspects of the story are true. Travel along with Derek and his family in their struggle to find the right match of programs and teachers for a smart kid with learning disabilities. Diagnosis Questions by Betty Maxwell How much is too much The general lack of professional education regarding issues of giftedness can lead to wrong advice or even misdiagnosis. Diamonds in the Rough by Lisa Fine Identifying twice-exceptional students is a challenge for educators, in addition, because of the wide array of strengths and types of learning disabilities that exist. But researchers have noticed certain characteristics of twice-exceptional students. Do I Stay or Do I Go by Meredith Warshaw It is important that we teach our children both lessons - that when things get tough, we try to fix the situation, and that when the situation is unsalvageable, we look for other alternatives and make the best choice we can. Dont Think About Monkeys. Extraordinary Stories Written by People with Tourette Syndrome edited by Adam Ward Seligman and John S. Hilkevich Remarkable collection of stories written by fourteen people who live with Tourette syndrome. Ranging from three teenagers learning to come to grips with teasing to adults encountering discrimination, the collection represents the incredible diversity of a disorder as diverse as life itself. Dual Diagnosis and the Obsessive-Compulsive Personality Disorder The essential feature of the obsessive-compulsive personality disorder is a preoccupation with orderliness, perfectionism, and control at the expense of flexibility, openness, and efficiency. Dual Exceptionalities (ERIC Digest 574) by Colleen Willard-Holt Gifted students with disabling conditions remain a major group of underserved and understimulated youth. The Einstein Syndrome: Bright Children Who Talk Late by Thomas Sowell There is a certain well-defined group who are developmentally normal or even quite bright, yet who may go past their fourth birthday before beginning to talk. These children are often misdiagnosed as autistic or retarded, a mistake that is doubly hard on parents who must first worry about their apparently handicapped children and then must see them lumped into special classes and therapy groups where all the other children are clearly very different. Enabling or Empowering Adaptations and Accommodations for Twice-Exceptional Students by Rich Weinfeld, Linda Barnes-Robinson, Sue Jeweler, and Betty Roffman Shevitz There is a difference in perception regarding the appropriateness of adaptations and accommodations, as well as differing beliefs about whether these adaptations and accommodations enable or empower students. Parents and students agree with the positive attributes of adaptations and accommodations special educators agree to a lesser extent general educators, including administrators and counselors, especially those at the secondary level, tend to disagree with the provision of adaptations and accommodations. (requires Adobe Reader ) Enabling Our Children by Deborah Thorpe quotThe teacher says I am enabling him to be the way he is, quot Parents of children with invisible disabilities are constantly being blamed for their childs difficulties The Explosive Child by Ross W. Greene An explosive child who frequently exhibits severe noncompliance, temper outbursts, and verbal or physical aggression. If this sounds like your child, The Explosive Child lays out a sensitive, practical approach to helping your child at home and school. Fighting Guilt by Charlotte Riggle Misplaced parental guilt is a monster. Seducing you with what might have been, it wastes your time, erodes your confidence, devours your energy, and distracts you from what is which is the only thing you can do anything about Gifted and learning disabled: A neuropsychologists perspective by Nadia Webb and Antara Dietrich. The challenge is how to provide a practical, whole-person understanding. Most twice-exceptional children would respond well to minor accommodations and a better understanding of their relative strengths and weaknesses. Ironically, the assessment process itself can sometimes hinder understanding a child because it is usually superficial. Gifted and Learning Disabled: Twice Exceptional Students by Dawn Beckley There are at least three subgroups of twice-exceptional students whose dual exceptionality remains unacknowledged. Gifted Autistic Or Just Quirky As More Children Receive Diagnoses, Effects of These Labels Seem Mixed by Maia Szalavitz, Special to The Washington Post quotParadoxically liberatingquot is how Phil Schwarz has described his Aspergers syndrome diagnosis. He was in his late 30s at the time. quotIt allowed me to make sense of everything through a new lens. quot It seems that America has fallen in love with the stamp of medical authority. Increasing numbers of children are given increasingly specific labels. Gifted But Learning Disabled: A Puzzling Paradox (ERIC Digest 479) by Susan Baum How can a child learn and not learn at the same time For many people, the terms learning disabilities