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Gifted Students and Traumatic Brain Injured Students

Gifted Students and Traumatic Brain Injured Students. Stacie Fernandez Linda Keiser John Navarra Robin Sanders Christine Shaw. Definition of Gifted:.

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Gifted Students and Traumatic Brain Injured Students

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  1. Gifted Students and Traumatic Brain Injured Students Stacie Fernandez Linda Keiser John Navarra Robin Sanders Christine Shaw

  2. Definition of Gifted: “ A student who demonstrates a high degree of intellectual and/or creative ability(ies) exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her abilities.” Defined by Georgia Department of Education

  3. Characteristics of Gifted: Creativity, Motivation, and Curiosity.

  4. Gifted Eligibility Process: • Parents notified in writing that their child is being considered for the gifted program. • After the student has been evaluated for the gifted program, the parents shall be notified in writing of the student’s eligibility status. • Written parental consent for placement in the program is required. • The teacher of the gifted shall complete a program description for each identified gifted student that address delivery models, curricula focus, and segments of contact. This shall be shared annually with parents. • Progress in the program shall be reviewed and a determination of continuation in the program made annually. Parents shall be informed when a student’s placement is in jeopardy. A probationary period should be included in the continuation criteria.

  5. Gifted Eligibility Criteria:

  6. Gifted Legal Provisions: “ Georgia schools provide educational programs that recognize and make provisions for the special needs of gifted and talented learners.” Georgia Department of Education

  7. Teaching and Incorporating Strategies for Gifted: • Teachers work as facilitators challenging and encouraging students • Teachers provide opportunities for students to use their knowledge creatively • Teachers incorporate diverse learning styles to stimulate the learning environment (art, music, dance, drama) • Teaching thematically enables connections across the curriculum. • Teachers make accommodations for learning at different levels, for example, reading logs, daily journals, book talks

  8. Traumatic Brain Injury: DID YOU KNOW…. “Traumatic brain injury is the leading cause of deaths and disabilities in children within the United States” Council for Exceptional Children

  9. Definition of Traumatic Brain Injury: “ Traumatic brain injury (TBI) is defined as a physical damage to the brain or impairment to the brain.” Ludwig von Hahn “The Exceptional Parent”

  10. Characteristics of Traumatic Brain Injury:Memory, Attention and Concentration, Executive Functioning, Self-Awareness, Language

  11. Identifying Traumatic Brain Injury (TBI): Criteria for diagnosing TBI includes a combination of the following. • documented academic ability • medical diagnoses by a licensed physician After confirmation of the diagnoses an Individual Educational Plan (IEP) is developed for the student.

  12. TBI Legal Provisions: In order to receive services for TBI, there are many criteria which must be met. • documentation of the student’s academic abilities prior to the injury (previous developmental assessments, achievement test scores, classroom observation, grade reports) • Verification of the TBI from a licensed physician Once a student has been identified as having TBI, a neuropsychological or psychological evaluation is performed. This evaluation is conducted to identified problems with cognitive, social behavioral, physical /motor abilities. This is necessary to measure the degree of severity of the injury.

  13. Traumatic Brain InjuryTeaching and Instructional Strategies: • Using multi medias (overheads, videos, …) • Begin class with a review and overview of topics • Emphasize main points frequently • Incorporate repetition into instruction frequently • Encourage questions • Break down large assignments into smaller components. • Present difficult material into a simplified fashion (illustrations, drawing, graphs…) • Provide the student with cues when appropriate

  14. In Conclusion • As educators, we must ask ourselves if we are teaching to the needs of all students. In doing so, we will enhance the curriculum for the gifted students as well as the TBI students, making all feel a greater sense of achievement.

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