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2+2=5  or 3, 0r… When  “ Gifted” Just Doesn’t Add Up By: Heather Ehlschide
Congratulations!  Your Student is Gifted! <ul><li>Who determines giftedness in the school setting? </li></ul><ul><li>What ...
Now  for the  Hard Part… <ul><li>If my student is so gifted, what IS the problem? </li></ul>
Common Difficulties <ul><li>Gifted students may struggle with perfectionism. </li></ul><ul><li>Gifted students may struggl...
Perfectionism <ul><li>The constant demand on one’s self or others for perfect, flawless performance </li></ul>
Perfectionism <ul><li>Does it stop the learner from attempting new or difficult tasks? </li></ul><ul><li>Does it create pr...
Perfectionism <ul><li>Is persistent, disabling fear evident in the learner? </li></ul><ul><li>Is the learner able to use t...
Masked Disabilities <ul><li>Gifted students may be “twice exceptional” </li></ul><ul><li>Being gifted does not preclude on...
Masked Disabilities <ul><li>Just as giftedness often masks disabilities, disabilities may also mask gifts </li></ul><ul><l...
Masked Disabilities <ul><li>Resources are available to meet the needs of students who require services on both ends of the...
Masked Disabilities <ul><li>Although school counselors, teachers, and other school personnel may be helpful, a medical doc...
Compounded Issues <ul><li>Sometimes, the issues that have already been discussed may lead to other concerns… </li></ul>Iss...
Underachievement <ul><li>To fail to achieve the approximate level of performance, especially in school studies, commensura...
Underachievement <ul><li>Situational: occasional occurrences when difficulty emerges </li></ul><ul><li>Chronic: recurring ...
Underachievement <ul><li>Situational underachievement may be addressed through short term counseling and or additional sup...
Underachievement <ul><li>Chronic underachievement may take more intense counseling, family counseling, and direct interven...
Executive Function: What Is It? <ul><li>Executive Function  is the ability to do all that it takes to keep your mind on wh...
Executive Function: Examples <ul><li>Organization </li></ul><ul><li>Planning </li></ul><ul><li>Outcome Prediction </li></u...
Tools To Enhance Executive Function <ul><li>Agendas/Planners </li></ul><ul><li>Bulletin or Dry Erase Boards  </li></ul><ul...
What Now? <ul><li>Many students who deal with the issues discussed suffer in their social and/or emotional development </l...
Emotional Fallout <ul><li>Lack of confidence </li></ul><ul><li>Lowered self-esteem </li></ul><ul><li>Anxiety </li></ul><ul...
Support without Enabling <ul><li>Set and maintain high expectations to exhibit confidence in ability </li></ul><ul><li>Ack...
Support without Enabling <ul><li>Provide routine and structure to promote feeling of security </li></ul><ul><li>Stay posit...
Support without Enabling <ul><li>Communicate with parents and school counselors in regard to seeking professional counseli...
Social Difficulties <ul><li>Feelings of isolation </li></ul><ul><li>Rejection by peers </li></ul><ul><li>Lack of connectio...
Interject without Interfering <ul><li>Network with others to find appropriate groups in which your child might participate...
Interject without Interfering <ul><li>Make your classroom a haven for your student and peers with whom he/she is able to c...
Is This My Student? <ul><ul><li>Poor test performance </li></ul></ul><ul><ul><li>Achieving at or below grade-level expecta...
Is This My Student? <ul><ul><li>Low self esteem </li></ul></ul><ul><ul><li>Problems with peer groups </li></ul></ul><ul><u...
The Next Step <ul><li>If you acknowledged traits that you see in your student in four or more of the described characteris...
There Are Resources Available  <ul><li>Cindy Stone Guidance Counselor </li></ul><ul><li>Central City Elementary, KY  </li>...
There Are Resources Available  <ul><li>Western Kentucky University Center for Gifted Studies </li></ul><ul><li>[email_addr...
There Are Resources Available   <ul><li>Kentucky Association for Gifted Education </li></ul><ul><li>www.wku.edu/kage </li>...
There Are Resources Available <ul><li>NAGC :  the National Association for Gifted Children  </li></ul><ul><li>www.nagc.org...
There Are Resources Available <ul><li>Supporting Emotional Needs of the Gifted </li></ul><ul><li>www.sengifted.org </li></ul>
There Are Resources Available <ul><li>Misdiagnosis And Dual Diagnoses Of Gifted Children And Adults: ADHD, Bipolar, OCD, A...