and giftedness are at opposite ends of a learning continuum Gifted Children With Disabilities: Overcoming Stereotypes by Starr Cline and Kathryn Hegeman, in Gifted Child Today () Gifted children exist in all segments of the population. When children are gifted and have a disability, identification of gifts presents special challenges. Testing specialists tend to focus their assessments on establishing the extent of a disability and may not pursue assessment of giftedness. Stereotypic expectations work against gifted individuals with disabilities. Gifted Children with Learning Disabilities: A Review of the Issues by Linda E. Brody and Carol J. Mills Many people have difficulty comprehending that a child can be gifted and also have learning disabilities. As a result, children with special needs that result from both their high abilities and their learning problems are rarely identified and are often poorly served. The GiftedLearning-Disabled Child: A Guide for Teachers and Parents by Erin A. Fetzer We are now in an era when the words quothandicapped accessiblequot are emblazoned on the consciousness of most Americans and yet we still have not made gifted education quothandicapped accessible. quot From definitions and identification to classification and program The Gifted Learning Disabled Student A student can be very bright yet have a learning disability. The unique needs of this special population are often misunderstood in the classroom. This resource is not available to read on the Internet the link points to Johns Hopkins University, the publisher, where you can order it Gifted students with learning disabilities: who are they by Lawrence J. Lewandowski and Benjamin J. Lovett, in Journal of Learning Disabilities One way to operationalize learning disabilities (LD) is as a discrepancy between an individuals ability and his or her achievement or performance. Although the use of this method of clinical diagnosis has been criticized by many, the basic idea may still serve as a useful heuristic for understanding the gifted student with LD. it seems reasonable that such an individual might well benefit from interventions to remediate the LD and from services to develop skills in those areas where the individual has above-average abilities. Gifted students with disabilities are we finding them by Frances A. Karnes, Elizabeth Shaunessy and Amy Bisland, in Gifted Child Today () The lack of information about gifted students with disabilities in gifted coursework may lead to the underidentification of such students since teachers of the gifted, often the best recruiters for gifted programs in K-12 schools, may not be aware of their characteristics or how to screen them appropriately. Often, a childs disability may mask his or her giftedness, which prevents him or her from being identified as gifted or leading to a misdiagnosis of the childs abilities. Giftedness and LD: Twice Exceptional and Still Struggling by Sheldon H. Horowitz, National Center for Learning Disabilities Put quotLDquot and quotgiftedquot in the same sentence and be prepared for puzzled looks, even signs of disbelief. Students with LD who are also gifted rarely meet the criteria for special education services. And when they finally are identified as eligible for special education help, they are often already in the later grades, swamped with the demands of content area instruction and lagging behind in grades and assignments because of the intensity of their work load. Giftedness and Learning Disabilities (ERIC Digest 427) by C. June Maker and Anne Jo Udall Identification of the Learning Disabled Gifted, Educational Implications, Solutions for Classroom Problems, Parent Help and References. Good Friends Are Hard to Find: Help Your Child Find, Make, and Keep Friends by Fred Frankel and Barry Wetmore A step by step guide to whats age appropriate for play, and how parents can make rules for kids to keep them moving in the direction of making and keeping friends. Good for shy kids and kids who seem to not get those unwritten social rules, or kids who have to deal with agemates that seem alien to them. Read the Davidson Institute review. Graphomotor Skills: Why Some Kids Hate to Write: Things to Know and How to Help by Glenda Thorne Students with graphomotor problems are frequently called quotlazyquot, quotunmotivatedquot andor quotoppositionalquot because they are reluctant to produce written work. GT-Special Mailing List Support for families of twice exceptional children. Handheld Technology in the Classroom: Respecting and Meeting the Needs of All Writers by Cathy Risberg, in 2e: Twice-Exceptional Newsletter By honoring our childrens learning preferences, we can offer them the writing options that will help them succeed. In allowing students to choose handheld technology as a tool, we will truly respect and meet their needs as learners and empower them as writers. Highly Gifted Children in Full Inclusion Classrooms by Kathi Kearney It is ironic that in an ideological environment which stresses quotfull inclusionquot