Description
Important Notes:
Chapter 3 Book Information will be provided I have attached the assignment template, instruction, grading rubric, and a sample completed assignment to reference.
For this assignment, you will read and analyze Chapter 3 of the O’Brien and Beattie textbook and research the concepts covered in the chapter utilizing a minimum of two scholarly journal articles of your choice. After reading the assigned chapter and scholarly journals related to the questions on the template, you will complete the provided template.
This assignment will focus on book knowledge, research, and application.
Parameters to follow for this assignment.
Use the provided Foundations of Exceptionalities Template to complete the assignment.
No abstract is needed for this assignment.
Each section contains a question with multiple sub-sections that are either yellow, green, and/or gray.
Each sub-section should contain at least one citation (unless otherwise noted).
Each sub-section (yellow, green, and gray) should have its word count totaled.
Each sub-section (yellow, green, and gray) should contain between 200-300 words.
Include a reference page that you will need to add that is written in current APA format.
a.The yellow section should include the book citation.
b.The green section should include a journal article citation.
c.Each gray section will include a citation as needed.
Unformatted Attachment Preview
EDSP 726
FOUNDATIONS OF EXCEPTIONALITIES ASSIGNMENT INSTRUCTIONS
For this assignment, you will read and analyze Chapter 3 of the O’Brien and Beattie textbook
and research the concepts covered in the chapter utilizing a minimum of two scholarly journal
articles of your choice. After reading the assigned chapter and scholarly journals related to the
questions on the template, you will complete the provided template.
This assignment will focus on book knowledge, research, and application.
Parameters to follow for this assignment.
1. Use the provided Foundations of Exceptionalities Template to complete the
assignment.
2. No abstract is needed for this assignment.
3. Each section contains a question with multiple sub-sections that are either yellow, green,
and/or gray.
4. Each sub-section should contain at least one citation (unless otherwise noted).
a. The yellow section should include the book citation.
b. The green section should include a journal article citation.
c. Each gray section will include a citation as needed.
5. Each sub-section (yellow, green, and gray) should have its word count totaled.
6. Each sub-section (yellow, green, and gray) should contain between 200-300 words.
7. Include a reference page that you will need to add that is written in current APA format.
Foundations of Exceptionalities Grading Rubric |
EDSP726_B01_202420
Criteria
Chapter 3
Concepts
Word
Count/Word
Count
provided
Grammar and
Spelling
Ratings
Points
70 to >63 pts
63 to >58 pts
58 to >0 pts
0 pts
Advanced
Proficient
Developing
Not Present
Each question on the
template form was
clearly answered, fully
developed, and
explained in detail.
1-2 questions on the
template form were
not clearly answered,
fully developed, and
explained in detail.
3-4 or more questions
on the template form
were not clearly
answered, fully
developed, or
explained in detail.
Largely
incomplete.
5 to >4 pts
4 to >3 pts
3 to >0 pts
0 pts
Advanced
Proficient
Developing
Not Present
Accurate word count
provided for each section
of the template. A
minimum of 200-300
words were present.
1-2 inaccurate or
incomplete word
counts provided
and/or 150-200 words
were present.
3-5 inaccurate or
incomplete word
counts provided and/or
50-150 words were
present.
No or 6 or
more
inaccurate
word counts
provided
and/or less
than 50 words
present.
8 to >7 pts
7 to >6 pts
6 to >0 pts
0 pts
Advanced
Proficient
Developing
Not Present
Correct spelling and
grammar are used
throughout the
assignment. There are
0–1 errors in grammar or
spelling that distract the
reader from the content.
There are occasional
errors in grammar or
spelling. There are
1–2 errors in grammar
or spelling that distract
the reader from the
content.
There are 3–4 errors in
grammar or spelling
that distract the reader
from the content.
There are 5 or
more errors in
the grammar
or spelling that
distract the
reader from
the content.
7 to >6 pts
6 to >0 pts
0 pts
Proficient
Developing
Not Present
There are 2–3 minor
errors in current APA
format in the required
title page, reference
page.
There are more than 3
errors in current APA
format in the required
title page, reference
page. Or a title page or
reference page was
missing.
There was no
title page or
reference page
present.
Current APA
8 to >7 pts
Format
Compliance
Advanced
(title/reference
page)
There are 0–1 minor
errors in current APA
format in the required
title page, reference
page.