There Are Resources Available <ul><li>Teaching Teens With Add and Adhd: A Quick Reference Guide for Teachers and Parents  ...
Questions?
2+2=5  or 3, 0r… When  “ Gifted” Just Doesn’t Add Up
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Gifted Talented Presentation

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This ppt was created for my GT class and incorporates several ideas for working with GT students.

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Transcript of "Gifted Talented Presentation"

  1. 1. 2+2=5 or 3, 0r… When “ Gifted” Just Doesn’t Add Up By: Heather Ehlschide
  2. 2. Congratulations! Your Student is Gifted! <ul><li>Who determines giftedness in the school setting? </li></ul><ul><li>What qualifies a child for gifted services? </li></ul><ul><li>When is a child eligible and/or served in their areas of identification? </li></ul><ul><li>Where can I go for help and information? </li></ul><ul><li>Why is important to know that a child is gifted? </li></ul>
  3. 3. Now for the Hard Part… <ul><li>If my student is so gifted, what IS the problem? </li></ul>
  4. 4. Common Difficulties <ul><li>Gifted students may struggle with perfectionism. </li></ul><ul><li>Gifted students may struggle with masked disabilities. </li></ul><ul><li>These struggles may lead to underachievement. </li></ul>
  5. 5. Perfectionism <ul><li>The constant demand on one’s self or others for perfect, flawless performance </li></ul>
  6. 6. Perfectionism <ul><li>Does it stop the learner from attempting new or difficult tasks? </li></ul><ul><li>Does it create problems in relationships with others, especially peers? </li></ul>
  7. 7. Perfectionism <ul><li>Is persistent, disabling fear evident in the learner? </li></ul><ul><li>Is the learner able to use this trait as healthy motivation? </li></ul>
  8. 8. Masked Disabilities <ul><li>Gifted students may be “twice exceptional” </li></ul><ul><li>Being gifted does not preclude one from having a learning disability or other impairments such as ADHD </li></ul>Intellectually Gifted ADHD
  9. 9. Masked Disabilities <ul><li>Just as giftedness often masks disabilities, disabilities may also mask gifts </li></ul><ul><li>Search diligently for hidden talents within your student, especially if they have known disabilities </li></ul>
  10. 10. Masked Disabilities <ul><li>Resources are available to meet the needs of students who require services on both ends of the “special needs” spectrum </li></ul>Visual and Performing Arts: Gifted Specific Learning Disability: Basic Reading
  11. 11. Masked Disabilities <ul><li>Although school counselors, teachers, and other school personnel may be helpful, a medical doctor is also an important resource </li></ul>
  12. 12. Compounded Issues <ul><li>Sometimes, the issues that have already been discussed may lead to other concerns… </li></ul>Issues
  13. 13. Underachievement <ul><li>To fail to achieve the approximate level of performance, especially in school studies, commensurate with one’s abilities as indicated by tests </li></ul>Performance Potential
  14. 14. Underachievement <ul><li>Situational: occasional occurrences when difficulty emerges </li></ul><ul><li>Chronic: recurring difficulties with regard to performance over time </li></ul>Potential Performance Performance Potential
  15. 15. Underachievement <ul><li>Situational underachievement may be addressed through short term counseling and or additional supports as warranted by the circumstances </li></ul>Potential Performance
  16. 16. Underachievement <ul><li>Chronic underachievement may take more intense counseling, family counseling, and direct intervention in areas such as the student’s executive function capacity or medical services to address a disability </li></ul>Failure
  17. 17. Executive Function: What Is It? <ul><li>Executive Function is the ability to do all that it takes to keep your mind on what you are doing in order to accomplish a given task. </li></ul>E xecutive Function Center
  18. 18. Executive Function: Examples <ul><li>Organization </li></ul><ul><li>Planning </li></ul><ul><li>Outcome Prediction </li></ul><ul><li>Time Management </li></ul><ul><li>Impulse Control </li></ul>TO DO LIST
