ModelsThis concept of capability or potential is addressed in Gagnè’s (1995, 1999) Differentiated Model of Giftedness and Talent (see Figure 1.1). Gagnè has proposed that “gifts,” which are natural abilities, must be developed to become “talents,” which emerge through the systematic learning, training, and practicing “of skills characteristic of a particular field of human activity or performance” (p. 230). The development of gifts into talents may be facilitated or hindered by two types of catalysts: intrapersonal and environmental. Intrapersonal catalysts are physical (e.g., health, physical appearance) and psychological (e.g., motivation, personality, and volition), all of which are influenced by genetic background. Environmental catalysts are surroundings (e.g., geographic, demographic, sociological); people (e.g., parents, teachers, siblings, peers); undertakings (e.g., programs for gifted and talented students); and events (e.g., death of a parent, major illness, winning a prize). Gagnè has recognized that any program that a school develops for gifted and talented students should recognize the domain or field in which it is exhibited and the level of the student’s giftedness or talent (e.g., performing in the top 10%, 5%, 2%, 1%, or less than 1%).
These expectations will be discussed in detailed in the Breakout session with hands-on exploration and viewing of Best practice videos.
Relevant, appropriate instruction and outcomes for gifted learnersShared responsibility and involvement of educators, parents, and community for the academic and affective outcomes and growth of gifted learnersA climate of excellence and rigorous curricula for every childDifferentiation in curricula, instruction, and assessment supporting tiered programming and a continuum of services for every gifted learnerHigh quality standards for educators and counselors who work with gifted learnersIdentification and gifted programming in all populations of race, culture, gender, and income level
Social networking tools – Facebook, Myspace, blogging, wikis, online learning, interactive media, movies, images, and so on.
Inclusive Education and G/T: Meet21st Century Keynote Presentation Dr. Joyce Pittman Drexel University, USA Philadelphia, PA
13.00 Keynote Presentation: InclusiveEducation, Gifted and Talented: Meetingthe 21st Century In this keynote session, the speaker will focus on how 21st Century standards of learning are changing expectations for teachers and learners. To prepare gifted/talent students with 21st Century lifelong learning skills, we need teachers who are skilled in the use of computers as a powerful teaching tool. We need more teachers who understand inclusive education and the challenge of teaching gifted/talented students who are second language learners or ESL. The speaker believes that preparing more teachers to teach at a higher level of achievement will ensure that highly able learners in UAE society are adequately identified and nurtured in the context of school and social settings.
The Rise of Generation C:Implications for the world of 2020 * United Arab Emirates: Sunday, August 29 - 2010 at 16:20 Something significant happened.
Press Release!In the course of the next 10 years, a newgeneration—Generation C—will emerge.Born after 1990, these gifted and talented"digital natives," just now beginning toattend university and enter the workforce,will transform the world as we know it.
Something wonderful ishappening to childrenthroughout the United ArabEmirates. Education is changing…
They are learning that allpeople are entitled to equalopportunities.
The aimThis presentation is about Achieving positive learning results Differentiating between Inclusion and mainstreaming Highlighting historical context of education for G/T students in the UAE Discovering 21st Century lifelong learning skills and ICT Connecting best practices
Four critical questions1. How do 21st Century learning frameworks support positive learning for gifted and talented learners in inclusive education?2. What is the historical context of differentiating between inclusion, mainstreaming and gifted/talented schemes in UAE education?3. What do teachers need to know and be able to do to nurture the exceptional abilities of the gifted and talented in UAE schools ?4. How does ICT support 21st Century instructional strategies, skills and learning strategies?
A Key QuestionIf you want to inspire, mobilize and sustain humanenergy which is the most effective way -- by focusingon problems or pursuing possibilities?
Introduction/Overview Inclusive Education and G/T Connect, Communicate, Change
The education of exceptionally able childrenraises fundamental questions aboutOrganization of educationCurriculum doors to knowledgeTeacher preparedness
Sustainable change based on UAE societal, economical and humanistic values Parents expectations Psychology of child development and Complexity of individuals’ multi-faceted personalities.
Attitudes, Perceptions, ExpectationsDevelop new understandings aboutAchieving positive learning resultsDifferentiating between Inclusion and mainstreamingHighlighting the history of teaching G/T studentsDiscovering 21st learning and teaching with ICTsConnecting best practices.
