holistic reflection
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think about how you will set up your class going forward to support the needs of students with disabilities. Prepare a 2 – 2.5p report that addresses the items below. You can focus on 1 or more disabilities. You should have at least 3 references. One can be your textbook.
Topics for the Report:
- What kind of support (accommodations and modifications) will you provide in your classroom for students with disabilities?
- How will you address cultural and linguistic differences in the classroom?
- How will you demonstrate sensitivity and respect for your students with disabilities?
- What teaching methods will you use so that all students, even those with disabilities, can succeed in your class?
- What classroom management techniques will you use so that all students, even those with disabilities, can succeed in your class?
- How will you promote positive social interactions and reduce or address bullying?
- What kind of technology or adaptations will you use in the classroom to support students with disabilities and/or different learning styles?
- What methods will you use for family involvement and what effect do you think this will have on student achievement?
- Reflect on your most important learning from this course and your Field Experience and explain how it will impact your teaching going forward
Understanding the Characteristics of Gifted Students
Defining Giftedness and Talent
Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas:
general intellectual ability
specific academic aptitude
creative or productive thinking
leadership ability
visual and performing arts
psychomotor ability
Each state establishes its own definition of children who are gifted and talented; there is no federal definition.
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FDOE
Fl Plan for Gifted Learners- https://www.fldoe.org/core/fileparse.php/7567/urlt/FPK12GE.pdf
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Assessing Giftedness and Talent
Multiple areas of assessment:
Formal assessment of intellectual and academic ability
Off-level testing
Tests of creative thinking and products
Assessment of leadership potential
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Differences Among Children
Who are Gifted and Talented
Intellectual ability
Talent category
Learning opportunities
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Brief History of the Field
Brief History of the Field
First Half of the Twentieth-Century: Pioneering the field
Development of intelligence tests (IQ or intelligence quotient)
Nature v. nurture theory of intellectual development
The 1950s – 1970s: Establishing foundations
Nature of Human Intelligence (Guilford, 1967) describes 120 different kinds of intelligences
The National Association for Gifted Children began in 1954
American reaction to the Soviet launch of Sputnik leads to mathematics and science education reforms
PL 94-142 does not include services for children who are gifted and talented. Mandates for education services are the result of state legislation.
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The 1980s – 1990s: The field matures and provides focus for school reform
Gardner (1983) advances the theory of multiple intelligences
Gardener’s Theory of Multiple Intelligences
Linguistic
Logical-mathematical
Spatial
Bodily-kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Existentialist
The Jacob K. Javits Gifted and Talented Students Education Act (PL 100-297) was passed in 1988 and created the Office of Gifted and Talented Education to focus on research and education.
The Twenty-First Century: Challenges and promise present
The No Child Left Behind Act (PL 107-110) mandates that students will reach proficiency and these criteria may be limiting for students who are gifted or talented as they often exceed these standards and achieve at higher levels.
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Characteristics of Individuals Who are Gifted and Talented
Academic and Learning Characteristics
Any of these characteristics may resemble all children but children who are gifted and talented will display a greater degree or intensity than their peers. Understanding of their unique strengths and needs is essential for a challenging academic curriculum.
Social and emotional characteristics
Students who are gifted and talented often experience social and emotional difficulties related to their talents, for example, a student who has excellent verbal skills may dominate classroom conversations.
Children who are gifted and talented may not show advanced abilities in all areas or at all times and educational opportunities must be tailored to meet their unique needs
Prevalence and Etiology of Giftedness and Talent
Prevalence of Giftedness and Talent
Prevalence varies across states due to variations in state definitions
Approximately 3 to 5 percent of school-aged children; some professionals believe that 10 to 15 percent is more accurate
3 million American children are gifted and talented (National Association for Gifted Children, 2013)
Etiology of Giftedness and Talent
It is likely that the exact etiology of a child’s giftedness or talents abilities cannot be identified.