70 pts
5 pts
8 pts
8 pts
Foundations of Exceptionalities Grading Rubric |
EDSP726_B01_202420
Criteria
Included
correct
number and
kind of
citations
Ratings
Points
9 to >8 pts
8 to >7 pts
7 to >0 pts
0 pts
9 pts
Advanced
Proficient
Developing
Not Present
Each question of the
template included both a
book, research article
and/or a bible
reference/school website
citation where needed.
1-2 questions of the
template missing a
book, research article
and/or a bible
reference/school
website citation where
needed.
3-5 questions of the
template missing a
book, research article
and/or a bible
reference/school
website citation where
needed.
There were
citations
present.
Total Points: 100
FOUNDATIONS OF EXCEPTIONALITIES
Foundations of Exceptionalities
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose. “”
Correspondence concerning this article should be addressed to
Email:
1
FOUNDATIONS OF EXCEPTIONALITIES
2
Foundations of Exceptionalities
Chapter 3 Template
Learning Styles and Multiple Intelligences
What does the book say about learning styles and multiple intelligences?
Word count:
What does your research article say about learning styles and multiple intelligences? How is this the same or
different from what your textbook says?
Word count:
As a leader, how can you make a positive impact on instructional design and student outcomes based on this
information?
Word count:
Disability and Exceptionality
What does the book say about disability and exceptionality? How are these terms defined in schools?
Word count:
What does your research article say about disability and exceptionality? How is this the same or different from
what your textbook says?
Word count:
From what you found out, how does it differ from how society, in general, defines the terms?
Word count:
Assessing Intelligence
According to your book, what is intelligence and how is it assessed in schools?
Word count:
What does your research article say about assessing intelligence? How is this the same or different from what
your textbook says?
Word count:
What are your personal thoughts on assessing intelligence?
Word count:
Gifted children
According to your book, how do students who are gifted fit within the paradigm of exceptional children?
FOUNDATIONS OF EXCEPTIONALITIES
3
Word count:
What does your research article say about gifted children?
Word count:
What will you do as a leader to ensure that gifted children are not overlooked?
Word count:
At-Risk Children
According to your book, what does it mean to be “at-risk” and how does that differ from being in special
education?
Word count:
What does your research article say about at-risk children? How is this the same or different from what your
textbooks says?
Word count:
What will you do as a leader to ensure at-risk children are getting what they need?
Word count:
Based on the information learned in Chapter 3, reflect on the information presented and describe how this
evidence may impact you as a leader in the field of education. Specifically, address at least 2 concepts from
the reading related to your profession and describe how these may impact students with special needs under
your direct or indirect leadership. Incorporate a biblical rationale for making decisions and include at least one
scripture verse to support your reason.
**Please include at least one book, one research article, and one biblical citation.
Word count:
FOUNDATIONS OF EXCEPTIONALITIES
References
4
FOUNDATIONS OF EXCEPTIONALITIES
Foundations of Exceptionalities
School of Education, Liberty University
1
FOUNDATIONS OF EXCEPTIONALITIES
2
Foundations of Exceptionalities
Chapter 3 Template
Learning Styles and Multiple Intelligences
What does the book say about learning styles and multiple intelligences?
The idea of different learning styles and multiple intelligences is based on the fact that “every child learns
differently” (O’Brien, C. P., Beattie, J., & Sacco, D. 2019). Learning styles include visual, auditory,
kinesthetic, and reading/writing learners, giving insight into how each individual will demonstrate success
within the classroom. It is important to remember that students are not just one type of learning. They can have
multiple modality preferences. Authors O’Brien, C. P., Beattie, J., and Sacco, D. (2019) discuss that there is no
particular type of learning. It is based on their habits and preferences, which enable them to be successful
learners. Educators must nurture and help develop learning rituals so children can succeed. The approach an
educator takes depends on the subject and topic at hand. Educators must intently examine the students within
their classroom and observe their successes and struggles through different teaching styles. Through one’s
teaching, a recommendation is to have additional practice or instructional opportunities that address a range of
learners and their preferred learning styles. One also must take into account disabilities and other factors
which may hinder the student’s ability to be successful. When a deficit is presented, bold designs and
methodological teaching practices can be effective (O’Brien, C. P., Beattie, J., & Sacco, D. 2019).
Word count: 224
What does your research article say about learning styles and multiple intelligences? How is this the same or
different from what your textbook says?
