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Gifted and learning disabled: Research based strategies for meeting educational needs

Gifted and learning disabled: Research based strategies for meeting educational needs. Susan M. Baum, Ph.D. International Center For Talent Development subee@snet.net. Twenty – five years of research. Learning disabled students with superior cognitive ability: A validation study

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Gifted and learning disabled: Research based strategies for meeting educational needs

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  1. Gifted and learning disabled: Research based strategies for meeting educational needs Susan M. Baum, Ph.D. International Center For Talent Development subee@snet.net.

  2. Twenty –five years of research • Learning disabled students with superior cognitive ability: A • validation study • West Hartford Enrichment Program for Gifted Learning • Disabled Students • State grants on GLD and the effect of talent development on • achievement: Project Rescue, North Haven, Cheshire • Project High Hopes, Javits Grant • Prince Georges County, MD. • Garrett County Public Schools\ • Bridges Academy • Numerous case studies Susan M. Baum, Ph.D.

  3. Profile of GLD Students · • Knowledgeable, talented in specific areas, in- • depth interests • · Low academic self-efficacy  • · Creativity used for survival   • · Disruptive behavior to hide disability • Poor self regulation   • Depression and anxiety • Social issues Susan M. Baum, Ph.D.

  4. How do we meet their needs?(Developing the IEP) • Talent development • A supportive physical environment • Challenging curriculum • Differentiated instruction and accomodations • Targeted remediation and support services • Social & emotional support Susan M. Baum, Ph.D.

  5. Talent Centered Model Talent Development Susan M. Baum, Ph.D.

  6. Talent Centered Model Talent Development Susan M. Baum, Ph.D.

  7. Why Talent Development? • Provides pathway to success • Develops self regulation and awareness • of how to be successful • Emotional release • Basis for socialization • Develops identity and positive sense of • self • Opportunity to see students at their • personal best. Susan M. Baum, Ph.D.

  8. Talent Development Opportunities • Mentors and internships • Competitions and contests • Creative productivity • Summer programs • Independent study • Acceleration in area of passion • Extracurricular activities, teams Susan M. Baum, Ph.D.

  9. Talent Centered Model Talent Development Challenging Curriculum Susan M. Baum, Ph.D.

  10. Challenging Curriculum • Available often through talent development opportunities. • Acceleration including online courses • AP or International Baccalaureate program in areas of strength • Problem based learning • Independent study Susan M. Baum, Ph.D.

  11. Talent Centered Model Talent Development Physical Environment Challenging Curriculum Susan M. Baum, Ph.D.

  12. CONSIDERATIONS • Class size/grouping • Quiet space • Reading and writing corners • Organizational prompts Susan M. Baum, Ph.D.

  13. Differentiated Instruction Talent Development Physical Environment Challenging Curriculum Susan M. Baum, Ph.D.

  14. Provide pathway to success • Access to curriculum through varied resources and instructional strategies. • Opportunities to communicate knowledge. • Unlimited use of technology • Consideration of time Susan M. Baum, Ph.D.

  15. Social & Emotional Support Differentiated Instruction Talent Development Physical Environment Challenging Curriculum Susan M. Baum, Ph.D.

  16. Emotional triggers and effects I was extremely embarrassed about my learning disability and would go to great lengths to hide it from my peers. Fearing that they would not understand, I decided it was better to avoid talking about it than to explain it. Predictable Crises • Crisis of identification • Crisis of programming • Crisis of Identity • Crisis acceptance Susan M. Baum, Ph.D.

  17. Social & Emotional Support Differentiated Instruction Talent Development Physical Environment Challenging Curriculum Targeted Remediation Susan M. Baum, Ph.D.

  18. Support services • Reading and spelling programs like Orton Gillingham, Lindemood. Wilson Readers • Speech and language • Occupational therapy • Socials skills Susan M. Baum, Ph.D.

  19. Social & Emotional Support Differentiated Instruction Talent Development Physical Environment Challenging Curriculum Targeted Remediation Susan M. Baum, Ph.D.

  20. Social & Emotional Support Differentiated Instruction Talent Development Physical Environment Challenging Curriculum Targeted Remediation Susan M. Baum, Ph.D.

  21. MELODIE THE ARTIST Susan M. Baum, Ph.D.

  22. “Through my art people can see who I am and how I feel.” Susan M. Baum, Ph.D.

  23. Susan M. Baum, Ph.D.

  24. “They respect me. I finally revealed my dyslexia because I knew my friends respected my opinion. They take notes for me and I give them perspectives when we study. It is mutual respect or I couldn’t accept their help.” Susan M. Baum, Ph.D.

  25. Edward Hallowel (2005) I have learned first and foremost to look for interests, talents, strengths, shades of strengths or the mere suggestion of a talent. Knowing that a person builds a happy and successful life not on remediated weaknesses but on developed strengths, I have learned to place those strengths at the top of what matters Susan M. Baum, Ph.D.

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