Gifted Students With Dyslexia
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Gifted Students With Dyslexia

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Learning for Students with Multiple Exceptionalities

Learning for Students with Multiple Exceptionalities

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Gifted Students With Dyslexia Gifted Students With Dyslexia Presentation Transcript

  • Gifted Students with Dyslexia Using Remedial Programs to Enhance Potentials Bob Hudson, MA, M Ed Gifted Practicum Kent State University Spring 2008—Dr. V. Malorni
  • What is dyslexia?
    • Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
    • International Dyslexia Association (2003)
  • Where problems might occur :
    • Dyslexic Challenges
      • from The Mislabeled Child:
    • • Hearing Sounds in Words
    • • Seeing Words
    • • Saying Words
    • • Remembering
    • (Recognition & Recall)
  • Drs. Brock & Fernette Eide State that dyslexia pattern conforms to IDA definition for non-gifted.
  • Drs. Brock & Fernette Eide Gifted dyslexics show a much different pattern. Residual Challenges: Spelling, Read Aloud, Writing, Sequential Tasks, Note Taking
  • Differences in Dyslexic Brain Sally Shaywitz, MD— Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level
  • Other Brain Images of Dyslexia
  • Orton-Gillingham Institute for Multi-Sensory Education
    • The Institute for Multi-Sensory Education's training programs are based on the Orton-Gillingham method of reading instruction developed by Dr. Samuel T. Orton and educator Anna Gillingham. The Orton-Gillingham methodology utilizes phonetics and emphasizes visual, auditory and kinesthetic learning styles. Instruction begins by focusing on the structure of language and gradually moves towards reading. The program provides students with immediate feedback and a predictable sequence that integrates reading, writing and spelling.
  • Eide Learning Clinic
    • Their Neuropsychological Assessment includes examination for major cognitive areas, including hemispheric dominance, pencil control, fine motor control & speed, phonology, speed of word retrieval, language skills (receptive, expressive, figurative, semantic, syntactical), gross motor & balance, attention, short & long term memory, visual & auditory memory, L-R discrimination, time orientation, problem-solving & planning, and spatial relations.  The clinic does not perform standard IQ tests. When this is necessary, they refer families to outside professionals.
  • Bright Solutions for Dyslexia
    • Susan Barton is an internationally recognized expert in the fields of Dyslexia and ADHD. She is in demand as a speaker at conferences throughout North America at the graduate and undergraduate levels for several universities. In 1998, she founded Bright Solutions with a mission of raising the awareness of both Dyslexia and ADHD by educating parents, teachers, and other professionals by sharing the latest research in a parent friendly language.
  • The Multiexceptional Student
    • The multiexceptional can be any student who might have more than one exceptionality including giftedness. Due to rates of comorbidity and cooccurances of certain exceptionalities there might exist a high percentage of gifted individuals would might have three or more exceptionalities:
    • Example: Giftedness, ADHD and Dyslexia
  • The Parts of the Whole
  • Implications Under IDEA 2004
    • Under IDEA 2004
    • This law mandates that students receiving special education services need to be educated “to the maximum extent possible”
    • Students who are both gifted and have special education exceptionalities have more clout.
    • Suggested Website: www.wrightslaw.com
  • Conclusion
    • Many gifted individuals struggle today with other exceptionalities such as ADHD and Dyslexia. More recently other challenges are also emerging with individuals on the autistic spectrum. The challenge of education in the future will be to meet the needs of the diversified learner who may have many exceptional characteristics including giftedness. As educators in the gifted field we must be open to meeting that challenge.
  • References