Educators are often not fully aware of their own learning style and use a method of teaching that is suitable for
the lesson they are teaching (Zafarullah et al. 2022). The need for educators to focus not only on their own
learning styles to help influence their teaching methods but also on the learning styles of their students. This
study differs from the textbook as they focus on educators’ preferred form of learning before they can focus on
their students. The authors focus on educators trying to figure out their preferred method during their college
years to help influence their teachings early on to help support students in their classes. By educating students
with their preferred mode of learning it “provides students with a positive self-image of themselves as
learners” (Zafarullah et al. 2022). By enhancing their self-image and self-appreciating attitude towards
learning students have a higher success rate and are more willing to learn. Students can be provided with highquality education when they have flexible learning opportunities in which the materials can be accessed using
FOUNDATIONS OF EXCEPTIONALITIES
3
differentiated input modes. Both the authors of this study and the textbook emphasize the necessity to examine
the students in the classroom and focus on their struggles and successes using different instructional designs.
Seeing their strengths and weaknesses through their learning can provide a better quality of education for
them.
Word count: 227
As a leader, how can you make a positive impact on instructional design and student outcomes based on this
information?
Every student walks into the school with different backgrounds, experience, knowledge, and capabilities. As
an educator it is our job to capitalize on those for each individual student and work collaboratively to create
the best learning environment possible for students. Students are all at different levels academically and have
different modes of taking in information that is best for them. Being able to differentiate instruction and
provide multiple modes of input for their learning as well as provide information at multiple levels is critical
for the students learning opportunities. I believe strongly in having group work and small group lessons that
allow students to work at their current level and build off of their prior knowledge rather than forcing all
students to learn at the same rate or level. By using group based models within classrooms students of all
abilities will be able to be involved within the classroom. The instructional design approach that a teacher is
highly dependent on the students within the classroom and what their needs are.
Word count:
Disability and Exceptionality
What does the book say about disability and exceptionality? How are these terms defined in schools?
No two students are the same, some may have a disability which negatively affects their academic
performance, the next may have excellent educational performance without support, and the next may just be
an average performing student given the grade level and material presented. Educators will often use an
intellectual assessment to measure their IQ (ability) as well as standardize testing to assess their achievement.
If a student is preforming (achievement) below their ability then it often reveals a disability may be present.
Educators will compare a given students IQ or testing scores with other same-aged peers. How to measure a
student’s ability is a constant discussion throughout education as it is a theoretical construct and not a physical
mean that can be accurately measured (O’Brien, C. P., Beattie, J., & Sacco, D). The term disability can be
defined as a contrast between one’s ability and their achievement. However, like any assessment educators
question the validity of the scores as it is a quick glimpse of the student’s achievement at that current time. It is
FOUNDATIONS OF EXCEPTIONALITIES
4
possible for students to learn more and grow over the years which would change their ability and achievement
scores. A student’s disability should be taken with a small grain of salt and rather educators should examine
their strengths and weaknesses and capitalize on their capabilities.
Word count: 218
What does your research article say about disability and exceptionality? How is this the same or different from
what your textbook says?
A student with a disability or exceptionality only refers to their need for differentiated and individualized
instruction, not to their overall ability to be successful within their classroom. Often school professionals will
focus on the testing scores that are obtained to qualify students for special education services. Using their
ability (IQ) score in comparison to their achievement score. Students with labeled disabilities are far less likely
to attend secondary school opportunities than those without (Baumbusch and Lloyd, 2022). Authors
Baumbusch and Lloyd (2022) stress the need for students to be educated with peers rather than secluded in a
more restrictive environment. This will not only provide a better educational experience but also teach
students how to be part of a community within the classroom. By improving and enhancing their education
experiences students with disabilities, educators can change the path for many students. The information found
within the research completed by authors Baumbusch and Lloyd, (2022) relates to the information that was
provided within the textbooks as they both focus on students strengths and weaknesses rather than their
disability. Student’s disability and the category they are labeled in do not provide a full picture of the student
only a glimpse of their qualifying scores and criteria.
Word count: 205
From what you found out, how does it differ from how society, in general, defines the terms?