in regular classrooms for children with severe disabilities, highly gifted children are still being excluded in many ways. Homeschooling Your Child with Special Needs by Isabel Shaw For families who have kids with special needs, the decision to homeschool is usually a desperate move. Parents are often frustrated by the inability of schools to provide the services their children need. But can ordinary parents help their children succeed when teams of experts are unable to do so Isnt a school environment the best place for kids to learn And what about socialization The answers to these questions may surprise you. Homework Without Tears: A Parents Guide For Motivating Children to Do Homework and to Succeed in School by Lee Canter and Lee Hausner The help parents need to create an unstressful learning environment in the home and motivate their youngsters to succeed in school. How Does One Identify the Learning Disabled Gifted by C. June Maker and Anne Jo Udall The biggest problem in identification is that a disability often masks or inhibits the expression of giftedness, so that it is difficult to tell whether a persons abilities are outstanding enough to indicate giftedness. On the other hand, giftedness can often mask the learning disability because the persons abilities can help him or her overcome or compensate for the disability. How to Handle a Hard-To-Handle Kid: A Parents Guide to Understanding and Changing Problem Behaviors by C. Drew Edwards Writing with authority and compassion, Edwards explains why some children are especially challenging, for reasons from ADHD to profoundly gifted, then spells out clear, specific strategies parents can use to address and correct problem behaviors with firmness and love I Am Who I Am Because of My Disabilities: Perspectives of a Resilient Post-Secondary Student by Jason Ford Id like to start by saying that I have a diagnosed permanent learning disability, as well as ADHD and enough OCD to make my life that much more interesting. To me, this sounds more like a confession then a story, but life is what it is and Im who I am because of my disabilities. Before I get into the story, Id like to share some of my background to help give perspective on my life up till now. Identification and assessment of gifted students with learning disabilities by Lilia M. Ruban and Sally M. Reis More is known about the characteristics and needs of gifted students with learning disabilities today than in the past. However, many of these students are not identified as requiring services, and if they are, it is for only 1 exceptionality. This absence of knowledge about the consequences of the coincidence of gifts and disabilities has resulted in misidentification and minimal services for many students. If Gifted Asynchronous Development, then GiftedSpecial Needs Asynchrony Squared by Lee Singer A parents essay from Uniquely Gifted: Identifying and Meeting the Needs of Twice Exceptional Students Impairments in language development can be detected in infants as young as 3 months on Physorg The brains of infants distinguish differences in sounds and it may become possible to correct language problems even before children start to speak, sparing them the difficulties that come from struggling with language. Individuals with Disabilities Education Improvement Act of 2004 For the first time ever, twice exceptional (gifted AND. ) children are specifically mentioned as needing services. An Interview with Dr. Edward R. Amend: About the Emotional Needs of Gifted Kids Discusses many of the current concerns faced by parents, teachers and counselors who work with gifted children have. In the Minds Eye: Visual Thinkers, Gifted People With Dyslexia and Other Learning Difficulties, Computer Images and the Ironies of Creativity by Thomas G. West This book has strong implications for anyone who has ever considered autism, dyslexia, or learning difficulties to be horrible things that must be stamped out. It shows that the apparent quotweaknessquot and quotlack of abilityquot in some areas can really be an aspect of a major (but often unrecognized) area of strength. IQ Subtest Analysis: Clinical Acumen or Clinical Illusion by Marley W. Watkins, Department of Educational and School Psychology, Pennsylvania State University Subtest analysis is pervasive in psychological training and practice. But the evidence that exists regarding relations between subtest profiles and socially important academic and psychosocial outcomes is, at best, weak. Hypothesized relationships between subtest profiles and other psychosocial behaviors persistently fail to achieve statistical or clinical significance. LD Online and their page on Gifted LD The interactive guide to learning disabilities for parents, teachers and children LD Podcast A weekly podcast about parenting children who are struggling in school or have learning disabilities. Dont miss the Archive of Past Shows 1-16. Shows 17-28. Shows 29- Learning Differences by Fernette Eide Learning differences amp disabilities - explaining how they