PICTURES What do all these men have in

PICTURES What do all these men have in common?

PICTURES What do all these people have in common?

What do all these people have in common?

CHARACTERISTICS Double Labeled Students 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? Davis Rimm 353

CHARACTERISTICS dic·tion·ar·y ˈdik. SHəˌnerē/ noun gift·ed ˈgiftid/ adjective dis·a·bled disˈābəld/ adjective 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

CHARACTERISTICS dic·tion·ar·y ˈdik. SHəˌnerē/ noun gift·ed ˈgiftid/ adjective dis·a·bled disˈābəld/ adjective 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 Davis - emotional or behavioral disorders Rimm - other health problems 378

CHARACTERISTICS Learning Disabilities s se s e n ak l e w ve g n e le i s es rad c ro w g p ry elo o t di or b u t ra a o n l o a i su nct i V fu y a M Sp Lo atia ng l pr oc an d s ess ing ho rt me disab ilit mo ies ry pr ob lem s Grandlin Article #2

CHARACTERISTICS Learning Disabilities Gifted disabled children often have excellent *problem solving skills *abstract thinking abilities *oral communication skills Grandlin Article #2

CHARACTERISTICS ADHD q Giftedness and ADHD are commonly correlated q Giftedness does not provide protection from the difficult symptoms of ADHD Grandlin Article #2

CHARACTERISTICS Can you tell the difference between an underachieving gifted student and gifted disabled student? Underachieving Gifted Students Gifted Disabled Students Lack of social skills Social isolation Unrealistic self expectations Perfectionist tendencies Distractibility Low self-esteem Frustration in response to school demands Failure to complete assignments Clark 554

CHARACTERISTICS What should teachers watch for in the classroom? 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 Clark 555

CHARACTERISTICS Groupings 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 #1: Identified gifted students who have subtle learning disabilities *Fail at school; this must be fixed before anything else can happen *High level interests at home *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. Group # 2: Unidentified students whose gifts and disabilities may be masked by average achievement Group #3: Identified learning disabled students who are also gifted Baum Article #1

IDENTIFICATION - - 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. Davis Rimm 381

IDENTIFICATION - 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. - 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) Clark

IDENTIFICATION - 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. Clark

IDENTIFICATION http: //www. youtube. com/watch? v=OR 36 jrx _L 44 (5: 56 – 7: 39) Clark

SERVICE Renzulli’s Process for Higher Level Thinking The Enrichment Triad Model Davis Rimm 396

SERVICE Renzulli’s Process for Higher Level Thinking The Enrichment Triad Model Type I Enrichment EXPLORE Type 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 Davis Rimm 396

SERVICE Renzulli’s Process for Higher Level Thinking The Enrichment Triad Model Type II Enrichment THINK AND FEEL Type 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 Davis Rimm 396

SERVICE Renzulli’s Process for Higher Level Thinking The Enrichment Triad Model Type III Enrichment ADVANCED CONTENT AQUISITION Type 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 Davis Rimm 396

SERVICE Renzulli’s Process for Higher Level Thinking The Enrichment Triad Model Davis Rimm 396

SERVICE General Tips for Service 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 Social Skills *social coaching *flexible grouping by like disabilities *flexible grouping with non-disabled *sensitivity training for peers *peer tutoring *self assessment Teach Character Traits persistence, learning, creativity, personal support, confidence Baum Article #1

SERVICE Specific 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) Clark 558

SERVICE Specific Tips for Service for ADHD Modifications Consistency Appropriate limit setting Curriculum adjustments Variety of learning styles Kinesthetic learning style Emphasis on positive interests Emphasis on accomplishments ADHD Intervention Medication, which often inhibits creativity and intellectual curiosity in bright children Grandlin Article

SERVICE Specific Tips for Service for LD LD Modifications Note taking strategies Time management strategies Weekly and monthly organizers LD Cognitive Learning Strategies Mnemonics Chunking LD Compensation Supports Word processing Books on tape Clark 558

SERVICE Specific Tips for Education 1985 Whitmore 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 Gains 1. Generic training for special education teachers to identify gifted students 2. 3. National conferences, specialized graduate programs, in-services Clark 4. 559 5.

SERVICE http: //www. youtube. com/watch? v=fn_9 f 5 x 0 f 1 Q (Until 4: 28)