ADHDC for G/T Students Oncemeant Attention Deficit Hyperactive Disorder Children
Historical context Connect, Communicate, Change Social and economical and political policies do make a difference.
In the USA in 1990, the 1975Legislation Education forHandicapped Children Act wasupdated. The new law, "Individuals with Disabilities Education Act," (IDEA) replaced Public Law 94-142 and mandated "free, appropriate public education for every child or youth between the ages of three and twenty-one, regardless of the nature or severity of the disability he or she may have (Walther-Thomas, 1997).
Policies/Regulations (UAE)The Federal Law No. 29 of year 2006 on the Rights of People with Special Needs guarantees:―...the person with special needs access to equal opportunities of education within all educational institutions.
Article 13 of the law―The Ministry of Education ... shall be committed... to secure the complete participation of students having special needs.‖
Defining Inclusion: How?Inclusion can be deeply disturbing. Why?Perhaps, it challenges our unexamined notions of what "ordinary" and "normal" really mean (Pearpoint and Forest, 1997).
Differentiating Between Inclusionand Mainstreaming
Students?Historically, we sort learners Historically . . .
The teacher must understand how to differentiate the curriculum to meetthe needs of all learners.
Inclusion is a philosophyThe philosophical position of G/T inclusion isbased primarily on two arguments:1. Segregating children in special classes or programs denies children access to normal experiences.2. Segregated services have not resulted in adequate education for GT students---- those with or without disabilities.
Inclusion is not synonymouswith mainstreaming. Mainstreaming = students "earn" their way back into the classroom, Inclusion = establishes the students "right" to be there
Achieving Positive Learning Results http://www.iste.org/standards/global-reach.aspx Click link to play movie
Defining Gifted/TalentedGifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance.These are children who require differential programs and/or services beyond those provided by the regular school programs in order to realize their full contribution to self and society ((The Marland Definition, 1972, USA Commissioner of Education)
Gifted student education is ashared responsibility amongeducators, parents andcommunity members for thelearning and growth of giftedstudents.
Goal: Create an interactive andinclusive learning environment Become Implement aware of Engage Use Work with interactive different students in appropriate teacher questioning learning learner verbal and support techniques and centered body systems and give teaching pedagogy language feedback styles
Gagne’s Giftedness ModelGagnè has proposed that “gifts,” which are natural abilities, must be developed to become “talents,”which emerge through the systematic learning, training, and practicing “of skills characteristic of a particular field of human activity or performance” (p. 230).
Developing the ―Gift‖The development of gifts into talents may be facilitated or hindered by two types of catalysts:intrapersonalenvironmental.
21st Century Lifelong Learning Skills and Standards of Learning with ICTs http://www.iste.org/standards.aspx
Beliefs and Priorities to ImproveG/T Student Learning EXPECTATIONS AND STANDARDS FOR ALL LEARNERS PEOPLE, PEOPLE IMPROVED PROCESS AND PERFORMANCE TOOLS TO AND GET THE JOB GET THE JOB ACCOUNTABILITY DONE DONE
―New‖ Basic Skills for the 21st Century Skilled workforce and learners with the ability to: access analyze communicate information.“ . . . Developing UAE’s Next Generation of Knowledge Workers.”
21st Century LiteracyAn information literate Generation CG/T student is: • an avid reader • a critical thinker • an interactive learner • a creative problem solver • an organized investigator • an effective communicator • a responsible information user • a skilled user of technology tools
Connecting Best Practices http://www.iste.org/standards/global-reach.aspx
Standards for Global Learningin the Digital AgeEducational technology standards are the roadmap to teaching effectively.Technology literacy is a crucial component of modern society.In fact, the new globalizing economy and technological advances place a premium on a highly talented and creative labor force.
Education Must ChangeAs technology dramatically changes our society, educators need to demonstrate the skills and behaviors of digital-age professionals. Competence with technology is the foundation. Societies are changing Expectations are changing Teaching is changing Educators must lead http://www.iste.org/standards.aspx
Giangreco (February, 1996) offers ten BESTPRACTICES for regular teachers in aninclusive setting:1) work with other team members, 6) adapt activities to the2) welcome the student in your class, students needs,3) be the teacher of all students, 7) provide active and4) make sure everyone belongs to participatory learning the classroom community and experiences, everyone participates in the same 8) adapt classroom activities, arrangements, materials, and5) clarify shared expectations with strategies, team members, 9) make sure support services help, and 10) evaluate your teaching.