might present in the classroom, on the playground, or at home. Learning Differences Ennis William Cosby Foundation Individuals with learning differences present a challenge to our commitment to understanding diversity in learning and to our commitment to excellence in teaching - not to our standards of excellence in school achievement. Learning Problems at School: Whose FAULT Is It Based on 5,000 reports prepared by school psychologists, quotthe results indicate clearly no need to improve curricula, teaching practices, nor school administrative practices and management. The only needs somehow involve improving the stock of children enrolled in the system, and some of their parents. quot (sic) Making A Difference: Motivating Gifted Students Who Are Not Achieving by Del Siegle and D. Betsy McCoach Underachievement has at least four potential underlying causes, each requiring different intervention strategies. Educators should attempt to isolate the origin of the underachievement. Gifted students who are have difficulty with school should be screened for a wide variety of. (requires Adobe Reader ) The Many Faces of Giftedness: Lifting the Mask by Alexinia Y. Baldwin Many children fail to get an appropriate education because of a preoccupation with ethnicity or a disability that leaves their intellectual strengths neglected. Maverick Mind: A Mothers Story of Solving the Mystery of Her Unreachable, Unteachable, Silent Son by Cheri L. Florance Florance began to theorize that Whitneys visual thought process was so advanced, it had shut down his verbal ability. Together with her two older children, she developed a method of teaching Whitney to read and to think sequentially based on visual, rather than verbal cues. Meeting the Needs of Twice-Exceptional Children by Meredith G. Warshaw Many highly gifted children have other special needs learning disabilities, ADHD, Asperger Syndrome, sensory integration disorder, etc. This can be very challenging, both in terms of identification, and in terms of finding ways to address both the gifted and special needs sides of the child adequately. Meeting the Social Needs of Students Who Are Twice Exceptional by Mary Ruth Coleman, Christine Harradine, and Emily Williams King Recognizing and supporting the social and emotional needs of twice-exceptional students are just as important as addressing their academic needs. We must appropriately identify and serve students who are giftedLD in order to maximize their potential both inside and outside the classroom. (requires Adobe Reader ) A Mind at a Time by Mel Levine Mel Levine: Teaching All Kinds of Minds Listen on NPR Recognizing each childs intellectual, emotional, and physical strengths--and teaching directly to these strengths--is key to sculpting quota mind at a time, quot Detailed steps describe how mental processes work for capable kids, and how they can be finessed to serve those who struggle. Mis-Diagnosis and Dual Diagnosis of Gifted Children: Gifted and LD, ADHD, OCD, Oppositional Defiant Disorder by James T. Webb, Edward R. Amend, Nadia E. Webb, Jean Goerss, Paul Beljan, F. Richard Olenchak Many gifted and talented children (and adults) are being mis-diagnosed by psychologists, psychiatrists, pediatricians, and other health care professionals. The most common mis-diagnoses are: Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Obsessive Compulsive Disorder (OCD), and Mood Disorders. mis understood Minds A companion site to the PBS special The tension between the demand for academic success and the stubborn reality of a problem makes learning difficulties one of the most contentious topics in an increasingly competitive and educated society. Dont miss Experience Firsthand. including LD activities impacting concentration, decoding, graphomotor, and 6 other LDs. Motivation Problem or Hidden Disability by Meredith Warshaw quotYour childs so smart - she could do that if only shed tryquot. Children who look like they have quotmotivational problemsquot may have undiagnosed special needs. A few of the hidden disabilities that can make children seem like they quotwould rather stare at the ceiling than do serious workquot. my 2e guy in a million or less by denverlori Write in a million words or less anything you want us to know about your child. How they learn, what makes them tick, what works, what doesnt. Since my child is on an IEP (individualized education plan) at school I had written a letter quite similar to this one a few years ago, but it was due for an update. I was thrilled his teachers asked My Mockingbird by Ruthie Some well-meaning professionals shoot at our mockingbirds. Parents of twice-exceptional kids are told that our kids are too smart for the special education services they need -- and in the same breath, that they dont achieve enough in the classroom to receive the instruction they need Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder by Richard Louv Todays kids are increasingly disconnected from the natural world, says Louv ( Childhoods Future Fatherlove etc.), even as