Students with disabilities continues to hold a stigma within society. The community I live in has a diverse
population and those who are wealthier or more known around town tend to be more negative towards the idea
of special education services and do not want their students to be involved in services. Recently I had a student
who came from one of these families and they denied special education services as they do not truly believe
that she has a disability and do not want the stigma behind it. On the other side of this we have families who
want nothing best for their parents and strive for their success, no matter the means. However, we have an
inclusive community many apartment building dedicated to individuals with special needs and full time staff
to support them, businesses that aim to hire them, and groups in place to provide assistance as needed. I
believe that society as a whole are continuing to change their mindset of individuals with disabilities and
FOUNDATIONS OF EXCEPTIONALITIES
5
exceptionalities. More and more people are seeing the positives and the strengths that these individuals hold,
rather than their disability. Finally, they are seeing these individuals as humans rather than focusing on their
disability.
Word count: 202
Assessing Intelligence
According to your book, what is intelligence and how is it assessed in schools?
Intelligence is a student’s ability to comprehend and take in information in a way that they can manipulate the
material and put meaning to it. A students intelligence is examined through an intelligence score (IQ) which is
compared to their peers. In school settings intelligence testing is often completed a school psychologist who
have a deep understanding of the types of intelligences a student may have, such as crystallized, fluid, bodilykinesthetic, intrapersonal, etc. An IQ score is shown on a bell curve with an average IQ being between 85 and
115. Students with an IQ below 70 are categorized as having an intellectual disability and students with an IQ
over 130 categorized as being gifted. However, educators have criticized the validity of an IQ assessment as it
“is a current examination of their ability to which they have learned up to that given point” (O’Brien, C. P.,
Beattie, J., & Sacco, D, 2019). An IQ examine often represents the information that a student has learned up to
that point, yet they still have the ability to have new experiences and learn more. Creators of IQ assessments
have worked hard to make these exams free of culture and biases however the experiences that students have
gone through or the lack of experiences that students have gone through can make these assessments difficult
if they do not understand what the question is.
Word count: 228
What does your research article say about assessing intelligence? How is this the same or different from what
your textbook says?
A research article written by Grave, S. (2022) discusses the disadvantages of intelligence assessments and the
needs to use generalized interventions before referral to special education. “Low performing students who
receive targeted and quality interventions demonstrate growth at a more significant rate than children who are
placed in special education” (Grave, S. 2022). This article also focused on students of race minorities and their
lack of success within special education when compared to students who are white. However, students of
minorities had greater success within intervention than white students. This article and information presented
in the textbook are similar in that they stress the need to fully understand the student’s strengths and
weaknesses rather than relying on the assessment scores for the basis of special education decision making.
FOUNDATIONS OF EXCEPTIONALITIES
6
When using assessments there are bias throughout the exams which can limit a student’s success on it.
Ensuring all student’s success within the classroom is heavily based on how the instructional materials are
presented to the students. Educators need to focus on removing biases and ensuring students have the
foundational understanding of the topic before scaffolding into more complex information. However, if a
student has a severe cognitive disability or participated in early intervention special education services they
would continue to benefit from specialize instruction.
Word count: 213
What are your personal thoughts on assessing intelligence?
As a special education teacher I have to rely on assessing a student’s intelligence and their ability level in order
to compare it to their achievement level. However, the score an IQ assessment gives is only a glimpse at what
a student might be capable of. Going back to what the authors O’Brien et al. (2019) discuss these exams only
provide information as to what a student has already learned or experienced up to that point of the test and not
what they could or experience in the future. Students can break through their threshold and learn an immense
amount after an IQ exam that would change the course of a disability category. Currently I have a student who
moved into with an IQ below 70, so she is labeled as a student with a cognitive disability. However, knowing
the student and her capabilities that is not an accurate representation of the student. In this particular instance
she came into the school with a cognitive disability and without knowing her I made assumptions and put her
into the wrong classes. Quickly I learned that she is not a cognitive disability student and needed to be pushed
past what the paperwork showed. So, while I think assessing the intelligence of a student can be beneficial in
some cases not all students will fit the score that they initially obtain.
Word count: 227
Gifted children
According to your book, how do students who are gifted fit within the paradigm of exceptional children?
Students who are categorized as gifted often are represented within that group of individuals who have an IQ
above 130. However, students may also demonstrate a broader mode of exceptionality within their talents or
creativity. As authors O’Brien, C. P., Beattie, J., & Sacco, D (2019) state “the term “exceptional” specifically to
reflect the unique qualities of children whose intellectual and creative gifts set them apart from their peers”.
