Understanding students who are gifted and talented
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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

Understanding Students Who are Gifted and Talented

ED 222 Spring 2011


Duo the true story of a gifted child with down syndrome

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.


Twice exceptional

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


Providing services

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


Gagne s differentiated model of giftedness and talent

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


Gardner s multiple intelligence

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


Describing the characteristics

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


Social and emotional issues

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


Evaluating students

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)


Evaluating students1

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


Partnering for sped and related services

Partnering for SpEd and Related Services

  • Differentiated Instruction

  • Partnerships


Determining supplementary aids and services

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


Planning universally designed learning and other educational needs

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


Service options

Service Options

  • Cluster grouping

  • All-school enrichment programs

  • Accelerative method

  • Magnet schools, charter schools, self-contained classes, special day schools, residential schools


Measuring student progress

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


Making accommodations and assessments

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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