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Chapter 15: Learners with Special Gifts and Talents
Transcript of Chapter 15: Learners with Special Gifts and Talents
-Students with special gifts and talents do better in certain areas than other students. Other than that, “gifted and talented” can be defined in many ways and no one quite agrees (Hallahan 429).
-Many experts say that giftedness means to have superior talents in certain areas than their peers that may manifest in certain situations and not others (Hallahan 431).
• Precocity- outstanding early development in certain areas like music, math or language
• Insight- Separating useful and useless information and combining it in creative ways
• Genius- Sometimes means talent in a particular area but more commonly means extremely high and rare intellectual or creative abilities
• Analytic Giftedness- being able to unravel difficult problems
• Synthetic Giftedness- involves intuition, insight, and creativity, the ability to create novel solutions to problems
• Practical Giftedness- applying analytic and synthetic abilities to solve everyday issues
Learn Quickly and Easily
Able to use abstract thought and critical reasoning
Ability with puzzles
Exhibit Verbal Proficiency
Have a high energy level
Become bored and frustrated
Receive negative adult attitudes to smartness
Difficulty with listening skills
Become frustrated with inactivity and lack of challenge
Some other characteristics...
Concern with justice and fairness
Long attention span (usually in areas of interest)
-A term coined by James Gallagher (Senior educator at N.C. University) referring to students who are both gifted and have disabilities.
-Identifying gifted and talented students
-Research and development
-Preparing teachers and other professionals
-Preparing students for adult living.
Impact on Learning and Daily Life
-Many students tend to be well liked with healthy emotional control and tend to be self-sufficient
-Students tend to be acutely aware of their feelings as well as others’ and worry about interpersonal relationships, moral issues, and other similar things.
-Adults with gifts often succeed in their careers but fail to be recognized for their efforts.
-Gifted and talented adults often feel isolated and bored at the workplace.
Reasons for Gifted and Talented
Chapter 15: Learners with Special Gifts and Talents
According to NEA (National Education Association)
“Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.”
- US Department of Education, 1993
3% to 5% of the children in the school population of the US are considered gifted, though the percentage varies depending on the definition people use to describe “gifts and talents” (Hallahan 432).
This definition changes every day, which makes it difficult to determine those who are truly gifted or talented.
Attempting to find other causes is virtually impossible because they represent such a small number of students.
Instead of contemplating on how to find them scientifically, we focus on the positive attributes of the students that might show potential.
Assessment of Gifted and Talented
Misconceptions and Challenges
-Physical disabilities doesn't always mean intellectual disabilities.
-Students with poor communication skills (due to poor hearing or speaking abilities) may be brilliant.
-Focus on the assessment of the disability without attention to possible talents.
-Stereotypic expectations associated with physical or global intelligence expectations.
-Developmental delays particularly evident in certain areas of cognitive ability such as abstract thinking and verbal ability.
-Lack of worldly experiences due to disability limitations
-Focus on the development of strengths, interests, and intellectual gifts.
-Reduce communication limitations (technology advancements).
-Emphasize high-level abstract thinking, creativity, and problem-solving approaches.
-Provide for individual pacing in areas of giftedness and disease.
-Establish high expectations, and promote avenues for self-direction
.To use RTI for twice exceptional students, the teacher must know:
1. Specifically the type of learning disability the student has.
2. The teacher must remember the fact that though the child is gifted, he or she may not be gifted in all areas
-Identifying students with giftedness can be difficult due to its usually complicated nature.
Identification can center around:
Parent, teacher, peer, and self-nominations
Standardized test scores
Evaluations of student work
Eight general identification instruments
1. Assessment goes beyond a strict view of “talent.”
2. Strategies are separate and appropriate to identify certain aspects of giftedness.
3. Reliable and trusted instruments are used for assessment.
4. The right equipment is employed to less served populations.
5. Each child is considered an individual and not confined strictly to a single score.
6. Criteria are multifaceted.
7. The assessor understands the limitations of the case study and score combinations
8. Identification and placement are based on students’ needs instead of numbers.
The Multiple Intelligences Theory by Gardner states:
'Intelligence should not be assessed by a single test because there are multiple intelligences. Gardner’s eight competencies are “linguistic, logical-mathematical, special, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic" '
The Multiple Intelligences Theory
is not only a means of identification. When implemented in the classroom, the idea of the MI Theory allows for the educators to focus more on the specific areas that their students are gifted in.
is when a student receives extra attention for being gifted and talented without skipping grades..
involves the idea of moving through grades at a faster pace. Acceleration is commonly associated with the concept of skipping grades in the regular school system. (AKA: Advanced classes)
4. Parent-Home Communication allows teachers and parents to communicate. There is a lot of communication from teacher to parent through emails, newsletters, and the like. The point of this strategy is to connect the goals students have at school and at home to make their learning more comprehensive.
Briggs, Christine J., Sally M. Reis, and Erin E. Sullivan. "A National View of Promising Programs and Practices for Culturally, Linguistically, and Ethnically Diverse Gifted and Talented Students." The Gifted Child Quarterly 52.2 (2008): 131-45.ProQuest. Web. 28 Apr. 2014.
Fasko, Daniel,Jr. "An Analysis of Multiple Intelligences Theory and its use with the Gifted and Talented." Roeper Review 23.3 (2001): 126-30. ProQuest. Web. 28 Apr. 2014.
Hallahan, Daniel L., Kauffman, James M., and Paige C. Pullen. Exceptional Learners: An Introducton to Special Education. 12th ed. Boston: Pearson, 2012. Print.
National Association for Gifted Children. (2011-2013). CHARACTERISTICS OF GIFTED AND TALENTED CHILDREN – AN EXPLANATION . Retrieved 4 25, 2014, from National Association for Gifted Children: www.nagcbritain.org.uk
Perrone, Kristin M., et al. "Self-Perception Of Gifts And Talents Among Adults In A Longitudinal Study Of Academically Talented High-School Graduates." Roeper (Review 29.4 (2007): 259-264. Academic Search Premier. Web. 28 Apr. 2014.
Yssel, Nina, et al. "Applying An RTI Model For Students With Learning Disabilities Who Are Gifted." Teaching Exceptional Children 46.3 (2014): 42-52. Academic Search Premier. Web. 22 Apr. 2014.