NW Gifted Education Advocacy Presentation

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Gifted Education

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NW Gifted Education Advocacy Presentation

  1. 1. Nancy Wiley LAI800: Identifying Characteristics and Needs of Gifted Learners N. Wiley
  2. 2. According to Callard-Szulgit (10), twice-exceptional students meet the following criteria: Display one or more of these criteria:  Identified as gifted in an academic or artistic discipline and/or  Display exceptional leadership abilities and/or  Exhibit advanced creative arts aptitude AND Exhibit one or more of these criteria:  Identified as emotionally, physically, or learning disabled  Spectrum disorder  ADHD  Sensory disabilities  Learning disabilities *These disabilities fall under Federal or State criteria, qualifying the student for an IEP and/or a 504 plan. N. Wiley
  3. 3. Marked intellectual ability Above average creativity Advanced problem solving ability Often have a sense of humor Inquisitive Egocentric In-depth interests in a variety of subjects N. Wiley
  4. 4. Difficulty with written expression Highly sensitive to criticism Strong-willed Difficulty socializing Disorganized Weak study skills N. Wiley
  5. 5. Enlist the help of the CSE Department and the Resource teacher. Teach the child the way he or she learns (visual, auditory, kinesthetic strategies). Create a "menu" of activities for the student to choose from. Allow the child to practice kinesiology exercises to strengthen both cerebral hemispheres. Teach content first; details second. Teach children to set realistic goals. Accept the individual differences inherent in each child. N. Wiley
  6. 6. Be the child’s advocate: inform teachers. Record the child’s struggles AND strengths. Respect the child’s differences; focus on strengths. If spelling and writing are difficult, utilize a computer. Read various articles regarding the twice exceptional child. Nurture outside interests. N. Wiley
  7. 7. According to the National Education Association, (http://www.nea.org/assets/docs/twiceexceptional.pdf) “Federal law does not require that states and districts provide for the educational needs of gifted and talented learners. As a result, gifted programming decisions in the United States are made at the Although local states state and many levels. mandate that districts identify gifted provide services, few states specify the services, or the grade students and levels in which students must be served. In states without mandates, or in states that do not fund gifted services, it is up to local districts to determine whether to provide services and which talent areas will be served. In these cases, services are available only in well-funded districts.” N. Wiley
  8. 8. Click Here N. Wiley
  9. 9. Callard-Szulgit, R. (2008). Twice-Exceptional Kids: A guide for assisting students who are both academically gifted and learning disabled. New York. Rowman & Littlefield Education National Association for Gifted Children. (2012). Parenting for High Potential, 1, 116. Retrieved from http://www.nagc.org/uploadedFiles/PHP/PHP_Back_Issues/NAGCPHP_MarApr12_ Screen_mil.pdf National Association for Gifted Children. (2008). Gifted by State: New York. Retrieved from http://www.nagc.org/index.aspx?id=673 National Education Association. (2006). The Twice-Exceptional Dilemma. Retrieved from http://www.nea.org/assets/docs/twiceexceptional.pdf Warsaw, M. (2002). Davidson Institute for Talent Development. Meeting the Needs of Twice-Exceptional Children. Retrieved from http://www.davidsongifted.org/db/Articles_id_10140.aspx Winebrenner, S. (2003). Intervention in School and Clinic, 38, 131-137. Teaching Strategies for Twice-Exceptional Students. Retrieved from http://www.hoagiesgifted.org/eric/fact/teach-strat.pdf N. Wiley

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