research shows that quotthoughtful exposure of youngsters to nature can. be a powerful form of therapy for attention-deficit disorder and other maladies. quot Instead of passing summer months hiking, swimming and telling stories around the campfire, children these days are more likely to attend computer camps or weight-loss camps: as a result, theyve come to think of nature as more of an abstraction than a reality. Neurolearning by Fernette Eide Help parents learn about their childrens learning differences and disabilities, so parents can understand how best to teach and help their children at school and at home. Neurolearning Library Childrens individual road maps of learning preferences and difficulties can tell us much information about how to optimize their learning, but sometimes it can be difficult figuring out a particular childs ways. The Nonverbal Dictionary of Gestures, Signs amp Body Language Cues David B. Givens From Adams-Apple-Jump to Zygomatic Smile, items in this Dictionary have been researched by anthropologists, archaeologists, biologists, linguists, psychiatrists, psychologists, semioticians, and others who have studied human communication from a scientific point of view Overview of Executive Dysfunction by Leslie E. Packer One of the least studied and most often overlooked contributors to academic, behavioral, and social problems is the area of executive dysfunction. Executive functions (EF) are central processes that are most intimately involved in giving organization and order to our actions and behavior. They have been compared to the quotmaestroquot who conducts the orchestra. Quirky Kids: Understanding and Helping Your Child Who Doesnt Fit In - When to Worry and When Not to Worry by Perri Klass and Eileen Costello Pediatricians Klass and Costello address a growing issue: when to worry and when not, how far to push for diagnosis andor treatment when a childs quotquirkinessquot becomes concerning. Broadly defining quotquirkyquot kids as quotthe ones who do things differently, quot they explore anxiety disorder, attention deficit disorder, Tourettes syndrome, oppositional defiance disorder, Aspergers syndrome and other problems. Raising My Twice-Exceptional Children. Not What I Signed Up For by Sarah Garrison Our homeschooling adventure began abruptly, when we realized that a bad preschool situation had become intolerable. Every day, it seemed, Origami left school either in a rage or in hysterics. Removing Origami from school produced an immediate positive change in his behavior and in his state of mind. Resource Group for Gifted Learning Disabled Parents network for giftedLD - great information, in bulletins, articles, and more Retention for a Gifted LDADD Child by Jerome J. Schultz, in Family Education Magazine In one word, NO What purpose could be served by having any (LD or not) gifted child go through a recycled curriculum A child with a learning disability may need support to enhance specific skills throughout his or her education, but should not be held back to make this happen. Siblings of twice-exceptional children by Meredith G. Warshaw It can be difficult to help the siblings of special needs children understand that parents are not favoring the special needs child, that he or she truly has severe learning issues. Selected Readings: Gifted Students with Learning Disabilities an ERIC Minibib Shadow Syndromes: The Mild Forms of Major Mental Disorders That Sabotage by John J. Ratey and Catherine Johnson Shadow Syndromes is thorough, but at the same time it simplifies the technical aspects of mental illnesses. The authors use plenty of anecdotes to illustrate how everyday people have recognized and overcome shadow syndromes. Smart Kids with LD: Empowering Parents to Help Their Kids Succeed Kids with dyslexia, ADHD, and other learning disabilities are as intelligent as others, and often have great strengthsbut they learn differently. If your child, or a child you know struggles with learning or attention issues, this website is for you. Learn from the expertsprofessionals and parents just like youhow to get off the sidelines and help your child succeed in school and in life. Straight Talk about Psychiatric Medications for Kids by Timothy E. Wilens Helps parents make informed decisions about giving children medication for emotional and behavioral problems and psychiatric conditions. Stones Across the River: an Analogy on the Twice-Exceptional Child and School by Deborah J. Paquette Those who have never experienced life on the twice-exceptional side often dont understand. After all, these children look just fine on paper. Students With Both Gifts and Learning Disabilities: Identification, Assessment, and Outcomes by Tina M. Newman and Robert J. Sternberg Provides the reader with a broader conceptualization of the giftedLD learner to include students who have gifts in other domains and who would benefit from being identified and having their talents nurtured. Provides information for elementary, secondary and college educators, resources for both education