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Understanding Students Who are Gifted and Talented

Understanding Students Who are Gifted and Talented. ED 222 Spring 2011. Duo: The True Story of a Gifted Child with Down Syndrome. http://www.youtube.com/watch?v=dFJ1-Tctd7Q&feature=related A 1996 independent film starring Stephane Gimmsz. First film featuring a lead actor with Down Syndorme

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Understanding Students Who are Gifted and Talented

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  1. Understanding Students Who are Gifted and Talented ED 222 Spring 2011

  2. Duo: The True Story of a Gifted Child with Down Syndrome • http://www.youtube.com/watch?v=dFJ1-Tctd7Q&feature=related • A 1996 independent film starring Stephane Gimmsz. • First film featuring a lead actor with Down Syndorme • Won the Martin Scorsese and the Warner Bros. Picture Film Award.

  3. Twice-Exceptional • Gallagher coined the term to refer to students who were both gifted and have a disabilities. • We have been aware of twice-exceptional students for about 30 years. • At-risk because they are hidden from the general population because of their environment

  4. Providing Services • Currently, 28 states have law requiring schools to provide gifted and talented education; only 6 states have full funding • Most states defined giftedness based on the Javits Gifted and Talented Act • IDEA does not require states to provide services • More girls that boys • Underrepresentation of students from diverse backgrounds, low SES, and with other disabilities

  5. Gagne’s “Differentiated Model of Giftedness and Talent” • We cannot become talented unless we were first gifted, or almost so… • Six component process • Giftedness • Chance* • Environmental catalyst* • Intrapersonal catalyst* • Learning/practice • Talent

  6. Gardner’s Multiple Intelligence • Musical • Bodily-kinesthetic • Logical-mathematical • Linguistic • Spatial • Interpersonal • Intrapersonal • Naturalist • Attitudes toward learning rather than a process • Hard to identify because no one test measures

  7. Describing the Characteristics • High general intellect • Specific academic aptitude • Creativity • Leadership ability • Talents in visual and performing arts • Social and emotional characteristics • Origin: Interaction between nature and nurture

  8. Social and Emotional Issues • Isolation • Perfectionism (healthy and unhealthy) • Overlaping behaviors: depression, a nagging, “I Should” feeling, shame/guilt, face-saving, shyness/procrastination, self-deprecation • Underachievement • Depression

  9. Evaluating Students • IQ tests • Bright: 115-129, or one in six (84th percentile) • Moderately gifted: 130-144, or 1 in 50 (98th - 99.8th percentile) • Highly gifted: 145-159, or 1 in 1000 (99.8th percentile) • Exceptionally gifted: 160-174, or 1 in 30,000 (99.997th percentile) • Profoundly gifted: 175+, or 1 in 3 million (99.99997th percentile)

  10. Evaluating Students • Challenges identifying students from diverse backgrounds • Use multiple means of measurement • Multiple Intelligences • DISCOVER • Creativity assessments • Torrance Test of Creative Thinking • Thinking Creatively with Words • Thinking Creatively with Pictures

  11. Partnering for SpEd and Related Services • Differentiated Instruction • Partnerships

  12. Determining Supplementary Aids and Services • Acceleration • Students move more rapidly through the curriculum • May include “skipping” classes or grades • Compact the curriculum • Assess part of the curriculum already mastered • Teacher only teaches curriculum not already mastered • May start by doing most difficult work first

  13. Planning Universally Designed Learning and Other Educational Needs • Curriculum extension • Expand the breadth and depth • Cognitive taxonomies (Bloom) • Move students up to more complex tasks • Autonomous learning model • Explore what it means to be gifted • Explore what intelligence and creativity mean • Explore aspects of their personal/social development • Teach organizational skills • Engage in self-directed study about topics of interest • Teach the importance of autonomous life-long learning

  14. Service Options • Cluster grouping • All-school enrichment programs • Accelerative method • Magnet schools, charter schools, self-contained classes, special day schools, residential schools

  15. Measuring Student Progress • Progress in the general education curriculum • Some evaluation responsibility on the student • Product evaluation • Process evaluation • Reflective assessment • Progress is addressing other educational needs • Learning contracts

  16. Making Accommodations and Assessments • Usually do not need accommodation unless they also have a disability • May feel added pressure to perform well • SAT and ACT may feel extreme pressure, especially if competing for scholarships • Test taking techniques to help lower test anxiety

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