Twice Exceptional Learners: Funding, Testing, and Challenges

Oct 25th, 2013
RockCafe
Category:
Other
Price: $15 USD

Question description

This is due on Monday but would like by sunday to adjust if needed

Kozol (2010) argues that inequitable educational settings impact student academic achievement. Wardle (2013) agrees as he touches on many themes regarding disproportional learning environments and achievement for at-risk students who include dual language and low income learners. Considering the socio-historical challenges that students must overcome to be successful, what are some of the challenges associated with school and learning for twice exceptional learners?

Assignment : Essay

I. Content Define and describe what it means to be twice-exceptional.
Give three examples of what those who are diagnosed as twice-exceptional might be diagnosed with (e.g., a student having both ADD/HD and a specific learning disability). Approximately one page.

What are some of the general challenges related to learning and school-life that twice-exceptional students may experience that are otherwise atypical in those without exceptionalities? Include general information on work ethic, strengths, academic and social challenges.

How might those strengths and challenges be specifically for the student examples you included in your description? Approximately one-to-two pages. What does the research say about twice-exceptional learners concerning (two-to-four pages): The relationship between their achievement and school funding (low socio-economic vs. mid-high socio-economic school environments). Are twice exceptional students more or less likely to be successful on high-stakes tests? Why? How might their high or low scores impact educational funding for their school? Outcomes of high-stakes tests, factors that contribute to outcomes, and the impact of these factors on achievement Reflect upon what you gleaned from the research and/or from your own experience regarding the current levels of support for twice-exceptional learners as well as efforts teachers can make to more positively impact twice-exceptional learners as well as why it is important to do so.

II . Resources. Include a minimum of three references including, but not limited to: The course text. At least one recent article on funding and student achievement. *You may use the following article, also found in the recommended resources: Neymotin, F. (2010). The Relationship Between School Funding and Student Achievement in Kansas Public Schools. Journal of Education Finance, 36(1), 88-108. Retrieved from http://krex.k-state.edu/dspace/bitstream/handle/2097/12442/publisher%27s%20PDf.pdf?sequence=1 At least one recent article on testing and student achievement. *You may use the following article, also found in the recommended resources: Nichols, S. L., Glass, G. V., & Berliner, D. C. (2005). High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. National Education Policy Center. Retrieved from http://nepc.colorado.edu/publication/high-stakes-testing-and-student-achievement-problems-no-child-leftbehind-act

III. Formatting requirements Your document should follow formal APA writing requirements including: An introduction with thesis statement. Definition/Description of Twice-Exceptional. Strengths & Challenges. Relationship between achievement and funding. Relationship between testing outcomes and achievement. Reflection & Recommendations (levels of support, teacher efforts).

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