and psychology, and information for families, including parents and students. The Stuttering Foundation Help for stutterers, including a 40 page online booklet for kids, famous stutterers, and more. Succeeding with LD: 20 True Stories About Real People with LD (Learning Differences) by Jill Laureen 20 short profiles relates the struggles and accomplishments of people with learning disabilities. They talk about their specific difficulty and how it was diagnosed. They recount their best and worst memories of school, describe how they succeeded and failed, and acknowledge the assistance and support (or lack of) that they received. The Survival Guide for Kids with LD (Learning Differences) by Gary Fisher and Rhoda Cummings The book begins with the quotSix Great Gripes of Kids with LD, quot the first of which is, quotNo one explains what LD is, so we spend a lot of time worrying about what is wrong with us. quot The authors then describe the five types of LD, the rights of LD students in public schools, and a variety of behaviors to help LD kids manage their feelings and get along better at home and in school, as well as ways to prepare for adult life. Talent Development: Accommodating the social and emotional needs of secondary giftedlearning disabled students by F. Richard Olenchak Secondary school students who are concomitantly gifted and learning disabled is especially at risk for poor academic performance. Often, their sense of self has been damaged by schools overemphasis on their disabilities at the expense of efforts aimed at enhancing their strengths. This exploration advocates the development of individual student talent as a philosophical theme for schools to accommodate the social and emotional needs among giftedlearning disabled youth. Descriptions of several educational innovations and reform components, likely to enhance talent development, are included. Teaching Gifted Students With Disabilities edited by Susan K. Johnsen and James Kendrick Offers both general information on gifted students with disabilities, as well as specific analysis of those with ADHD and Aspergers Syndrome. Several case studies offer a empathic first-person view of this population from the eyes of teachers, parents, and the students themselves. T eaching Kids With Learning Difficulties in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Challenge and Motivate Struggling Students by Susan Winebrenner and Pamela Espeland or Amazon. co. uk In combination with Teaching Gifted Kids in Todays Classroom: Strategies and Techniques Every Teacher Can Use this is a teachers guide to teaching twice exceptional gifted children. Teaching strategies for twice-exceptional students by Susan Winebrenner, in Intervention in School amp Clinic Are they gifted or learning disabled Educators are now recognizing these students as quottwice-exceptional. quot Savvy teachers are now learning how to allow these students to experience the same opportunities available for gifted students when they are learning in their strength areas. When students are learning in their areas of weakness, teachers are learning to provide the same compensation strategies used by other students with learning disabilities. This article offers specific instruction to empower teachers to effectively teach twice-exceptional students. Teaching Study Skills and Learning Strategies to Therapists, Teachers, and Tutors: How to Give Help and Hope to Disorganized Students by Diane Newton If students are to have organization, study skills and learning strategies at the point when they need them, the skills have to be taught ahead of time. By middle school, or certainly no later than high school, students need specific instruction, demonstration, ample practice, and in many cases careful monitoring. To Be Gifted and Learning Disabled: Strategies for Helping Bright Students with LD, ADHD, and More by Susan M. Baum and Steven V. Owens The gifted and learning disabled child exhibits remarkable talents in some areas and disabling weaknesses in others. This book covers everything a classroom or enrichment teacher must know in order to address the needs of gifted learning disabled youngsters, including identification, learning styles, and more Tourettes Syndrome--Tics, Obsessions, Compulsions: Developmental Psychopathology and Clinical Care by James F. Leckman and Donald J. Cohen Tourettes syndrome is a relatively common childhood-onset disorder characterized by multiple motor and vocal tics. In addition, most patients have other symptoms such as obsessions, compulsions, motor hyperactivity, impulsivity, and distractibility, and many meet the criteria for obsessive-compulsive disorder or attention-deficit-hyperactivity disorder. Top 10 Pieces of Advice for Parents of Uniquely Gifted Children by Meredith G. Warshaw Twice Exceptional by Debra Viadero From an early age, Dayle Upham remembers feeling like two persons. The person on the inside was quick, competent, and would always know the right answers in school. The person on the outside kept getting in the way