Holistic Reflection 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

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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:

  1. What kind of support (accommodations and modifications) will you provide in your classroom for students with disabilities?
  2. How will you address cultural and linguistic differences in the classroom?
  3. How will you demonstrate sensitivity and respect for your students with disabilities?
  4. What teaching methods will you use so that all students, even those with disabilities, can succeed in your class?
  5. What classroom management techniques will you use so that all students, even those with disabilities, can succeed in your class?
  6. How will you promote positive social interactions and reduce or address bullying?
  7. What kind of technology or adaptations will you use in the classroom to support students with disabilities and/or different learning styles?
  8. What methods will you use for family involvement and what effect do you think this will have on student achievement?
  9. 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

https://youtu.be/VAd08bjAq4A

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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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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