  19. 19. Tools To Enhance Executive Function <ul><li>Agendas/Planners </li></ul><ul><li>Bulletin or Dry Erase Boards </li></ul><ul><li>Knowledge of learning style </li></ul><ul><li>Frequent, consistent communication with school personnel </li></ul><ul><ul><ul><li>PATIENCE! </li></ul></ul></ul>
  20. 20. What Now? <ul><li>Many students who deal with the issues discussed suffer in their social and/or emotional development </li></ul>
  21. 21. Emotional Fallout <ul><li>Lack of confidence </li></ul><ul><li>Lowered self-esteem </li></ul><ul><li>Anxiety </li></ul><ul><li>Feelings of inadequacy or helplessness </li></ul><ul><li>Depression </li></ul>
  22. 22. Support without Enabling <ul><li>Set and maintain high expectations to exhibit confidence in ability </li></ul><ul><li>Acknowledge and reward effort, not just end results </li></ul>
  23. 23. Support without Enabling <ul><li>Provide routine and structure to promote feeling of security </li></ul><ul><li>Stay positive and focused and avoid “pity parties” </li></ul>
  24. 24. Support without Enabling <ul><li>Communicate with parents and school counselors in regard to seeking professional counseling and/or medical attention if a downward spiral continues or worsens despite efforts to improve </li></ul>
  25. 25. Social Difficulties <ul><li>Feelings of isolation </li></ul><ul><li>Rejection by peers </li></ul><ul><li>Lack of connection </li></ul><ul><li>Missed opportunities </li></ul>
  26. 26. Interject without Interfering <ul><li>Network with others to find appropriate groups in which your child might participate </li></ul>
  27. 27. Interject without Interfering <ul><li>Make your classroom a haven for your student and peers with whom he/she is able to connect </li></ul><ul><li>Promote a safe and nurturing learning environment for students </li></ul>
  28. 28. Is This My Student? <ul><ul><li>Poor test performance </li></ul></ul><ul><ul><li>Achieving at or below grade-level expectations in one or all of the basic skill areas: reading, language arts, mathematics </li></ul></ul><ul><ul><li>Daily work frequently incomplete or poorly done </li></ul></ul><ul><ul><ul><li>Superior comprehension and retention of concepts when interested </li></ul></ul></ul>
  29. 29. Is This My Student? <ul><ul><li>Low self esteem </li></ul></ul><ul><ul><li>Problems with peer groups </li></ul></ul><ul><ul><li>Trouble accepting responsibility for failure </li></ul></ul><ul><ul><li>Trouble acknowledging facts of circumstances </li></ul></ul><ul><ul><ul><li>Denial of failure </li></ul></ul></ul>
  30. 30. The Next Step <ul><li>If you acknowledged traits that you see in your student in four or more of the described characteristics… </li></ul>
  31. 31. There Are Resources Available <ul><li>Cindy Stone Guidance Counselor </li></ul><ul><li>Central City Elementary, KY </li></ul><ul><li>[email_address] </li></ul><ul><li>270-754-4474 </li></ul>
  32. 32. There Are Resources Available <ul><li>Western Kentucky University Center for Gifted Studies </li></ul><ul><li>[email_address] </li></ul><ul><li>Dr. Julia Roberts; Director </li></ul>
  33. 33. There Are Resources Available <ul><li>Kentucky Association for Gifted Education </li></ul><ul><li>www.wku.edu/kage </li></ul><ul><li>The Kentucky Association for Gifted Education (KAGE), officially organized in 1979, is a non-profit volunteer group of parents, teachers, administrators, other educators, and all citizens interested in being advocates for appropriate educational opportunities for gifted and talented youth in Kentucky. </li></ul>
  34. 34. There Are Resources Available <ul><li>NAGC : the National Association for Gifted Children </li></ul><ul><li>www.nagc.org </li></ul>
  35. 35. There Are Resources Available <ul><li>Supporting Emotional Needs of the Gifted </li></ul><ul><li>www.sengifted.org </li></ul>
  36. 36. There Are Resources Available <ul><li>Misdiagnosis And Dual Diagnoses Of Gifted Children And Adults: ADHD, Bipolar, OCD, Asperger's, Depression, And Other Disorders by James T. Webb, Edward R. Amend, Nadia E. Webb, and Jean Goerss </li></ul>
  37. 37. There Are Resources Available <ul><li>Teaching Teens With Add and Adhd: A Quick Reference Guide for Teachers and Parents by Chris A. Zeigler Dendy, M.S. </li></ul>
  38. 38. Questions?
  39. 39. 2+2=5 or 3, 0r… When “ Gifted” Just Doesn’t Add Up
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