gifted talented presentation
DESCRIPTION
This ppt was created for my GT class and incorporates several ideas for working with GT students.TRANSCRIPT
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2+2=5 2+2=5 or 3, 0r…or 3, 0r…2+2=5 2+2=5
or 3, 0r…or 3, 0r…When When
““Gifted”Gifted”Just Doesn’t Add UpJust Doesn’t Add Up
By: Heather Ehlschide
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Congratulations! Your Student is Gifted!
• Who determines giftedness in the school setting?
• What qualifies a child for gifted services?
• When is a child eligible and/or served in their areas of identification?
• Where can I go for help and information?
•Why is important to know that a child is gifted?
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Now for the
Hard Part…
• If my student is so gifted, what IS the problem?
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Common Difficulties
• Gifted students may struggle with perfectionism.
• Gifted students may struggle with masked disabilities.
• These struggles may lead to underachievement.
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Perfectionism• The constant
demand on one’s self or others for perfect, flawless performance
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Perfectionism• Does it stop the
learner from attempting new or difficult tasks?
• Does it create problems in relationships with others, especially peers?
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Perfectionism• Is persistent,
disabling fear evident in the learner?
• Is the learner able to use this trait as healthy motivation?
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Masked Disabilities• Gifted students may
be “twice exceptional”
• Being gifted does not preclude one from having a learning disability or other impairments such as ADHD
Inte
llect
ually
Gift
edAD
HD
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Masked Disabilities• Just as giftedness
often masks disabilities, disabilities may also mask gifts
• Search diligently for hidden talents within your student, especially if they have known disabilities
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Masked Disabilities• Resources are
available to meet the needs of students who require services on both ends of the “special needs” spectrum
Visua
l and
Perfor
min
g
Arts:
Gift
ed
Spec
ific Le
arni
ng
Disab
ility
: Bas
ic R
eadi
ng
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Masked Disabilities• Although school
counselors, teachers, and other school personnel may be helpful, a medical doctor is also an important resource
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Compounded Issues
• Sometimes, the issues that
have already been discussed
may lead to other
concerns…
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Underachievement• To fail to achieve
the approximate level of performance, especially in school studies, commensurate with one’s abilities as indicated by tests
Performance
Potential
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Underachievement• Situational:
occasional occurrences when difficulty emerges
• Chronic: recurring difficulties with regard to performance over time
Potential Performance
Performance
Potential
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Underachievement• Situational
underachievement may be addressed through short term counseling and or additional supports as warranted by the circumstances
Potential Performance
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Underachievement• Chronic
underachievement may take more intense counseling, family counseling, and direct intervention in areas such as the student’s executive function capacity or medical services to address a disability
Failure
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Executive Function:What Is It?
• Executive Function is the ability to do all that it takes to keep your mind on what you are doing in order to accomplish a given task.
Execu
tive
Funct
ion C
ente
r
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Executive Function:Examples
• Organization• Planning• Outcome
Prediction• Time
Management• Impulse Control
TO DO LIST
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Tools To Enhance Executive Function
• Agendas/Planners• Bulletin or Dry Erase
Boards • Knowledge of
learning style• Frequent, consistent
communication with school personnel
•PATIENCE!
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What Now?• Many students
who deal with the issues discussed suffer in their social and/or emotional development
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Emotional Fallout• Lack of confidence• Lowered self-
esteem• Anxiety• Feelings of
inadequacy or helplessness
• Depression
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Support without Enabling
• Set and maintain high expectations to exhibit confidence in ability
• Acknowledge and reward effort, not just end results
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Support without Enabling
• Provide routine and structure to promote feeling of security
• Stay positive and focused and avoid “pity parties”
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Support without Enabling
• Communicate with parents and school counselors in regard to seeking professional counseling and/or medical attention if a downward spiral continues or worsens despite efforts to improve
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Social Difficulties• Feelings of
isolation• Rejection by
peers• Lack of
connection• Missed
opportunities
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Interject without Interfering
• Network with others to find appropriate groups in which your child might participate
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Interject without Interfering
• Make your classroom a haven for your student and peers with whom he/she is able to connect
• Promote a safe and nurturing learning environment for students
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Is This My Student? Poor test performance
Achieving at or below grade-level expectations in one or all of the basic skill areas: reading, language arts, mathematics
Daily work frequently incomplete or poorly done
Superior comprehension and retention of concepts when interested
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Is This My Student? Low self esteem
Problems with peer groups
Trouble accepting responsibility for failure
Trouble acknowledging facts of circumstances
Denial of failure
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The Next Step• If you
acknowledged traits that you see in your student in four or more of the described characteristics…
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There AreResources Available
• Cindy Stone Guidance Counselor
• Central City Elementary, KY
• 270-754-4474
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There AreResources Available
• Western Kentucky University Center for Gifted Studies
• Dr. Julia Roberts; Director
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There AreResources Available
• Kentucky Association for Gifted Education• www.wku.edu/kage
•The Kentucky Association for Gifted Education (KAGE), officially organized in 1979, is a non-profit volunteer
group of parents, teachers, administrators, other educators, and all citizens interested in being advocates for appropriate educational opportunities for gifted and
talented youth in Kentucky.
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There AreResources Available
• NAGC: the National Association for Gifted Children
• www.nagc.org
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There AreResources Available
• Supporting Emotional Needs of the Gifted
• www.sengifted.org
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There AreResources Available
• Misdiagnosis And Dual Diagnoses Of Gifted Children And Adults: ADHD, Bipolar, OCD, Asperger's, Depression, And Other Disorders by James T. Webb, Edward R. Amend, Nadia E. Webb, and Jean Goerss
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There AreResources Available
• Teaching Teens With Add and Adhd: A Quick Reference Guide for Teachers and Parents by Chris A. Zeigler Dendy, M.S.
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Questions?
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2+2=5 2+2=5 or 3, 0r…or 3, 0r…2+2=5 2+2=5
or 3, 0r…or 3, 0r…When When
““Gifted”Gifted”Just Doesn’t Add UpJust Doesn’t Add Up