“Disabilities are broadly classified as either low-incidence or high-incidence (Piper, T. (2015)”. These can range from mental retardation, blindness, cerebral palsy, other complicated health issues, as well as specific learning disabilities, speech/language impairments, emotional or behavioral disorders, as well as mild to moderate mental retardation (Piper, T. (2015). A gifted student may be mistaken as having a learning disability. A lot of times when gifted children are assessed for being gifted, it is the parent who has asked for the assessment. This does not happen quite as often with gifted ELL students. If a child has not mastered enough English then it makes it harder to pick out whether the child could be gifted or not. An RTI, which is used for students who may be “at risk”. Based on the information gathered from the RTI will decided whether more intervention needs to be done. Teacher check lists, quota systems, alternative assessments, and nonverbal intelligence tests Id look for
how quickly they were learning and picking things up. It is going to be more obvious if the child has a low-incidence problem so id concentrate on high-incidence behaviors. I would look for how well a child comprehends what is being taught, for both disabilities and gifted children. I would pay attention to all areas of study such as reading, writing, math, science and social studies. For a child with disabilities, I guess it would just depend on the disability. The lesson could be revamped and altered to help the child. Maybe an aid for the child would be appropriate in some situations as well. But it may be necessary to have a special lesson plan. A gifted child I feel like would definitely thrive from a special lesson plan as well. I would try to apply the gifted child more to make sure that they are not bored with the lessons that are being offered. References: Piper, T. (2015). Language, learning, and culture: English language learning in today’s schools. San Diego, CA: Bridgepoint Education, Inc.