REACH - Reaching to educate all children for heaven

Our Mission — To foster an enriched ECE-12 system where learners of varying abilities thrive according to their unique strengths.

Inclusion for Secondary

Has an extensive and detailed memory, particularly in an area of interest
Is reflective about learning
Has communication skills advanced for age and is able to express ideas and feelings
Has vocabulary advanced for age—precocious language
Asks intelligent questions
Is able to identify the important characteristics of new concepts, problems
Learns information quickly
Uses logic in arriving at common sense answers
Has a broad base of knowledge—a large quantity of information
Understands abstract ideas and complex concepts
Uses analogical thinking, problem solving, or reasoning
Observes relationships and sees connections
Finds and solves difficult and unusual problems
Understands principles, forms generalizations, and uses them in new situations
Wants to learn and is curious
Works conscientiously and has a high degree of concentration in areas of interest
Understands and uses various symbol systems
Seems bored
Has preferred ways of learning, particularly in reading and math
Cannot sit still unless absorbed in something highly interesting
Typically performs at grade level, but well below potential
Has intellectual capacity equal to that of an adult
Underachieves—which is often attributed to lack of motivation, laziness, carelessness, immaturity, or behavioral problems
Is excellent at conceptual reasoning, abstract thinking, problems solving, vocabulary, but deficient in rote memorization, sequencing, and scanning
Has tendency to jump to the end, overlooking steps in the middle
Is frustrated by own inconsistencies and is defensive; feels misunderstood, different
Has keen curiosity, is extremely observant
May be distractible, off-task
Loves justice, truth, equity; questions rules, customs, traditions
Is insightful, imaginative, intense, articulate
Has unreasonable self-expectations, is a perfectionist; is highly sensitive to criticism
Readily sees patterns and relationships; generalizes easily
Is talented in art, drama, design, music, sports, inverting, story-telling, business, engineering, or sales
Participates in creative and technical hobbies requiring unusual skill
Understands figurative language, analogies, satire
Has highly developed sense of humor and sophisticated grasp of complex systems
Writes slowly and tediously
Fails to complete assignments on time
May develop compensatory strategies on their own, if given a clear understanding of the problem
  More information
Use technology, i.e., ALEKS
Offer a variety of options for communication of ideas such as slides, speeches, video
Emphasize high-level abstract thinking, creativity, and problem–solving approach
Have great expectations
Provide for flexible pacing
Provide challenging activities at an advanced level
Promote active inquiry
Offer options that enable students to use strengths
Build upon student interests
Let students establish learning goals and self-assessment strategies
Use strategies that allow students to share what they know, i.e., brainstorming, K-W-L charts
Give credit for what students already know; keep them challenged; don’t require them to work on material they already know
Use project-based learning as often as possible
Don’t assume students are organized; teach organizational skills
Offer Advanced Placement (AP) classes if possible (this can be done in the general classroom with additional assignments)
For more activities for activities for gifted and talented
Khan Academy
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