Darlene’s Story: Gifted

1. Darlene’s Story: Gifted By: Briana Candea SPE 222 Case study

2. #1. Family and Strengths Darlene comes from a single mother family and is an only child. Even though her father is not present, her mother is very supportive of her and puts for a lot of effort to ensure her daughter is getting the best education she deserves. Darlene is a Middle School student. She has good behavior in and outside of class. She’s smart. She’s an extraordinary mathematician. Socializes well with her peers. Enjoys being challenged.

3. #2. Gifted and Talented: Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared to other their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an usual leadership capacity, or excel in specific academic fields. They require serves or activities not ordinarily provided in the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human behavior. (U.S. Department of Education, 1993)

4. #3. Characteristics • High general intellect. • High IQ’s: 125 to 130 baseline for identifying giftedness, 130 to 144 are considered moderately gifted, 145 to 159 are considered highly gifted, and over 160 is exceptionally gifted. • Creative and productive thinking. • Only 15 states include this in their definition. • Leadership ability. • Visual and performing arts. • Behavioral characteristics. • Social and emotional characteristics.

5. The question of whether giftedness originates from nature or nurture is still debated. It is expected that it is inherited and environmental opportunities. #4. Origins

6. #5. Prevalence • Reports say 3-5% of the population. • Children by IDEA standards vary depending on state. • Some states say less than 3% while others estimate higher at 10%.

7. Standardize testing/IQ test. • Challenge #1. Validity and reliability of these are questionable. • Balances along with other testing such as; creativity tests, behavior rating scales, videotapes, leadership profiles, and other material. • Challenge #2. How to use the multiple means of measuring in combining and creating a result to determine if a child is gifted. • DISCOVER • Discovering Intellectual Strengths and Capabilities through Observation while allowing for Varied Ethnic Responses. #6. Evaluation

8. #7. Related Services • Acceleration • Moving a child up a grade. • Compact the curriculum • A way to accelerate a student without changing grade level. • Differentiated Instruction • Ex. Co-Teaching.

9. There are two strategies that provide curriculum adaptations. • 1. The use of curriculum extension techniques. • Expanding the breadth and depth of the coverage of given topics. Less repetition. • 2. The application of cognitive taxonomies to the design of activity, lesson, and unit plants. • Designing a lesson with activity objectives that range from less to more complex. #8. Universal Design for Learning

10. Universal Design for Learning Continued: Elementary and Middle School School Wide Enrichment • Type I. • Exposing students to a wide variety of topics, disciplines, occupations, hobbies, persons, places, and events that ordinarily would not be included in the general education curriculum. • Ex. Community speakers and demonstrations. • Type II. • Focuses on the resources that promote creative thinking, problem solving, and critical thinking skills. • Ex. How-to learn skills specific to a students talents and interests.

11. NSGT ( National Society for the Gifted and Talented) GiftedStudy.org Supporting the Emotional Needs of the Gifted (SENGifted.org) The Gifted Child Society (Gifted.org) The Council for Exceptional Children #9. Resources