The Mail-Journal, Volume 22, Number 52, Milford, Kosciusko County, 25 December 1985 — Page 10

THE MAIL-JOURNAL —Wed., December 25,1985

10

School news

Learning problems of the exceptional children

By DR. HOWARD J. HULL Guest Writer Most people are aware that exceptional children present special learning problems that must be considered by teachers and parents. As Schools Superintendent Dr. Kenneth E. Webster said: “Whether the exceptionality is a learning disability, a mental or physical handicap, or giftedness, our schools have a responsibility to maintain programs uniquely structured for exceptional children.” Although we should be careful to ensure that the school does not devote its economic and human resources to the exceptional child to the exclusion of other children, there are a number of concerns that both parents and educators should keep in mind. Exceptional children live in a world that has yet made little allowance for those who are different. If we expect these children to live productive adult lives, they should be treated like other children. When the exceptionality is not extreme, exceptional children can be maintained in regular classrooms. Special teachers may be available to help regular classroom teachers or to spend part of each day working with the exceptional children in special resource rooms. Indeed, most exceptional children should spend a part of each day in a regular classroom situation and be given the opportunity to participate with other children. Our gifted coordinator, Connie Bailey and our special education coordinator, Don Pinnick, agree that whenever possible, exceptional children should take part in physical education, music and art classes. And they should participate in one or more regular academic classes each day as well. It is also important that, whenever possible, excep-

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tional children attend the same school that their friends and neighbors attend. All parents should have an understanding of the needs of exceptional children, just as teachers and administrators are expected to have. Teachers must have knowledge of the special teaching techniques that enable exceptional children to learn effectively. Likewise, both parents and the community must have an appreciation of the great effort and dedication required to educate exceptional children. It is not by magic that exceptional children learn. Their learning requires persistent effort and a great deal of time. Parents should not ignore their child’s exceptionality. There are too many instances in which a child has not received services for his or her exceptionality because the parents refused to acknowledge that it existed and, therefore, the child was not allowed placement in a special program. When this happens, the outcomes can be disastrous. As the child becomes older and his or her success in school does not meet the expectations of the parents, the parents are not only disappointed, but become bitter and critical as well. That is not good for the parents of the school, and it is certainly damaging to the child. Through early identification of exceptionality and with the application of proper educational processes, parents and educators have the challenge and opportunity to help in the development of a unique and productive human being. Contact me if you know a child that may need testing. After all, to develop every pupil to his or her greatest potential is what education is all about.

K3I MM I?* ’ s*' i& • CHRISTMAS PLACE MATS — Fifth grade students at Syracuse Elementary held a Christmas place mat designing contest with two students chosen from each of the fifth grade classes as winners. The mats were judged on color, detail, neatness, and design. The collection of place mats was then presented to the residents at Lakeland Loving Care Center by the four winners on Thursday, Dec. 19. Pictured in front is Carrie Schmahl. Behind her are two of the residents at the center, Bessie Nyce and Dorothy McKibbin. Kneeling beside them is Ashley Dick. In back are Brendan Clugston and Miranda Wolfe. (Photoby Leslie Miller)

First step: Recognizing the gifted students' talent

By DR. HOWARD HULL Director Os Instruction Services Someone recently noted that the real minority in our schools nationally is represented by the gifted student — one who has special talents which outshine those of his or her classmates. Sometimes, the exceptionally talented student receives less attention and fewer special materials than others in the

class. That can happen even in athletics. In our society, we have made great gains in providing for the special needs of mentally and physically handicapped students. We haven’t done nearly as well for the bright and the talented. Why this discrimination? Part of the reason stems from the ageold ideas we hold thab demonstrate our intolerance of people who are different. The other part comes from the myth that bright children succeed without help. We might even create handicaps with a revival of the philosophy, “Success is a child suffering.” Teachers are sensitive about this problem — even though it usually affects only a few students in their classes. Teachers are often limited by the time and materials needed to meet the needs of these gifted students. But teachers know that recognizing the gifted students’ talents is the first step. Does it take a special class and special facilities to accomodate the bright and talented student? Not necessarily. It does take understanding school personnel — teachers who are willing to recognize and nurture talent of all kinds. First, since the gifted students tend to be superior readers, good and challenging reading materials should be available for them in the school library. They need guidance in their reading — and measure of follow-up discussion. It is not sufficient to say, “go read a good bode.” Second, gifted students