Just like students with disabilities, students who are categorized as gifted require differentiated instruction and
opportunities to elaborate on their education experiences. There are possibilities for a student to participate in
intensive studies and accelerated instruction if their schools allow it. However, creativity, music, and art
FOUNDATIONS OF EXCEPTIONALITIES
7
programs for these students rely heavily on funding and local decisions, with each state being different within
their wording and offerings. Students who come from minority, low social statuses, and whom are English
Language Learners are often at disadvantages and face additional challenges qualifying and being involved
within the gifted programs. Students who demonstrate the characteristics of being gifted within school are
often provided with additional work at their same grade level rather than focusing on extending their
knowledge and expanding their capabilities (O’Brien, C. P., Beattie, J., & Sacco, D, 2019).
Word count: 205
What does your research article say about gifted children?
Students who are gifted have a higher level of cognitive ability in one or more area such as abstract thinking,
memory, creativity, and socio-emotional areas. Students with gifted educational abilities are often not
considered within state legislation of individualized education (Klimecka, E. 2023). Such a students with
disabilities who demonstrate difficulties meeting the educational gains of their peers, gifted students are
performing well above their peers. Student who are considered gifted require specialized instruction so that
they are academically pushed in a forward direction. Rather than becoming stagnant within their education,
differentiated instruction is require to help their high educational successes and project them moving forward
while still learning the same material of their peers. Author Klimecka, E. (2023) stresses the importance of an
inclusive setting for gifted students so they can help push each other through their educational year and an
inclusive environment will not hold back their potential like a general education classroom might. However,
the disadvantage is they will not be learning alongside their peers. Working collaboratively with others who
are at different levels academically and that think and perform much different than them. The question on
curriculum is still at hand, weather to use the general education curriculum like their peers or use a more
advanced currently to help them grow and learn faster.
Word count: 217
What will you do as a leader to ensure that gifted children are not overlooked?
Students who are gifted also deserve the same respect we give all children. I truly believe that we can push
every student to their limits so we can give them the best education possible. Students that are capable of
doing more in the classroom should have the right to be pushed and allowed the opportunity to succeed past
their peers. There is no reason to hold a student’s potential back because they have already mastered the
material that their peers have. By putting interventions and excelled classes into place they would be able to
gain additional knowledge and material that would be above their peers. Those students who are consistently
FOUNDATIONS OF EXCEPTIONALITIES
8
getting straight A’s and mastering the material at a quicker speed than those around them give an educator a
good indication that they may be gifted and would benefit from a gifted program. I do not believe as full
heartily as some researchers that an IQ score can determine the strengths and the potential of a student. While
it may tell you what the student is capable of doing in the future, they still need continuous teachings to allow
them to prove their capabilities and where they are at academically.
Word count: 200
At-Risk Children
According to your book, what does it mean to be “at-risk” and how does that differ from being in special
education?
“At-risk” students are those that do poorly on standardize assessment and are categorized as having a higher
possibility of dropping out of school due to their thought of low performance. Authors O’Brien et al. (2019)
give a number of factors that could relate to student’s disadvantages within school such as lack of parental
involvement, minority culture or racial group, low-socioeconomic background and family status. While all of
these factors may serve as a disadvantage to students it is the educators role to help the student overcome these
barriers and help shape their lives for the better. Students who are at-risk often have problems with academic
skills and need intense instruction. Often these students have continuous low achievement however, do not
qualify for special education due to home environments (O’Brien et al. 2019). The student’s home
environment having such an impact on a student that it hampers their education is not a special education issue
rather a home and life environment problem. Educators can fix a student’s educational life and provide
interventions as needed in the areas of writing, reading, math, social skills, and study skills but cannot fix their
home lives. Students who are at-risk have outside environmental problems that affect their academic
performance rather than a disability which is causing an inability to obtain appropriate academic achievement.
Word count: 218
What does your research article say about at-risk children? How is this the same or different from what your
textbooks says?