Nature vs. nurture argument (environment vs. heredity)
Intelligence is no longer believed to be fixed at birth
Physical and chemical changes when the brain is stimulated or challenged
Etiology of Giftedness and Talent
Nature vs. nurture argument
(environment vs. heredity)
Intelligence is no longer believed to be fixed at birth
Physical and chemical changes when the brain is stimulated or challenged
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Educational Considerations
Suggestions for the Classroom
Differentiation: Providing multiple levels for academic tasks that meet the needs of all learners. Tasks can be differentiated to include critical thinking, higher-order thinking skills, independent learning, and student choice in methods of demonstrating mastery of learning.
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Instructional strategies
Curriculum compacting: Reduced time spent on basic concepts to allow for expanded learning
Higher-level thinking and problem solving: Provide opportunities for students who are gifted and talented to develop their higher level thinking and problem solving skills.
Flexible grouping: Grouping designed to match ability rather than age level.
Cluster grouping: Grouping several students who are gifted and talented together for instructional purposes
Tiered assignments: Lesson variations based on students’ ability levels
Problem-based learning: Students are asked to solve real-world problems
Accelerated pacing of instruction: Students who are gifted and talented may become bored or disruptive if they are not challenged in the classroom. Faster pacing allows them to move at a pace that fosters their learning and educational progress.
Service Delivery Options
Gifted Resource Services
Acceleration
Independent study
Honors and advanced placement courses
Mentorships
Self-contained classes and special schools
Summer and Saturday programs
Competitions
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Services for Young Children
Who are Gifted and Talented
Educational needs of young children with gifts and talents have often been overlooked due to the lack of federal legislation
Early identification is crucial
Importance of early learning opportunities
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Adolescents and Adults
Who are Gifted and Talented
Adolescent need to “fit in”
Personality attributes: desire to achieve, persistence, curiosity and openness to new experiences
Educational opportunities
MENSA
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Issues of Diversity
Twice exceptional learners
Girls who are gifted
Identifying and serving children from diverse backgrounds
Cultural characteristics associated with giftedness
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Students with Gifts and Talents
and Disabilities
Twice exceptional: a child who is identified as gifted and has another disability
Students with gifts and talents and disabilities may be overlooked due to cultural biases or stereotypes
Giftedness may mask learning disabilities and the student will perform at average levels
Giftedness may be misidentified as ADHD
Require special educational considerations
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Technology and Individuals
Who are Gifted and Talented
Access to the internet provides:
Knowledge
Resources
Access to mentors
Distance learning
Social interaction with other gifted individuals
Learning experiences
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Twice exceptional learners
Stereotypes often assume that people with disabilities cannot also be gifted or talented. Many students who are gifted or talented may also have a disability. Stephen Hawking, a theoretical physicist, is a famous example. A combination of learning factors may make correct diagnosis difficult.
Twice exceptional: a child who is identified as gifted and has an another disability
Students with gifts and talents and disabilities may be overlooked due to cultural biases or stereotypes
Giftedness may mask learning disabilities and the student will perform at average levels
Giftedness may be misidentified as ADHD
Require special educational considerations
Girls who are gifted learners
It may seem odd to include girls in the section devoted to diversity but there is ample evidence to suggest that girls are often underrepresented in programs for students who are gifted and talented. These statistics may be due to gender-role cultural stereotypes, unequal educational opportunities, and expectations of the school, family, and the girl.
Identifying and serving children from diverse backgrounds
There are challenges involved in locating, identifying, and serving young children who are gifted and talented and come from diverse backgrounds or low socioeconomic groups. The underrepresentation of these children in programs for the gifted and talented may be due to variable such as poverty, test bias, faulty identification policies, conflicting cultural values, teacher attitudes and expectations, and rigid definitions of giftedness.
Cultural characteristics associated with giftedness
Ten attributes of giftedness were identified in African American, Native American, and Hispanic children: communication skills, imagination/ creativity, humor, inquiry, insight, interests, memory, motivation, problem solving, reasoning.
Trends, Issues, and Controversies
Striving for world-class standards
Equity and excellence
Full inclusion
Services focus on the gifted students instead of the gifted program
Talent development
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