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Gifted Education Advocacy Presentation
 

Gifted Education Advocacy Presentation

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The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children ...

The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children are, their strengths/needs, myths/realities about the gifted, teaching strategies to help educate the gifted, and some valuable resources with more information on gifted children/education. My goal is to spread knowledge about our gifted children and advocate for their needs. I hope you enjoy the presentation and continue to spread the knowledge. Thank you for viewing!

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    Gifted Education Advocacy Presentation Gifted Education Advocacy Presentation Presentation Transcript

    • Gifted Learners:A Closer Look at Who They Are and What They Need By: Jennifer Barrett
    • Who are the Gifted?• The U.S. Department of Education defines giftedness as: “Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience or environment.” (Callard-Szulgit, 2012, p. 13)
    • Common Characteristics of Gifted Learners (Callard-Szulgit, 2010, p.10-11)• Able to express themselves • Demonstrates intense easily, succinctly, and without concentration and attention in hesitation areas of interest- can become• Accomplished across a broad highly focused and absorbed range of skills • Learns quickly• Easy recall of facts and mastery • Likes to assume leadership roles of knowledge • Loves learning• Enjoys detailed discussions • Nonconformist• Enjoys/prefers adult company • Perfectionist• Broad base of knowledge- • Observant knows many facts • Persistent• Delightful sense of humor and • Questioning, curious, inquisitive appreciates wit• High expectations of self and • Self-critical others • Can be highly opinionated• Sensitive, intuitive • Can be very intense
    • Common Problems faced by the Gifted (Webb, 2011)• Boredom: gifted children spend 25-50% of their time waiting for others to catch up• Underachievement: many gifted children are underachieving by 2-4 grade levels• Peer issues• Belongingness• Anger/depression• Power struggles• Stress/ Perfectionism• Misdiagnosis• Health/behavior problems (asthma, allergies)• Problems sleeping (night terrors, bedwetting)• Judgment Lags behind Intellectual Abilities
    • Common Myths of Gifted Education (Myths/Realities presented by Winner, 1996) There are many myths that exist aboutgiftedness that we must be made aware of. It isessential that these myths are revealed so that educators can be provided with accurate information regarding our gifted students.
    • Myth #1: Global GiftednessGifted students are gifted across all domains/subject areas.
    • Reality While some students maydemonstrate giftedness in all subject areas, this is more the exceptionthan the rule. In fact, many students may show giftedness in one area (language or math) and struggle inanother. Some may even be gifted in one area and have a learning disability in another (known as Twice-Exceptional students).
    • Myth #2: Talented But Not GiftedStudents who demonstrate exceptional ability inacademic areas (skills assessed by an IQ test) are considered gifted, those who show exceptionalability in the areas of the Arts (music, dance, art) are considered talented.
    • Reality There is no justification for a distinction between gifted and/ortalented students in academic areasvs. arts or athletics. Students in both areas may demonstrate an exceptional ability in their area and therefore should be considered gifted.
    • Myth #3: Exceptional IQGifted students perform exceptionally well on an IQ test.
    • RealityAn IQ test measures a narrow range of abilities, dealing with languageand numbers. Therefore, giftedness does not require an exceptional IQ,as a student who is gifted in the Arts may not demonstrate their ability through this type of assessment.
    • Myth #4 and #5: Biology vs. Environment• Giftedness is entirely inborn/genetic.• Giftedness is entirely a result of one’s experiences/environment.
    • Reality Both nature and nurture play animportant role in the giftedness of achild. Biology determines whether a gift exists for the environment to provide support to reach the full potential for ability.
    • Myth #6: The Driving ParentGifted children are “made” by obsessive parentsdesire for their child to be stars. They may pushtheir children too far and be a destructive force.
    • Reality Parents do not create their child’sgiftedness. However, their supportcan help nurture them so that their gifts can be fully developed.
    • Myth #7: Glowing with Psychological HealthGifted children are popular, well-adjusted, andglowing with psychological and physical health.
    • Reality Gifted children are often socially isolated from their peers and unhappy emotionally. While moderately gifted children may fitthis idealized vision, those who are extremely gifted may experience ridicule and depression.
    • Myth #8: All Children Are Gifted All children could be considered gifted andtherefore there is no need for any specialized education for gifted students.
    • Reality While all students may have areas ofstrengths and/or special talents, and apotential for learning, not all studentscan be identified as gifted according tothe U.S. DOE’s definition of giftedness. Gifted students show exceptionalability well above those of their same-aged peers. These students do require an individualized education to meet their unique needs.
    • Myth #9: Gifted Children Become Eminent AdultsGifted children go on to become prominent and creative adults in the future.
    • RealityWhile some gifted children do go on to become successful adults, manymay become burnt out, pursue other areas of interest, and do not in fact do anything creative.
    • Other Common Misconceptions• Gifted students do fine in the regular classroom because teachers challenge all students.• Gifted education programs are elitist.• Acceleration placement options are socially harmful to gifted students.• Gifted students do not need help because they can do things on their own.• Gifted students always show/emphasize their abilities.• Gifted students enjoy being role models for their peers and help others learn by sharing their knowledge.• Gifted students are easy to teach and parent.• A gifted student wouldn’t receive poor grades.• “For someone so bright, you have no common sense.”
    • Reality• Gifted students do require a specialized education to meet their needs. Gifted education programs can help do this.• Gifted students do face problems and need support to succeed. They are not fine on their own.• Gifted students may not always demonstrate their ability and perform to their highest potential (underachievement and boredom)• Common sense and giftedness do not go hand in hand.
    • Meeting the Needs of the GiftedGifted students have the right to an educationthat is appropriate to their ability levels. There are various program models, curriculumdevelopments, and teaching methods that canhelp to meet these unique needs of our gifted students.
    • Programming for Gifted Education• Acceleration: moving the student to a level of study that matches his or her aptitude and mastery level in on or more area• Enrichment: classroom teacher provides additional work and/or activities/materials for individual students who already have mastered the grade-level materials• Curriculum Compacting: students may pretest our of units of study they have already mastered and pursue other studies of interest of more advanced materials in the current curriculum being studied• Differentiation: teaching approach that focuses on the higher-level thinking skills of application, synthesis, and evaluation and can be applied in the education areas of content, process, and product in the learning environment
    • Final Thoughts• It is imperative that educators learn to identify our gifted students and provide them with the appropriate education they deserve.• We must allow our gifted students to advance their thinking and meet their fullest potential by challenging them and providing them the appropriate supports to meet their unique academic needs.• What works for gifted students, works for ALL students!
    • References• Callard-Szulgit, R. (2010). Parenting and Teaching the Gifted 2nd Edition. Baltimore, MD: Rowman and Littlefield.• Callard-Szulgit, R. (2012). Perfectionism and Gifted Children. 2nd Ed Lanham, MD: Scarecrow Education.• National Association for Gifted Children (2012). Retrieved from www.nagc.org.• Webb, J. (2011). Accurate Assessment? Aspergers Disorder, and Other Common Misdiagnoses and Dual Diagnoses of Gifted Children. Accessed from http://videos.med.wisc.edu/videos/32540.• Winner, E. (1996). Gifted Children: Myths and Realities. New York: Basic Books.