Unity Bekoe
EDUC 524-B03
Article Review 1
Exceptional Children
Unity Bekoe
Liberty University
Unity Bekoe
EDUC 524-B03
Article Review 1
Exceptional children differ from the “normal child.” 90 percent of children with
Down syndrome are aborted. All children exhibit differences from one another in terms
of their physical appearances. Children are born through the parents they chose, some
children come out tall, some are short, some are strong and others are stronger. All
children also have different learning abilities as well. Most children are able to learn
faster and to use what they learned in daily life situations. Every child differs from the
other. The authors define “exceptional children” as children who experience difficulties
in learning and are placed in a team who will discuss the child’s academic and functional
strengths and need in great details. These groups of team are called the Individualized
Education Program (IEP) team.
All school-aged individuals, identified as having a disability will have an IEP. The
federal law called individuals with Disabilities Education Act defines the IEP team as a
group of people who are responsible for developing, reviewing, and revising the IEP for a
student with a disability. By law, the IEP team must include certain people. Parents are
key members of the IEP team. They know their child well and can talk about their child’s
strength and needs, as well as their ideas for enhancing their child’s education. They can
also offer insight into how their child learns, what his or her interest are and other aspects
of a child that only a parent can know. The IEP team also includes the child’s special
education teacher, who contributes important information and experience about how to
educate children the disabilities. Because of his or her training and special education, this
teacher can talk about such issues as how to modify the general curriculum to help the
child learn. At least one of the child’s general teachers must also be on the IEP team if the
child is or maybe participating in the general education environment. The general
Unity Bekoe
EDUC 524-B03
Article Review 1
education teacher has a great deal to share with the team. For example, he or she might
talk about the general curriculum in the general education classroom. They may talk
about the aids, services or changes to the educational program that would help the child
learn and achieve and they may also talk about strategies to help the child with behavior
if behavior is an issue. The general education teacher may also discuss with the team the
support for school stuff that are needed so the child can advance towards his or her
annual goals, be involved in progress in the general curriculum, participate in
extracurricular and other activities and be educated with other children both with and
without disabilities. The IEP team must also include a school system represented. This
could be a principal.
In an exceptional education classroom, instructions are customized by a case
manager who prescribes an individualized education program, specific to meet the needs
and abilities of each student. The plan may include small class inclusion instruction in
which general and special education teachers collaborate to deliver key components of
the general curriculum as well as individual instructions.
Your role as a parent is a wonderful and sometimes challenging experience. As a
parent, you more than anyone are responsible for all aspects of your child’s life including
their education. Research tells us that children learn better when parents and families
support what is being taught in school. Reading together and talking with your child
about their day, asking questions and paying attention during homework time are all
positive ways to be actively involved and helping the child learn. As a parent of a special
need or disabled child, you would have to be more involved to make sure the child is
succeeding in their educational future with the gift that he or she may have.
Unity Bekoe
EDUC 524-B03
Article Review 1
References
Kennedy, R. Difefrent Learning Supports. The Power of Active Learning Skills, 10, 225-
238.
Runco, M. Maximal performance on divergent thinking tests by gifted, talented, and
nongifted children. Wiley Periodicals Inc, 23, 308-315.
