PICTURES

What do allthese men

have in common?

PICTURES

What do allthese people

have in common?

What do allthese people

have in common?

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

SERVICERenzulli’s Process for Higher Level Thinking

Davis Rimm 396

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

The Enrichment Triad Model

SERVICERenzulli’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