Authors McGee and Lin (2020) explain that students who are labeled “at-risk” demonstrate difficulties within
their academic performance which inhibits them from preforming at grade level and making adequate gains
within their curriculum. Both the article and textbook give the same reasonings as to why a student may be
labeled at-risk such as unstable home-life, poverty, abuse, etc. McGee and Lin (2020) discuss an educational
approach which places students in an alternative education program to help close their educational gaps and
FOUNDATIONS OF EXCEPTIONALITIES
9
help them be successful. These students may be placed in a different classroom with other at-risk students
within the same school building or in a different building. The goal of this classroom is so that students can
have different learning experiences in hopes that they have it motivating and have the drive to learn the
material at hand. This article differs from the textbook as they are presenting an entirely new setting rather
than focusing on their academic gains within the general education classroom. Authors McGee and Lin (2020)
explain that the goal is for students to feel success and make enough adequate gains that they would be able to
return to the general education classroom and continue to be successful. At-risk students need help to find the
extra motivation to preserve and succeed through school, as educators we can help provide this opportunity to
them.
Word count: 227
What will you do as a leader to ensure at-risk children are getting what they need?
Students who are at-risk need the additional motivation and support from them general education staff and
interventionist in order to make adequate gains within their education. As a leader it would be my job to help
support these students in whatever way possible to help them succeed. It is a huge positive that they do not
qualify for special education, so focusing on that gain and looking at what the student needs from us to gain
the education that they deserve. For example if a student had a rough homelife with minimal support from
guardians, we give them that support at school throughout the entire day. Having breakfast in the classroom,
having multiple check-ins throughout the day, and a quick briefing at the end of the day to check the status of
the student. Having the student get involved within the school and/or the community to give them a sense of
belonging a place to go for a while instead of going back home. We can help break the cycle for a lot of these
students with a little effort from the educational size. Not pushing students to the side because they come from
difficult backgrounds or they have a history of not being the best student, each day is a new day to help a child
succeed and find their path to a new light.
Word count:226
Based on the information learned in Chapter 3, reflect on the information presented and describe how this
evidence may impact you as a leader in the field of education. Specifically, address at least 2 concepts from the
reading related to your profession and describe how these may impact students with special needs under your
direct or indirect leadership. Incorporate a biblical rationale for making decisions and include at least one
scripture verse to support your reason.
**Please include at least one book, one research article, and one biblical citation.
FOUNDATIONS OF EXCEPTIONALITIES
10
Two concepts from the reading that will heavily impact the students that I work with are their learning styles
and student who are at-risk. Students learning styles are based on their personal habits and preferences.
Differentiated instruction and choices for work submission can be extremely beneficial for students at all
ability levels. Students can be provided with multiple ways to complete an assignment, it does not have to be a
one size fits all approach to completing assignments. According to authors Griful-Freixenet et al. (2021)
students are more likely to be successful when given the opportunity to be involved in a universal design of
learning which supports the idea of differentiated learning. Allowing students to be mindful of how they learn
best. Next, students who are at-risk need interventions and programs to support learning strategies and study
skills (O’Brien et al. 2019). Support all students with additional levels of support to accommodate those with
difficulties outside of school. All staff can advocate positivity towards learning every day. As the Lord says,
“Train a child in the way he should go, and even when he is old he will not turn from it” (Proverbs 22:6, King
James Bible, 1972). The Lord tells us that the way that we educate students will affect the rest of their entire
life. If we do not give them grace and help transform their educational experience they will continue to live in
the way they have grown up in.
Word count: 242
FOUNDATIONS OF EXCEPTIONALITIES
11
References
Baumbusch, J. & Lloyd, J. (2022). Research priority setting with parents of students with
learning exceptionalities and disabilities. British Journal of Special Education, 49(2),
209-229. DOI: 10.1111/1467-8578.12405
Graves, S. (2022). Can clinical judgment overcome flawed materials when assessing black
children: The need for more intervention-based pedagogy and less assessment
negligence. School Psychology International, 43(6), 584–590.
DOI:10.1177/01430343221128244
Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021). Exploring pre-service teachers’
beliefs and practices about two inclusive frameworks; Universal design for learning and
differentiated instruction. Teaching and Teacher Education 107.
DOI:10.1016/j.tate.2021.103503
King James Bible. (1972). King James Bible Online. https://www.kingjamesbibleonline.org/
Klimecka, E. (2023) Inclusive education of gifted students at secondary schools in the Czech
Republic compared to students with special educational needs. Roeper Review, 45(1),
37-49, DOI:10.1080/02783193.2022.2145398
McGee, J. & Lin, F. (2020). Focus on alternative education: An exploratory case study.
Preventing School Failure: Alternative Education for Children and Youth, 64(2),
183-190, DOI:10.1080/1045988X.2020.1716676
O’Brien, C., Beattie, J., & Sacco, D. (2019) Teaching Students wit
