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Learners with Special Gifts and Talents

Learners with Special Gifts and Talents. Carolyn Gould EEX5051. Learners with Special Gifts and Talents. Federal Definition.

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Learners with Special Gifts and Talents

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  1. Learners with Special Gifts and Talents Carolyn Gould EEX5051

  2. Learners with Special Gifts and Talents

  3. Federal Definition The term “gifted and talented”, when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. (Elementary and Secondary Education Act, Title IX, Sec. 9101. Definitions)

  4. State of Florida Definition Gifted: One who has superior intellectual development and is capable of high performance. A student is eligible for special instruction programs for the gifted if the student meets criteria under (2)(a) or (b) of this rule.    a) The student demonstrates: 1. Need for a special program. 2. A majority of characteristics of gifted students according to a standard scale or checklist, and 3. superior intellectual development as measured by an intelligence quotient of two standard deviations or more above the mean on an individually administered standardized test of intelligence.    b) The student is a member of an under-represented group and meets the criteria specific in an approved school district plan for increasing the participation of under-represented groups in programs for gifted students. (Florida Administrative Code Rule 6A-6.03019)

  5. Theories of Gifted and Talented • Gagne- Giftedness: Innate abilities in intellectual, creative, socioaffective, sensorimotor, and “others.” - Talent: Developed skill in a single domain • Renzulli- Schoolhouse giftedness (measured by IQ tests) - Creative product giftedness. Manifested in “certain people (not all people), at certain times (not all times), and under certain circumstances (not all circumstances).” -Three ring theory:  Relationship and interaction of above average ability, creativity, and task commitment that leads to creative products.   This model focuses on gifted behaviors. • Gardner- Multiple intelligences: verbal-linguistic, mathematical-logical, musical , visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist, and existential • Feldhusen- Talents: academic, artistic, vocational, personal and athletic (coloradogifted.org)

  6. Prevalence • The number of students who are identified as gifted depends on which definition of giftedness is used to identify these students. • If standardized intelligence test scores are used as the determining factor, then 3% to 5% of students in the population are identified for gifted education services. (Davis & Rimm, 2004) • The percentage of students who are eligible for receiving gifted education can range from 2% to 22%, depending on the criteria for selection. (Friend, 2005a) (Vaughn, Bos, & Schum, 2007)

  7. Percentage of students who are gifted and talented in public elementary and secondary schools. (Digest of Education Statistics 2004)

  8. Florida Data Base (2008-2009) • 131,940 students served as gifted in Florida • 5% of the school age population and 26% of the exceptional children identified group • Students of poverty are underrepresented by a factor of 2 in the gifted programs. • African-American students are underrepresented by almost a factor of 2.5. (Florida State Plan Task Force Meeting, February 6, 2009 Appendix B)

  9. Excerpt: Exceptional Student MembershipOrange County, FL, School DistrictFall 2008 (FLDOE Student Database, Survey 2 Data, October 13-17, 2008, as of November 18, 2008)

  10. Etiology • Genetic predisposition • Nurture: IQ can be modified by the child’s environment. School attendance, breast-feeding, and diet can affect IQ. “Gifted abilities are also more likely to emerge when the individual’s talents coincide with what is valued by the culture.” (Sousa, 2003)

  11. Characteristics of Students who are Gifted (OCPS Gifted Program Handbook)

  12. Characteristics of Students who are Gifted (OCPS Gifted Program Handbook)

  13. Assessment and Diagnosis • Referral: demonstrate high achievement or exhibit high ability • Screening: group IQ test • Evaluation: Stanford-Binet Intelligence Scale IV with score of 132 or Weschler Intelligence Scale for Children III with score of 130; consideration of characteristics • Plan B matrix-underrepresented population IQ of 115 or above, portfolio scored with Gifted Assessment Matrix • Staffing: further evaluation of information to determine eligibility for gifted program • Development of an Educational Plan (EP) (OCPS Gifted Program Handbook)

  14. Educational Considerations Learning Environment (Diagram: How the Gifted Brain Learns, Sousa, 2003) Curriculum (What Content is Taught) Curriculum (How Content is Taught) Product (What Learning Occurred)

  15. Educational ConsiderationsDifferentiated Curriculum and Learning • Differentiating the curriculum: Moving ahead of grade level standards or linking instruction to student’s interests • Differentiating the processes: Using learning strategies that offer complexity • Differentiating the learning environment: independent work, collaborative learning, mentoring and internships • Differentiated projects: Demonstration of advanced level learning (How the Gifted Brain Learns, Sousa, 2003)