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ask many questions — some of which neither their parents nor teachers can answer with ease. Third, gifted students are selfstarters. They like to try new things and should be encouraged to do so, even at those times when it is inconvenient for us. Sometimes, of course, gifted students need special assistance, especially when they have exceptional artistic or musical talents. But, most important, they need to have options and understanding teachers. Gifted students sometimes succeed in spite of us, but the chances are far greater that they may never totally utilize their gifts because of our failure to recognize and encourage them. Does all of this mean that we ought to indulge gifted students? Certainly not. Courtesy and selfdiscipline ought to be constants for all students. But the fact remains that gifted children have special needs because their perceptions, rate of learning and ideas exceed the norm. When a child is identified as gifteo, the school and the child’s parents should consider and earnestly discuss all the alternatives. Also, there is help available from the state departments of education and the Office of the Gifted in the U.S. Office of Education in Washington, D.C. Neither parents nor teachers should be overwhelmed by or indifferent to gifted students. They remain a precious resource and they deserve our best efforts.

WCSC offers enriched language classes for 6th-7th graders

A new pilot program is in progress in the Wawasee Community Schools. Starting this fall, talented sixth and seventh grade students are being offered enriched language arts classes. Through the efforts of the gifted program, these students master not only the regular class content in spelling, grammar, writing and literature, but also extended and enriched levels in each of these areas. To determine students’ mastery of a subject, a method called “compacting” is being used. Students are pre-tested before units of study in spelling and grammar. Students who earn an “A” on the pre-test do not have to work through the regular unit and instead are able to spend

Books for children Parents should be interested in helping children become wellread, highly literate people able to converse fluently about the classics. With this in mind, people sometimes try to slip book’s among children’s holiday gifts to help expand their minds. This is somewhat akin to trying to slip spinach onto the dinner plate to help build their muscles, and it often brings the same loud protests. With approximately 40,000 different children’s books currently in print in this country, there is obviously a wide selection to choose from. However, there are many ways for parents to narrow down this vast number to find appropriate books for their children. Match books to a child’s interest. If a youngster is crazy about baseball, a book about famous baseball players or a collection of stories about the game might be a good choice. A child who loves horses might like to “saddle up” a book and read the “Black Stallion” or “King of the Wind.” Choose books that are appropriate to a child’s reading level. While people like to think that a 10-year-old is ready to enjoy “War and Peace,” the truth is that he or she would probably enjoy a children’s book much more. Instincts can give people a good idea of whether or not a specific book is about right for a child. If in doubt, however, seek professional advice. A child’s teacher or a school librarian will probably be glad to suggest books that will be appropriate for his or her reading ability. Think back to the kinds of books older generations enjoyed. Generations of children have grown up enjoying classics like “Treasure Island” and “Robin Hood.” Don’t miss the chance to pass this enjoyment along. One way to develop enthusiastic readers is to demonstrate that reading can be fun. And while books about “E.T.” or “Star Wars” may not rank as highly cultural literature, a child might really enjoy reading them just for the fun of it. Books also have advantage over other gift ideas such as electronic games or pets: 1. Books don’t have to be fed. 2. The batteries don’t go dead in a book. 3. Books don’t need to be assembled. 4. You don’t have to take books out for a walk at midnight. Adding these reasons to the obvious benefit of helping a child develop the literacy skills that are so necessary in today’s society illustrates why books have become a multi-million dollar gift item. More harm WASHINGTON — The Reagan administration’s $2 billion program to rescue sagging U.S. farm exports may instead have damaged overseas sales because it has angered America’s best customers, grain industry spokesmen told Congress recently.

