pictures what do all these men have in common?. pictures what do all these people have in common?
TRANSCRIPT
Many individuals who possess exceptional intellectual qualities are overlooked due to masks
that hide their abilities.
EQ: How can we as educators remove the mask of the twice exceptional student?
CHARACTERISTICS
Davis Rimm 353
Double Labeled Students
CHARACTERISTICS
What does it mean to be a gifted disabled individual?
* Which disabilities are we talking about?* Is there a different class for the gifted disabled?* How do we serve these students as educators?
Davis Rimm 378
dic·tion·ar·yˈdikSHəˌnerē/noun
gift·edˈgiftid/adjective
dis·a·bleddisˈābəld/adjective
CHARACTERISTICS
Gifted disabled individuals Gifted disabled individuals (GTD) have exceptional ability or potential and are capable of high performance despite such disabilities as - hearing, speech, vision, or orthopedic impairments- learning disabilities - emotional or behavioral disorders- other health problems
Davis Rimm 378
dic·tion·ar·yˈdikSHəˌnerē/noun
gift·edˈgiftid/adjective
dis·a·bleddisˈābəld/adjective
CHARACTERISTICSLearning Disabilities
Visual o
r audito
ry processing weaknesse
s
May functi
on at or b
elow grade leve
lLong and short memory problems
Spatial processing disabilities
GrandlinArticle #2
CHARACTERISTICS
GrandlinArticle #2
Gifted disabled children often have excellent *problem solving skills
*abstract thinking abilities*oral communication skills
Learning Disabilities
Giftedness and ADHD are commonly correlated Giftedness does not provide protection from the
difficult symptoms of ADHD
CHARACTERISTICS
GrandlinArticle #2
ADHD
Can you tell the difference between an underachieving gifted student and gifted disabled student?
CHARACTERISTICS
Clark554
Underachieving Gifted Students Gifted Disabled Students
Lack of social skills Lack of social skills
Social isolation Social isolation
Unrealistic self expectations Unrealistic self expectations
Perfectionist tendencies Perfectionist tendencies
Distractibility Distractibility
Low self-esteem Low self-esteem
Frustration in response to school demands
Frustration in response to school demands
Failure to complete assignments
Failure to complete assignments
CHARACTERISTICS
Clark555
Possible Traits of Gifted Disabled Students
1. Performance variability across tasks
2. Low motivation
3. Low task completion
4. Impaired long term and short term memory
5. Visual or auditory processing difficulty
6. Poor self concept
7. High levels of self-criticism
8. Withdrawals or aggression
9. Short attention span
10. Difficultly following directions
11. Poor peer relations
What should teachers watch for in the classroom?
CHARACTERISTICS
BaumArticle #1
Group #1: Identified gifted students who have subtle learning disabilities
Easily identified because of high test IQ scores on high achievement scores*High verbal abilities*Spelling and handwriting contradicts the image of high verbal abilities*Forgetful, sloppy and disorganized *Group widens between expected and actual performance
Group # 2: Unidentified students whose gifts and disabilities may be masked by average achievement
*Fail at school; this must be fixed before anything else can happen*High level interests at home
Group #3: Identified learning disabled students who are also gifted
Groupings
*Struggle to stay at grade level.*Hidden talents and abilities to emerge in specific content areas and stimulated by teacher who uses creative approach to learning.*Disability discovered in college or adulthood.
- Identifying the twice exceptional student can be difficult.
- The student’s giftedness may be overlooked due to the special needs label, or the student may perform on an average level because their giftedness is compensating for the disability.
- Educators have to be more aware of recognizing the students with disabilities that may also be gifted. Eisenberg and Epstein solicited nominations for gifted and talented students with disabilities to New York City schools that served 60,000 disabled students. No students were nominated.
IDENTIFICATION
Davis Rimm 381
- Identifying gifted with disabilities through IQ tests can be a hindrance because the student may not do well because of their disability.
- Tests designed and normed for students with disabilities may be a better mode of identification.
IDENTIFICATION
Clark
- Nebraska Test of Learning Aptitude (deaf and hearing impaired)- Arthur Adaptation of the Leiter International Performance Scale
(deaf, hearing impaired, speech and language difficulties)- Blind Learning Aptitude Test- Pictorial Test of Intelligence (motor disabilities) - Renzulli Scales (Learning, Motivation,- Creativity, Learning as well as Art, Music, Drama, and
Communications, etc.)- PRIDE and GIFFI (LD)
- In-service workshops that focus on characteristics and identification of twice exceptionalities can help teachers in the observation process.