  16. Initiatives for Learners who are Gifted • ACCELERATION: Early entrance and exit; Content-based acceleration; Telescoping; Grade-level advancement; Advanced study programs; Dual enrollment; Technological acceleration with distance learning • CURRICULUM COMPACTING • GROUPING: Ability grouping within class; Pull-out grouping; Tracking; cluster grouping; independent work grouping • INSTRUCTIONAL STRATEGIES: Higher level thinking-divergent/creative process; complexity versus difficulty; problem-based learning; independent study; tiered assignments • PRODUCTS: creative, authentic, original (How the Gifted Brain Learns, Sousa, 2003)

  17. Transition into Adulthood “Mind makes us human; mind makes us individuals. From childhood through adulthood, to be themselves, to value and honor themselves and lead fulfilled lives, gifted adults must understand and come to terms with their own — unusual — minds.” (Tolan, 1994)

  18. Transition to Adulthood “Gifted children and adolescents need to look beyond their academic capacities and cultivate their curiosity, persistence, flexibility, optimism, and ability to take risks—skills that are as important to develop as domain-specific knowledge if they are to be happy, healthy, and productive adults.”—Meredith J. Greene, PhD

  19. Transition to Adulthood • “Existential Dread”-Nurture social, emotional and philosophical development(Ellsworth, 1998) - Risk of higher alcohol use and increased rates of depression (Sharp, ) and , possibly, suicide. Data is incomplete to note if gifted students are more at risk for suicide (Cross, 2002) • Begin with career planning in adolescence-Emphasis on fulfillment, purpose, and meaningful contributions to society-Career search that can meet needs for flexibility, intellectual creativity, and independence (Black, 2000) • Achieving creative eminence: characteristically motivated, preferring solitude, considered “workaholic”, unconventional, thriving on tension, satisfying emotional needs through fulfilling talent (Olszewski-Kubilius)

  20. Working Environment (Nauta and Corten, 2002)

  21. Life and Career (Nauta and Corten, 2002)

  22. Push me! See how far I go!Work me ‘til I drop. Then pick me up.Open a door, and then make me run to it before it closes.Teach me so that I might learn,Then let me enter the tunnel of experience alone.And when, near the end,I turn to see you beginning another’s journey,I shall smile.~Kathleen, 14 years old(Tomlinson, 2001)

  23. Websites • www.nagc.org National Association for Gifted Children • www.gifted.uconn.edu/NRCGT.html National Research Center on the Gifted and Talented • www.sengifted.org Supporting Emotional Needs of the Gifted • www.ed.gov/programs/javits/index.html Jacob Javits Gifted and Talented Education Program; serving students traditionally underrepresented in gifted programs • http://www.cectag.org The Association for the Gifted • http://www.fldoe.org/ese Florida Dept. of Education, Exceptional Education and Student Services • www.floridagiftednet.org Florida Gifted Network • www.hoagiesgifted.org Hoagies’ Gifted Education Page

