What does it mean to be an AIG student? Well, an AIG student is someone who goes above and beyond the normal expectations. That is where the official name for AIG comes from, which is, Academically or Intellectually gifted. A student’s grades and test scores determine this. AIG students perform at substantially higher levels unlike some of the other students. Only highly trained, professional, and licensed teachers can educate the students at the level they need to be learning at. Being an AIG student comes with a few problems. First, you may get picked on or maybe you get called a nerd just because others are jealous of your grades. Second, you may have social or emotional problems but if you do you need to talk to someone about …show more content…
The Local Education Agency also known as the LEA is the company that makes these rules and they have a challenging, demanding, and relevant curriculum and instruction. When an appropriately differentiated education is not provided, gifted learners do not thrive or better themselves. Also, AIG programs help create partnerships with parents or families that are intentional or meaningful to support the AIG students needs. Each and every year the LEA records and collects data from student graphs and quizzes to make the program better, and better each and every year. Another way to tell if a student is an AIG student is if they are willing to do anything that the teacher asks so that they can better their grades. One good thing about being an AIG student is you do not have to pay to be educated because it only applies for k-12 students. Also, it looks really good on your college files and you are more likely to get accepted to the college of your choice. Every school tries their hardest to provide an environment in which each student has a positive relationship with the …show more content…
The North Carolina State Board of Education is also involved highly with the AIG students and their mission is to make sure every student will graduate high school, and be competitive for work or postsecondary education and or ready to live in the real world . Curriculum for AIG classes are based on a variety of research of resources that change the curriculum and instruction. Also, the LEA wants to be able to identify each of their students. Their identification procedure for AIG are clear, and comprehensive but at the same time leads toward appropriate educational services. AIG students often take the following type of classes: Honors, AP, and CP classes and they actually do good in that class and they strive to do their best but they never second guess their teachers. They basically always do what they are told. Now a days all AIG programs try to meet the needs of the AIG students, also it provides equality and excellence to all students in North Carolina. Based upon some recent interviews I have conducted I have discovered many things. One, is that most of the AIG students are taking classes that are supposed to
This causes each student to be treated the same, which eliminates the opportunity for them to become unique individuals. As a result, each student’s potential to develop an opinion and change society for the better is removed. The significance of teaching to individuals rather than the class is further described and supported by David S. Broder. In the article “A Model for High Schools,” Broder explains that “the challenge of a tough curriculum, backed by skillful teaching in small classes and plenty of personal counseling, can be a path to success” even for high school dropouts. By using an individualistic approach, “the [Gateway to College program] has been judged a success.
Board of Education outlawed educational segregation, the Illinois School District had created a completely different gifted program for Hispanic students, separate from the White students’ gifted program. Ford found that in 2009 and 2001, the RDCI (The Relative Difference in Composition Index) researched and concluded “at least one half million African American and Hispanic students combined are not identified as gifted” (Ford 145). While African American Students are rising to be the majority race in public education, the percentage of African Americans even being recognized as gifted or academically accelerated, is not proportionally increasing (Ford). Society hold precedents with people who have superior intelligence over those who do not, but how can superiority even be concluded when all people are not given the opportunity to have an enriching education? African Americans are not able to increase their percentage of gifted students because African American students are not given the chance to be even recognized as worthy or capable of such achievements. As society advances further academically and leaves African Americans with an unquail education, the percentage of African Americans attending college and entering professional careers
The problem associated with how students are chosen to join a gifted and talented program stems from the way that we define giftedness. Because there are countless ways in which any individual can define talent, the government created a federal task force in 1972 to study gifted education in order to standardize the way in which schools choose students for and implement their gifted and talented programs. The task force’s results are known as the Marland Report and include much information as a result of their research, including a decision that a public school’s gifted and talented programs should aim to serve between 3 and 5 percent o...
The parents and family members cannot be asked to pay for special education services. In fact, if it is necessary for a student to be educated outside the student’s own school district, the district usually bear the cost for that placement as well as the cost for transportation (Friend, 2014). According to (Huefner, 2008), the IEP requirements in IDEA 97 and 04 for assessing academic progress and reporting it to parents have clarified the expectations for FAPE. In other words, an “appropriate” education is determined on an individual basis, defined by the child’s
6th grade came and my friends and I were split up, and some of my friends were in the same hall as me. I was put into what the students called “the dumb hallway”, some people weren’t as smart as the other kids in a different hallway but, let’s get back on track. Begin called a “dumb kid” started a little of my depression. I didn’t do my homework unless, it was important and I didn’t do my classwork at the best of my ability. I used my phone to read a lot instead of paying attention
Similar to IDEA, is Section 504 of the Act. Students are eligible for Section 504 if they have a "physical or mental impairment which substantially limits a major life activity." Section 504 also requires schools to meet certain evaluation criteria in order to assess how a student's disability affects the child's educational performance.
In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and modifications in place for the student.
Students who are eligible in the program if disabilities are verified. The students in question has to have a disability that limits their educational opportunities and impacts their abilities to fully integrate in the academic setting. The program
Last week’s class has broaden my understanding of the rules and regulations regarding the Individuals with Disability Education Act (IDEA). For example, IDEA has a zero reject policy, which guarantees that public schools cannot turn away a student based upon their disability. With the current demand for schools to perform well on different standardized tests, schools would easily turn away students with disability if this policy was not set in place. Another major component of the IDEA that stood out to me is that students with disabilities must receive a Free Appropriate Public Education (FAPE). This is another area in which I can envision the students with disabilities being rejected if this law was not put in place. Unlike most general education students,
Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.
In 2004 the federal government reauthorized the Individuals with Disabilities Education Act or (IDEA), which was originally established in 1975. Under the legislation, all students, including those with mental, physical and emotional disabilities, are entitled to a free and appropriate public education (“Education Commission of the States”, 2013). Since the implementation of the act many issues have arisen concerning special education programs in America’s public schools. One of the most important issues in special education is segregation. Segregation is the separation of individuals or groups of children (Reynolds, 1962). Many people argue that it is best for students with disabilities, special needs, and/or disadvantages to be taught in separate environments than “regular” or “gifted” students, while some say that the separation is holding these children back.
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
Within a typical high school, there will be many different kinds of students. Likewise, there will be many types of different classes. There will be students (similar to me when I was in high school) whose main focus is getting into a quality university program. For these students, there will be a rigorous set of honors courses. Any student may enroll in these courses; the advertised amount of extra work they require will keep out the students who don't belong in them.
The identification and definition of giftedness have been controversial for many, many decades. Originally, IQ test scores were the only way of determining giftedness. An IQ test would be given and some number score, such as 12-, would be the point of cut-off (Cook, Elliott, Kratochwill, & Travers, 2000). More recently, intellectual giftedness is usually identified and defined by the specific school systems’ ideas and perspectives. There is no generally accepted definition of giftedness, but the Javits Gifted and Talented Education Act defines it as:
First off, none of my family has gone to college aside from one or two random classes required by their jobs. So this was a big deal with my being in the “smart classes”; it meant I was going to college in their eyes. Another contributing factor was my grandparents. I’ve lived with them my entire life essentially; they’ve basically raised me. This being said, I was also the first grandchild, which translates into disciplined. Since I was a “smart kid”, perfection was expected, and nothing less. Anything less would be questioned, scrutinized, and more than likely chastised. There was no choice or question for me; “I was supposed to be smart”. So, that meant I had to take the harder classes, I had to get good grades, and I had to go to college. And, being a “smart kid” was the only way I could get