dr. viviene deokoro gifted education specialist-consultant-researcher deokoro magnet schools for the...
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Dr. Viviene DeOkoroGifted Education Specialist-Consultant-Researcher
Deokoro Magnet Schools for the Gifted and TalentedJamaica, West Indies
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To Determine: Competence level Learning Style Profile Dominant Intelligence(s) Gardner’s MI
Theory Mind Style Environmental Preferences Modalities Cognitive Style Ability Grouping Options:
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(“unexpected and unexplained conditions occurring in child of average/above intelligence, characterized by a significant delay in 1 or more areas of learning” Mark Selikowitz) Example:
Dyslexia Dyscalculia Dysorthographia
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Dysgraphia
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Placing students together based on prior achievement/abilities in particular curricular areas.
(Kullik & Kullik 1991, Rogers- 2002)
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FULLTIME Ability Grouping with regrouping for specificinstruction,
Mixed-ability cooperative groups Like-ability cooperative groups
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Peer Instruction
Young Leadership
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Who is Gifted
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Viviene DeOkoro – 1994 states : “Children who are Gifted
and/or talented possess or demonstrate diverse
exceptional abilities and potential in one or more aspects
of culturally relevant human endeavour; encompassing the
domains of the intellectual, creative & productive thinking,
leadership, psychomotor abilities, visual & performing
arts, specific academic aptitude, heightened psycho-
spiritual awareness, street-smartness self-preservation &
survival skills, and any other ability deemed valuable to
their unique culture.
These children are at risk! and in danger of disengaging
from learning and underachieving if not identified, and
special provisions for differential instruction, emotional
and social support, experiences and opportunities put in
place in order for them to achieve their full potential”.
Viviene DeOkoro – 1994 states : “Children who are Gifted
and/or talented possess or demonstrate diverse
exceptional abilities and potential in one or more aspects
of culturally relevant human endeavour; encompassing the
domains of the intellectual, creative & productive thinking,
leadership, psychomotor abilities, visual & performing
arts, specific academic aptitude, heightened psycho-
spiritual awareness, street-smartness self-preservation &
survival skills, and any other ability deemed valuable to
their unique culture.
These children are at risk! and in danger of disengaging
from learning and underachieving if not identified, and
special provisions for differential instruction, emotional
and social support, experiences and opportunities put in
place in order for them to achieve their full potential”.
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Level IQ Range Prevalence
Mildly 115-129 >1:40Moderately 130-144 1:40 – 1:1000Highly 145-159 1:1000-1:10000Exceptionally 160-179 1:10000-1:1 millionProfoundly 180+ <1:1million
(Gross 2000)
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A multifaceted approach to identification is important
Not simply a matter of IQ Testing; but ratherMultiple Criteria from various sources is
generally most effective.May use ONE. SOME or ALL of following: Behaviour checklist Teacher nominations Parent nominations Self nominations (well-hidden talent can be
observed)
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Deokoro Identification Deokoro Identification ModelModel Standardized Tests (intelligence, academic, creativity
etc) IQ Testing Also EQ (emotional quotient) highly considered PQ (play quotient) observed in young children. Dr Stevanne Auerbach (AKA Dr Toy) Shows how
high play quotient with toys can nurture/strengthen and develop high creativity in young children)
“In pretend or make-believe play, imagination is given a full reign- this form of play stimulates the child’s inventive rather than imitative abilities.”
Singer and Singer
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How Diagnostic How Diagnostic Assessment is Carried OutAssessment is Carried Out
Four Stages: Collection of information about child Examination (testing) of child Explanation of findings to parents Recommendation of an appropriate
management plan
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Types of Test UsedTypes of Test Used
Tests of Intelligence Tests of Academic Achievement Test of other specific abilities
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Examples of Formal Examples of Formal Instruments UsedInstruments Used
May include:
Stanford Binet Test Otis Lennon School Abiloity Test Weschler Intelligence Scale for
Children Teacher & Parent Observation
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MUST be trained, (sensitized at least) and cognisant of the basic characteristics and needs of their Gifted students.
Must prepare themselves (and plan lessons) thoroughly before attempting to interface with Gifted children. They KNOW when we are NOT!
Must know the types of learning styles and interests of G/T students
Must know that Gifted students learn quickly & easily. This can easily lead to BOREDOM
Must be able to modify curriculum to meet the educational needs of their students
Know some of the several approaches that can be use i.e acceleration enrichment compacting differentiation
(Hasweh 2003)
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Many gifted and T children (and adults) are mis-diagnosed by psychologists, psychiatrists, pediatricians, and other health care professionals. Most common mis-diagnosis are:
• Deficit Hyperactivity Disorder (ADHD) • Deficit Disorder (OD)• Obsessive Compulsive Disorder (OCD)
Mood Disorders such as:• Cyclothymic Disorder• Disthymic Disorder • Depression• Bi-Polar Disorder
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When Is Giftedness a When Is Giftedness a Disadvantage?Disadvantage?
Giftedness is a disadvantage when members of a community fail to understand, acknowledge or provide appropriate schooling for such students. Queensland Education Policy Statement, 1993
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Socio- cultural bias against high ability and high achievement
Stereotyped assumptions determining which gifts are valued
Failure to identify students exceptional potential (especially when masked by behavioural traits or compounding characteristics such as low socioeconomic circumstances, isolation, gender, non- English speaking background...)
Lack of access to appropriately challenging educational experiences.
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“To neglect Gifted children, is to CREATE a time bomb and postpone the inevitable social upheaval and disaster”
(DeOkoro 2014)
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