  24. Works Cited Black, M. “Clues to Success.” Gifted Child Today. 23.2 (2000): 16. EBSCOhost. 30 May 2009. <http://search.ebscohost.com.ezproxy.lib.ucf.edu/> Cox, Jennifer. “Amadeus to Young Einstein: Modern Cinema and its Portrayal of Gifted Learners”. Gifted Child Today. 23.1 (2000): 14-29 EBSCOhost. 30 May 2009. <http://web.ebscohost.com.ezproxy.lib.ucf.edu/> Cross, Tracy et al. “A Psychological Autopsy of the Suicide of an Academically Gifted Student: Researchers’ and Parents’ Perspectives.” Gifted Child Quarterly. 46.4 (2002): 247-265 UCF Online Library. 29 May 2009.<http://ft.csa.com.ezproxy.lib.ucf.edu/ids70/resolver> “Elementary and Secondary Education, Title IX, Sec. 9101. Definitions”. U.S. Department of Education. n.d. Ed.gov. 25 May 2009. < http://www.ed.gov/policy/elsec/leg/esea02/pg107.html> Ellsworth, J’Anne. “Adolescence and Gifted: Addressing Existential Dread.” ESE504 Online Class. 1998 Northern Arizona University. Supporting the Emotional Needs of the Gifted. 28 May 2009. <http://www.sengifted.org/articles_counseling/Ellsworth> Florida Administrative Weekly and Florida Administrative Code. 14 July 2002. Florida Department of State: State Library and Archives of Florida. 30 May 2009. <https://www.flrules.org/gateway/ruleNo.asp?ID=6A-6.03019> Gantt, Angie et al, comp. Gifted Program Handbook. Orange County Public Schools. 1998 Greene, Meredith. “Multipotentiality: Issues and Considerations for Career Planning.” Duke Gifted Letter. 6.1 (2005) Duke University Talent Identification Program. 27 May 2009. <http://www.dukegiftedletter.com/movabletype/mt-tb.cgi/222 “What is the Theory of Multiple Intelligences?” Concept to Classroom. 2004. Thirteen Ed. Online. 29 May 2009 <http://www.thirteen.org/edonline/concept2class/mi/index.html> Nauta, A. P. and F. G. P. Corten. “Gifted Adults in Work.” Trans. Kumar Jamdagni.Tijdschrift voorBedrijfs- en Verzekeringsgeneeskunde (Journal for Occupational and Insurance Physicians) 10.11 (2002):332-335 Davidson Institute for Talent Development. 31 May 2009. < http://www.davidsongifted.org/db/Articles_id_10495.aspx> Olszewski-Kubilius, Paula. “Psychological Factors in the Development of Adulthood Giftedness from Childhood Talent.” Center for Talent Development. 2008. Northwestern University. 28 May 2009. < http://www.ctd.northwestern.edu/resources/topics/displayArticle/?id=125> Sharp, Alex. “Gifted Students and Alcohol Awareness.” Suite101.com. (2008). 30 May 2009 <http://giftededucation.suite101.com/article.cfm/gifted_students_and_alcohol_awareness>

  25. Works Cited Subotnik, R. F., D. E. Karp, and E. R. Morgan. “High IQ children at midlife: An investigation into the Generalizability of Terman's Genetic Studies.” Roeper Review 11.3 (1989): 139-144 Davidson Institute for Talent Development. 30 May 2009 < http://www.davidsongifted.org/db/Articles_id_10176.aspx> Sousa, David. How the Gifted Brain Learns. California: Corwin Press, 2003. “Termination: Javits Gifted and Talented Education Program”. Terminations, Reductions, and Savings. 2009 Department of Education. 25 May 2009. <http://www.whitehouse.gov/omb/budget/ fy2010/assets/trs.pdf> “Theories of Giftedness.” Boulder Valley Gifted and Talented. 2009. Colorado Association for Gifted and Talented. 29 May 2009 < http://coloradogifted.org/resources/gt-links-and-references.html> Tolan, Stephanie. “Discovering the Gifted Ex-Child.” Roeper Review 17.2 (1994): 134-138 Supporting the Emotional Needs of the Gifted. 27 May 2009 <http//www.sengifted.org/articles_adults/Tolan Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms. Virginia: Association for Supervision and Curriculum Development, 2001. VanTassel-Baska, Joyce. Florida State Plan for Gifted Education: Draft. n.p.: n.p. 2009.  Vaughn, Sharon, Candace S. Bos, and Jeanne Shay Shum. Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom. Boston, MA: Pearson, 2007. Zecker, Steven. “Underachievement and Learning Disabilities in Children Who Are Gifted.” Center for Talent Development. 2008. Northwestern University. 30 May 2009 <http://www.ctd.northwestern.edu/ resources/topics/display/Article/?id=113>

  26. Photo Credits Title slide. 29 May 2009. <http://herokids.files.wordpress.com/2008/04/wisdom.jpg> Young man with cane. Wisconsin School for the Visually Impaired. 29 May 2009. <http://www.wcbvi.k12.wi.us/wsvh/ > Young man with dark hair. 29 May 2009. <http://blogs.myspace.com/index.cfm?fuseaction=blog.view> Young woman with glasses. 29 May 2009. <http://www.gmsa.ac.uk/news/view/?id=787. Young man with glasses. Campus Crusade for Christ . <www.campuscrusadeforchrist.com/aboutus/esm.htm 29 May 2008. Young man with crutches. The Cerebral Palsy Site. 29 May 2009. <http://thecpsite.com/cerebral-palsy- picture> Cheerleader. 29 May 2009 <http://www.sebsblog.com/2009/03/the-old-europe-home-schooling-us-talk- radio.html Asian girl. 29 May 2009 <http://www.8asians.com/2009/01/01/asian-americans-kids-moving-back-and-forth- between-asia/ >

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