Gifted Education: A Parents How to Guide

Gifted Education : 

Gifted Education An Introductory Guide for Students and their Parents By: LeAnne Salazar New Mexico State University

Learning Objectives : 

Learning Objectives Parents and Students will be able to: Identify Characteristics of Gifted Children Identify Tests Used to place children in Gifted programs Name different curriculum models for gifted children

Characteristics of a child who is gifted: : 

Characteristics of a child who is gifted: -Unusually large vocabularies for their age -Ability to read earlier than most children, often before entering school. -Greater comprehension of the subtleties of language. -Longer attention span, persistence and intense concentration. -Ability to learn basic skills more quickly and with less practice.

Characteristics Cont… : 

Characteristics Cont… -Wide range of interests -Highly developed curiosity and a limitless supply of questions -Interest in experimenting and doing things differently -Tendency to put ideas or things together in ways that are unusual and not obvious (divergent thinking) -Ability to retain a great deal of information -Unusual sense of humor

Slide 5: 

Source: Janice Szabos

What qualifies a child for the gifted program? : 

What qualifies a child for the gifted program? Generally speaking a teacher or parent referral to the SAT team is the first step. Then the team meets on at least three occasions to determine if the child is bright vs gifted. Next the team makes a referral for diagnostic testing so that data can be used to determine the child’s IQ and gifted abilities. The team then meets again to review the test scores and results to make an official determination. If the data warrants services for the child in his/her area of giftedness an IEP is developed (New Mexico).

What tests are used, diagnostically, for determining if a child is gifted? : 

What tests are used, diagnostically, for determining if a child is gifted? Below you will find a list of tests that are used as assessment instruments to determine eligibility in the Gifted and Talented Program. You may click on the link to learn more about each individual test. Stanford-Binet Intelligence Scaless Wechsler Intelligence Scales Woodcock-Johnson III Cognitive Abilities Test Gifted and Talented Evaluation Scales (GATES) Gifted Rating Scales (GRS) Screening Assessment for Gifted Elementary and Middle School Students, 2nd Edition For a more extensive list please visit: http://www.hoagiesgifted.org/tests.htm

Once a child is identified as a gifted child, what does being gifted mean? : 

Once a child is identified as a gifted child, what does being gifted mean? The SAT (Student Assistance Team) will develop an IEP geared toward enriching his/her schooling. Goals will be developed to build on the child’s area of giftedness. “There are levels of giftedness, and you may find it important to learn where your child falls.  Moderately gifted children have different needs from highly gifted children, who have different needs from the exceptionally, and profoundly gifted.  Probably the easiest way to describe each successive level of giftedness is "more."  The more gifted, the more they need... more knowledge, faster, deeper, more unique social and emotional situations…” (Carolyn K., Hoagies Gifted).

My Child was identified and has a dual exceptionality. What does this mean. : 

My Child was identified and has a dual exceptionality. What does this mean. Term refers to those who are gifted and have a disability or are gifted and have ADHD. Children with dual exceptionalities are difficult to identify because their strengths from their giftedness hide their weaknesses from their disability. This means that their giftedness hides their giftedness and their giftedness hides their disability. Consequently, they appear to be average children. When they are not properly identified, they do not get the appropriate services they need for either their disability or their giftedness. Source: Carol Bainbridge (About.com)

Characteristics of Dual Exceptionality: Gifted Students with Learning Disability : 

Characteristics of Dual Exceptionality: Gifted Students with Learning Disability *High abstract reasoning ability*Good mathematical reasoning ability*Keen visual memory, spatial skills*Advanced vocabulary*Sophisticated sense of humor*Imaginative and creative*Insightful*Exceptional ability in geometry, science, arts, music*Good problem-finding and -solving skills*Difficulty with memorization, computation, phonics, and/or spelling*Distractibility and/or disorganization*Supersensitivity*Perfectionism*Grasp of metaphors, analogies, satire*Comprehension of complex systems*Unreasonable self expectations*Often, failure to complete assignments*Difficulties with sequential tasks*Wide variety of interests 
(Baum, Owen, & Dixon, 1991; Silverman, 1989)

Characteristics of Dual Exceptionality: Gifted Students with ADHD : 

Characteristics of Dual Exceptionality: Gifted Students with ADHD *Poorly sustained attention*Diminished persistence on tasks not having immediate consequences*Often shift from one uncompleted activity to another*Impulsivity, poor delay of gratification*Impaired adherence to commands to regulate or inhibit behavior in social contexts*More active, restless than other children*Often talk excessively*Often interrupt or intrude on others (e.g., butt into games)*Difficulty adhering to rules and regulations*Often lose things necessary for tasks or activities at home or school*May appear inattentive to details*Highly sensitive to criticism*Problem behaviors exist in all settings, but in some are more severe*Variability in task performance and time used to accomplish tasks. 
(Barkley, 1990; Cline, 1999; Webb & Latimer, 1993)

Curriculum Design Elements : 

Curriculum Design Elements Source: Joyce Van-Tassel-Baska College of William & Mary

Models for Teaching Gifted Students : 

Models for Teaching Gifted Students AUTONOMOUS LEARNER MODEL (George Betts) Calvin Taylor's Multiple Talents Model TABA’S TEACHING STRATEGIES FOR INDUCTIVE REASONING KOHLBERG’S MORAL DILEMMA DISCUSSIONS RENZULLI'S SCHOOLWIDE ENRICHMENT MODEL PROBLEM-BASED LEARNING SEMINARS GARDNER'S MULTIPLE INTELLIGENCES

Best Practice Research Findings across Content Areas : 

Best Practice Research Findings across Content Areas Less is more - teach for depth of Understanding Use different patterns of grouping for different purposes (flexible grouping) Employ collaborative learning techniques Use inquiry-based approaches for all subject Areas Engage learners in active learning Source: Van Tassel-Baska

What are some misconceptions about gifted education? : 

What are some misconceptions about gifted education? Children who are gifted, are gifted in all areas of learning (False). Being gifted, means more work (False).

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“For me, the fundamental mandate of school reform is to examine every decision, practice, and policy, and ask the question: What, if anything, is anyone learning as a consequence of this? Whether we are called teachers, principals, or parents, our primary responsibility is to promote learning in others and in ourselves. That’s what it means to be an educator.” - Roland Barth

Resources : 

Resources Szabos, Janice. Accessed online 03/24/10. Bright Learners vs. Gifted Learners. http://www.bownet.org/BESGifted/brightvs.htm Webb, James T.; Meckstroth, Elizabeth; Tolan, Stephanie. (1994). Guiding the Gifted Child. Great Potential Press. pp. 46. Van Tassel-Baska, Joyce (2003). Curriculum Development for the Gifted Learner. College of William & Mary