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their time on appropriate enrichment material. Thus, compacting allows the good student time to work on challenging material and helps prevent the boredom of repeating material that has previously been mastered. With time gained from compacting, students obtain enrichment through numerous writing experiences, vocabulary development, research skills, selections of children’s classical literature and future problem solving skills. The additional materials needed to help students and teachers reach their goals have been purchased through a grant for gifted and talented from the Indiana Department of Education. Up to 47 sixth graders and 44

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ARMS FULL OF LOVE — Lula Eirhart, from Syracuse, welcomed Jill Seemeyer, seated, and Christine Hernandez as they visited the Lakeland Loving Care Center, Milford, last Friday with Christmas gifts for “adopted grandparents.” Fifth grade students at Milford Elementary School voted to take gifts to their older friends rather than have a gift exchange.

January 12-18 proclaimed as Financial Aid Awareness Week

The Indiana Association of Student Financial Aid Administrators, in conjunction with other agencies, announces Indiana’s Financial Aid Awareness Week, January 12-18. Formally proclaimed by Governor Robert Orr, this week supports Indiana’s commitment to higher education by providing financial aid facts to students, families and other interested individuals. Recognizing the increasing demand for well-trained people as well as the rising cost of post-secondary education, it is urgent that all interested individuals be aware of federal, state and local sources of financial aid. If you are interested in a college, university or technical education but cannot pay the entire cost, you may be eligible for federal, state, or local financial aid. Grants, loans and workstudy programs are awarded on the basis of demonstrated financial need and/or merit, college costs and availability of funds. They may be used for part-time or full time study. Two major grants include: the State Assistance Commission of Indiana Higher Education and Freedom of Choice Awards, offering assistance towards tuition and fees for Indiana residents attending eligible Indiana institutions; the federal “Pell Grant” offering up to $2,100 per year towards educational expenses at over 7,000 post high-school institutions throughout the United

seventh graders from the corporation’s schools participate in this program. The following are some comments by these students concerning their new program: “We aren’t treated any differently from other students — our work is just harder.” “We do the basics, but we also do different activities, such as research, brainstorming — things which will give us a head start in high school, college and our own lives.” “This class is very fun; we laugh together. Yet, we learn from each other in away that no one else knows.” And they all agree with one student’s summation: “I like learning something new every day.”

States. Three federal campusbased programs include the “Supplemental Educational Opportunity Grant,” providing up to $2,000 annually, “College WorkStudy” allowing part of the educational expenses to be earned through work and the “National Direct Student Loan,” paid back at five percent interest starting six months after leaving school. In Indiana, all five programs may be applied for by completing the Financial Aid Form and an institutional aid application if required. Applicants should apply prior to March 1, 1986 for the 1986-1987 school year. Two other loan programs are available through direct application to participating banks. The “Indiana Guaranteed Student Loan Program,” charges eight percent interest which starts accumulating when repayment begins six months after leaving school. The “Parent Loan for Undergraduate Students,” allows parents of undergraduate students, independent and graduate students to borrow at 12 percent with repayment starting immediately. During Financial Aid Awareness Week, most communities, high schools and colleges will be sponsoring financial aid presentations. For deadlines and more specific details on federal, state, and local financial aid programs or to pick up applications, contact your local high school or the financial aid office of the institution you plan to attend. Giving gifts to emperor In the 1200 s, the English revived the old Roman custom of giving gifts to the emperor. Queen Elizabeth I (1533-1603) had a large collection of pairs of bejeweled and/or richly embroidered gloves due to this custom. Another English New Year’s custom, “pin money” came from English husbands giving their wives enough money to buy pins for the whole year. That was before pins started being easily manufactured in the 1800 s. The term still continues in reference to small amounts of spending money.