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Belief Statement Intelligence/Gifted /Identification

Belief Statement Intelligence/Gifted /Identification. The nature of intelligence, giftedness and the identification of it are closely intertwined. In the world of giftedness their coexistence leads to state and local adoption for gifted program funding.

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Belief Statement Intelligence/Gifted /Identification

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  1. Belief Statement Intelligence/Gifted /Identification The nature of intelligence, giftedness and the identification of it are closely intertwined. In the world of giftedness their coexistence leads to state and local adoption for gifted program funding.

  2. Belief Statement Programing /Curriculum /Traits Programming for the gifted learner is viewed differently from state to state as well as division to division This is because of the a localities definition and identification protocols which as stated previously leads to program funding. Therefore programming my differ; certain criteria must be considered in planning. Programming criteria should consist of philosophy and goals student learning expectations, acceleration and enrichment, multiple options for needs, challenging curriculum, Sound identification procedures, flexibility in instruction, trained staff and appropriate staff development, guidance counseling and acknowledgement of all talents. Programming • During the readings and research of this class this writer has been exposed to a number of curriculum models utilized to provide the framework of instruction for the gifted. Due to the nature of gifted learners the scope and sequence of curriculum programs must meet the specific needs of these unique individuals. Since many of the models have components that are general in nature, the option to employ more than one model could and should be utilized. However, it must be kept in mind that curriculum for the gifted is ever evolving just as the needs of the gifted. Curriculum • Gifted learners have many traits and characteristics that services have to be provided for. Some of which include rapid learning and language development, superior analytic reasoning and problem solving, high memory capacity, insightfulness, curiosity, high level thinking skills, emotional intensity and sensitivity, empathy, moral judgment, honesty and awareness of social issues. Program providers must be immersed in the various models in order to enhance differentiation through the Multiple Menu Model , Parallel Curriculum Model and School wide Enrichment Model . Those learners on a more accelerated may have their needs met through the Integrated Curriculum Model as it is grounded in the principles of critical and conceptual thinking. However, in the development of program of studies for gifted learners he realization is that curriculums must be ever evolving to meet the needs of the population they service. Traits In adhering to principles of programming, designing curriculum and instruction the gifted learner one could visualize 3 puzzle pieces interlocked. In order to meet the needs of the gifted learner a program with a clear definition of giftedness , a philosophy, goals and expectations must be in play. This program must have a challenging curriculum based on student needs integrated with differentiated instruction which is flexible. Those that are charged with the delivery of this instruction must have appropriate training and have the ability to acknowledge all talents and provide for emotional support.

  3. References Bureau of Exceptional Education and Student Services Division of Public Schools Florida Department of Education. (2005). Nature and needs of gifted students. Retrieved from: http:advancedacademicprograms.dadeschools.net/Gifted Endorsement/Nature Needs module.pdf Dai, D. Y. (2011, September). Hopeless anarchy or saving pluralism? reflections on our field in response to ambrose, vantassel-baska, coleman and cross. Journal for the Education of the Gifted, 34(5), 705-730. doi: 10.1177/01623532111416437 Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Curriculum models. Education of the gifted and talented (pp. 175-204). Upper Saddle River, NJ: Pearson Inc. Powell, P., & Hadden, T. (1984, February). The intellectual and psychosocial nature of extreme giftedness. Roeper Review, 6(3), 131-133. Retrieved from http://www.davidsongifted.org Renzulli, J. S., Reis, S. M., & Swicord, B. (2009, December1.). [Online forum comment]. Retrieved from http://www.slidehare.net curriculum differentiation for gifted talented students webinar264390

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