- Disruptiveness can be an indicator. Gifted LD tend to be the most disruptive.
- Compare the student with other students with the same disability and give more weight to characteristics not affected by the disability.
- Recognize the difference between a student that is LD versus dependent underachievers. (See handout)
- Be aware that student with ADD or ADH that are medicated may be experiencing a limitation of their creativity.
IDENTIFICATION
Clark
http://www.youtube.com/watch?v=OR36jrx_L44
(5:56 – 7:39)
IDENTIFICATION
Clark
The Enrichment Triad Model
SERVICE
Type I EnrichmentEXPLOREType I concentrates on a variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not ordinarily be covered in the regular curriculum.
*Contacting speakers*Arranging minicourses*Demonstrations*Performances*Ordering and distributing films, slides, videotapes, or other print or non-print media
Renzulli’s Process for Higher Level Thinking
Davis Rimm 396
The Enrichment Triad Model
SERVICE
Type II EnrichmentTHINK AND FEELType II training is general, and is usually carried out both in classrooms and in enrichment programs. Training activities include the development of….
(1) creative thinking, problem solving, and critical thinking(2) learning how-to-learn skills (3) using advanced-level reference materials (4) written, oral, and visual communication skills (5) concentrating on the methodology
*Type II cannot be planned in advance*Type II usually involves advanced instruction in a self-selected interest area
EX: Students interested in botany might pursue….* Doing advanced reading in botany* Compiling, planning and carrying out plant experiments
Renzulli’s Process for Higher Level Thinking
Davis Rimm 396
The Enrichment Triad Model
SERVICE
Type III EnrichmentADVANCED CONTENT AQUISITIONType III enrichment has students assume the role of a first-hand inquirer.
* self-selected problem or area of study* apply interests, knowledge, creative ideas and task commitment* acquire advanced level understanding of particular disciplines and arts * knowledge (content) * methodology (process)* participate in interdisciplinary studies* develop authentic products for specific audiences* develop self-confidence and feelings of creative accomplishment
Renzulli’s Process for Higher Level Thinking
Davis Rimm 396
SERVICE
BaumArticle #1
Positive Classroom Environment*Focus on the child’s strengths THEN provide modifications*Prevent the disability from becoming a deterrent to the development and expression of the child’s talents
Teach Character Traits persistence, learning, creativity, personal support, confidence
General Tips for Service
Social Skills *social coaching*flexible grouping by like disabilities *flexible grouping with non-disabled*sensitivity training for peers*peer tutoring*self assessment
SERVICESpecific Tips for Service for Disabilities and Impairments
Modification tools & compensatory devices
- Wheelchairs (orthopedic impairment) - Hearing aids (hearing impairment)- Lip reading (hearing impairment)- Sign language (hearing impairment)- Braille training (vision impairment)- Braille texts (vision impairment)- Magnifiers (vision impairment)- Tape recorders (learning disability)- Computers (learning disability)- Artificial limbs (physical disability)
Clark558
SERVICESpecific Tips for Service for ADHD
ADHD ModificationsConsistencyAppropriate limit settingCurriculum adjustmentsVariety of learning stylesKinesthetic learning styleEmphasis on positive interests Emphasis on accomplishments
ADHD InterventionMedication, which often inhibits creativity and intellectual curiosity in bright children Grandlin
Article
SERVICESpecific Tips for Service for LD
LD ModificationsNote taking strategiesTime management strategiesWeekly and monthly organizers
LD Cognitive Learning StrategiesMnemonicsChunking
LD Compensation SupportsWord processingBooks on tape Clark
558
SERVICESpecific Tips for Education
1985Whitmore and Maker predicted the emergence of a new field of education for gifted students with disabilities. They saw the field engaged in the development of five major goals:1. Increase accuracy of the identification process.2. Increase the amount of research.3. Change the preparation of service personnel. 4. Increase the sense of shared responsibility between professionals and parents.5. Prepare the gifted/disabled for lifelong satisfaction in self-selected careers.
Current Gains1. Generic training for special education teachers to identify gifted students2. 3. National conferences, specialized graduate programs, in-services 4.5.
Clark559
http://www.youtube.com/watch?v=fn_9f5x0f1Q
(Until 4:28)
SERVICE