Twice Exceptional Doesnt Have To Be Twice as Hard by Stephany Sanchez Fisher From an early age, Dayle Upham remembers feeling like two persons. The person on the inside was quick, competent, and would always know the right answers in school. The person on the outside kept getting in the way Twice-Exceptional Students Gifted Students with Disabilities: An Introductory Resource Book Colorado Department of Education A collaborative effort between classroom teachers, special educators, gifted educators, and parents is needed to identify twice-exceptional students and implement strategies to meet their diverse needs. It is essential that the disabilities are identified early so appropriate interventions can be provided at optimum times. Unfortunately, the struggles of many twice-exceptional students go unnoticed for many years, resulting in learning gaps and undeveloped potentials. Underachievement and Learning Disabilities in Children Who Are Gifted by Steven G. Zecker It comes as a surprise to many people to hear that learning disabilities are as prevalent in the gifted population as in the general population, yet there is nothing in the definition of learning disabilities (or in their diagnosis) to preclude the gifted from this category Understanding Tests and Measurements The Special Ed Advocate Be sure to read about Katie and her test score variation. Uniquely Gifted This site provides information for families of giftedspecial needs children and those who work with them. Uniquely Gifted: Identifying and Meeting the Needs of Twice Exceptional Students by Kiesa Kay and others A compendium of 40 articles by parents, teachers, researchers, administrators, and students consider the best educational possibilities for gifted students who also have a disability Using learning-strategies instruction with students who are gifted and learning disabled by Amy Bisland, in Gifted Child Today () Students who are both gifted and learning disabled do not always receive service for both areas. Students need the opportunity to participate in enrichment or acceleration programs in order to express their gifts. However, it is also important to address their learning disabilities. Vestibular Disorders With vestibular disorders, the type and severity of symptoms can vary considerably. Symptoms can be frightening and difficult to describe. People affected by certain symptoms of vestibular disorders may be perceived as inattentive, lazy, overly anxious, or seeking attention. They may have trouble reading or doing simple arithmetic. Functioning in the workplace, going to school, performing routine daily tasks, or just getting out of bed in the morning may be difficult for some people. View from the Top: How Principals View Learning Problems These articles deal with special education cases, but the problems discussed are strangely familiar to those discussed here. What Does It Mean to Be Twice-Exceptional (2e) Twice-exceptional (2e) students are gifted students who consistently demonstrate at home, in the classroom or through testing, many or all of the following characteristics. In addition, research evidence and my classroom observations confirm that 2e students also possess unique learning differences. These differences can result in a difficulty in some or all of these areas. What to Do When Your Brain Gets Stuck: A Kids Guide to Overcoming OCD by Dawn Huebner Interactive self-help book turns kids into super-sleuths who can recognize OCDs tricks. Engaging examples, activities, and step-by-step instructions help children master the skills needed to break free from the sticky thoughts and urges of OCD, and live happier lives, using cognitive-behavioral techniques and empowering children to work toward change When talent masks learning disability by D. Smith Bailey Identification methods that look for intra-individual differences--comparing a childs oral-language and printed-language skills, for example--are more likely to catch a talented student with a learning disability than other methods that compare students performance with benchmarks for normally achieving peers. When the Child with Special Needs Goes Off to Summer Camp by Rick Lavoie, LD OnLine A few suggestions: when it comes to mail, quantity trumps quality every time ask Grandparents, siblings, neighbors and friends to write send family photos send along a calendar for your camper to post in his room so that he understands when you will be arriving for Parent Day, when he will be returning home, etc. You Are Here: Talent Search Helps (Twice) Exceptional Student Succeed by Karen Eyers The world of exceptional education is difficult to navigate. For us, the talent search shed light on the map and gave us that little red arrow that says you are here. Out of level testing answered questions. Last updated November 01, 2016 Visit this page on the Internet at Hoagies Gifted, Inc. is a non-profit organization recognized under Section 501(c)(3) of the U. S. Internal Revenue Code. Your contribution is tax-deductible to the fullest extent allowed by law.