TwiceExceptional Students Underrepresented in Gifted Programs Frequently Struggle Unique Talents Overlooked In Danger of Dropping Out Primarily Three Categories Students enrolled in a Gifted Program but not identified with a learning disability ID: 580939
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Slide1
Gifted Students With Learning DisabilitiesSlide2
Twice-Exceptional Students
Underrepresented in Gifted Programs
Frequently StruggleUnique Talents Overlooked
In Danger of Dropping OutSlide3
Primarily Three Categories
Students enrolled in a Gifted Program but not identified with a learning disability
Students already receiving Special Education services, but not indentified as giftedStudents who neither demonstrate gifted qualities nor extreme learning difficultiesSlide4
Affective Characteristics
Poor Social Skills
Lack of ConfidenceAwkward With PeersLow Self-EsteemOver Sensitive to FailureSlide5
Varied Behavioral Characteristics
Manifest High Frustration
Lack of Motivation
Intense Perfectionism
Extreme Carelessness
Appear Lazy, Disorganized Oversensitive Slide6
Academic Characteristics
Crave But Lack Ability to Access Advanced Information
Imaginative Ideas Surpass AbilitiesStruggle With Self-Regulation and OrganizationSlide7
Academics
Persistent Difficulties
ReadingWriting
Math
Listening
Organization
Often Placed in Strategic or Intensive Reading GroupsSlide8
Affective Needs
Understand Strengths and Weaknesses
Need to Feel SuccessfulSlide9
Talents & Abilities
Talents and abilities frequently concealed
Difficulties Masked because students compensateLearning styles may differNeed Differentiated and Engaging CurriculumSlide10
Teachers Role
Help students make connections between Known and Unknown
Build Upon Strengths While Accommodating for WeaknessesConsider students’ potential Slide11
StrategiesDetermine Prior Knowledge
Pre-Assessments
Informal Assessments
Interest Inventories
DiscussionSlide12
Strategies-Accommodations
Provide Scaffolding
Blooms TaxonomyPrior KnowledgeGraphic Organizers As Reference Tools
Webs
Flow Charts
Visual AidsSlide13
Supportive Strategies
Self-regulation for focus and attention
Collaboration With PeersWork in Areas of InterestSlide14
LD Identification
Often use Discrepancy Formula to Determine Disability
Discrepancy Formula May Cause students to be Unidentified because Struggles are concealedSlide15
Gifted Identification
Intelligence Tests
VerbalNon-VerbalQualitative InformationChecklists
Interviews
Observations
Work SamplesSlide16
Early Identification
Advantage of Early Identification - Learn to Balance Strengths and Weaknesses While Young
Cognitive Processing Disabilities May Not Manifest Themselves Until Children are OlderSlide17
Lessons from History
History
Bares Witness of Eminent Individuals Not Recognized Until OlderTeachers Should Consider Latent Potential Students PossessSlide18
Tiered Instruction
Response to Intervention
Provides Framework for InterventionEvidence for Special Education Referral
Strengths Based
Serves to Address Need for Extra Support
Recognition of Gifted Abilities
Flexible Tiers
According to interest
According to strengthSlide19
Dichotomous Learners
Authentic and Purposeful
Understand Extraordinary CharacteristicsHigh Quality InstructionCultivate Creative and Academic Potential
Need Collaborative Efforts Among InstructorsSlide20
References
Baum, S. W., Cooper, C.R., Neu, T.W. (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities.
Psychology In The Schools, 38(5), 477. Bianco, M. (2005). The effects of disability labels on special education and general education teachers’ referrals for gifted programs. Learning Disability Quarterly
, 28(4), 285-293.
Bianco, M. (2010). Strength-Based RTI: Conceptualizing a multi-tiered system for developing gifted potential.
Theory Into Practice,
49(4), 323-330.
doi
: 10.1080/00405841.2010. 510763
Castellano, J. A. (2003).
Special populations in gifted education: Working with diverse gifted learners
. Boston:
Allyn
& Bacon.
Coleman, M.R. (2005). Academic strategies that work for gifted students with learning disabilities.
Teaching Exceptional Children
, 38(1), 28-32. Retrieved from:
http://search.ebscohost.com.libproxy.troy.edu/login.aspx?direct=true&db=tfh&AN=183489&site=ehost-live
Slide21
References
Coleman, M. R. Hughes, C.E. (2009). Meeting the needs of gifted students within an
RtI framework. Gifted Child Today, 32(3), 14-19. Retrieved from: http://search.ebscohost.
com.libproxy.troy.edu/login.aspx?direct
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true&db
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Hughes, C.E., Rollins, K.,
Johnsen
, S.K,
Pereles
, D.A.,
Omdal
, S., Baldwin, L., Brown, E.F., Abernethy, S.H., (2009). Remaining challenges for the use of
RtI
with gifted education.
Gifted Child Toda
y, 32(3), 58-61. Retrieved from:
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Jarvis, J. M. (2009). Planning to unmask potential through responsive curriculum: The “Famous Five” exercise.
Roeper
Review
, 31(4), 234-241. doi:10.1080/02783190903177606
McKenzie, R. G. (2010). The insufficiency of response to intervention in identifying gifted students with learning disabilities.
Learning Disabilities Research & Practice
Blackwell Publishing Limited, 25(3), 161-168.
doi
: 10.1111/j.1540-5826.2010.00312.xSlide22
References
Olenchak, F. (1999). Affective development of gifted students with nontraditional talents.
Roeper Review, 21(4), 293. Retrieved from: http://search.ebscohost.com.libproxy.troy.edu/login.aspx?direct=true&db=tfh&AN=2002308&site=ehost-live
Pierce, R.L. Adams, C. M. (2004). Tiered lessons.
Gifted Child Today
, 27(2), 58-65. Retrieved from:
http://search.ebscohost.com.libproxy.troy.edu/login.aspx?direct=true&db=tfh&AN =12903326&site=ehost-live
Ruban, L. M., Reis, S.M. (2005). Identification and assessment of gifted students with learning disabilities.
Theory Into Practice
, 44(2), 115-124.
Doi
: 10.1207/s15430421 tip4402_6
Shealey
, M. (2007). Creating culturally responsive literacy programs in inclusive classrooms.
Intervention In School & Clinic
, 42(4), 195-197.
Sobel
, D. V. (2006). Blueprint for the responsive classroom.
Teaching Exceptional Children
, 38(5), 28-35.
Tyner, M. (2013). Second grade child-find discussions with Emily
Ammons
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nd
Grade Teacher.