The Challenge to ExcellenceToday, the CALL for education and teachers is toLook beyond mainstreaming to find inclusive strategies to meet G/T students individual needs in the regular classroom.Create a more complete merger of regular and special education (Hines and Johnston, 2006).
Conclusion: PrinciplesG/T Learning and Teaching Relevant, appropriate Identification and gifted instruction and outcomes programming Conceptual Framework: Principles for G/T Learning Shared responsibility and High quality standards for involvement educators and Teaching Differentiation in curricula, A climate of excellence instruction, and and rigorous curricula assessment http://saveamericasteachers.blogspot.com/
The Empowerment Framework Purpose •People •Training Product •Technical Process SupportPittman, J.(2003) Policy
Introduction/Overview Meet the 21st Century - Integrating Technology into G/T Classrooms Connect, Communicate, Change http://www.iste.org/standards.aspx Breakout: Workshop SessionWebsite: http://saveamericasteachers.blogspot.com/
The focus of the breakout session is Using technologyto motivate G/T students and increase learningopportunities.Teachers will be shown different technological toolsand how international technology standards are usedin teaching to increase learner engagement in criticalthinking activities.Key focus will be on how ICT can be used across thecurriculum and to inspire teachers to teach morecreatively ---- allowing the learning experience tobecome more socially interactive and fun!
WHAT TEACHERS NEED TO KNOW AND BEABLE TO DO WITH ICT IN THE CLASSROOM FOR LEARNERS TO ACHIEVE ACADEMIC EXCELLENCE.
New Interactive Learning Technologies“There is no quicker path tocomprehensive developmentthan cooperation in the fields of ITand Communications.‖ —His Highness Sheikh Mohammed bin Rashid Al Maktoum
21st Century Teaching andLearning Multi-modal Differentiated Team-focused Collaborative Standards-based Technology supported Project-based learning Support different world-views
ICT and EmergingTechnologies Any Learning Any time Any way place
Information and Technology Planning Approach in Education Envisioning the FutureEDUCATIONAL IMPROVEMENT Teaching, , Learning, , Management Technological Advances 1800 1850 1900 1950 2000 2050
21st Century LearnerOutcomes1. Core Subjects and 21st Century Themes2. Learning and Innovation Skills * Creativity and Innovation * Critical Thinking and Problem Solving * Communication and Collaboration3. Information, Media and Technology Skills * Information Literacy * Media Literacy * ICT Literacy4. Life and Career Skills
Headline: Computers help special needspeople become a part of mainstream life Technology is helping differently-abled G/T UAE residents to work and study.
ICT Helps in Simple Ways toMake a DifferencePhysical and sensory difficulties-• Provide switch access to classroom activities such as matching, sorting and painting• Word processing to improve writing• Translate text into speech and speech into text• Prepare work that is specially adapted with large fonts, symbols and particular colors
ICT provides students with a clutter-freeLearning difficulties working environmentEnhances clear, focused and attractive activitiesStudents practice skills in a different context,
Learning difficulties and ICT Supports Offers a medium Allowing language for differentiated numerous development activities to help repetitions in activities offer with emotional order to aid multi-sensory and behavioral learning ways of learning problems
Personalizing learning anddelivery for special student needs1. What do I need to know about a G/T student so that I can do this? Cultural background Educational background Family history Skills – language and literacy Personal background2. How can I carry out this important first step?
What does the research tell us about inclusion? Does it work? YES.
Giangreco (February, 1996) offers ten BESTPRACTICES for regular teachers in aninclusive setting:1) work with other team 6) adapt activities to the members, students needs,2) welcome the student in your 7) provide active and class, participatory learning experiences,3) be the teacher of all students, 8) adapt classroom4) make sure everyone belongs arrangements, materials, and to the classroom community strategies, and everyone participates in 9) make sure support services the same activities, help, and5) clarify shared expectations 10) evaluate your teaching. with team members,
Create an interactive andinclusive learning environment Become aware of different learning and teaching styles Implement interactive Engage students questioning in learner centered techniques and pedagogy give feedback Use appropriate Work with teacher verbal and body support systems language
#2 21st Century Learning is TEAM WORKCOLLABORATION
Assessing Support (1 of 2)1. Available Internal Staff and Services Teacher Consultants for students with disabilities Technology Learning Co-ordinators Multicultural Education Co-ordinators Counsellors and Advisors Collaboration with all stakeholders
Assessing Support (2 of 2)1. External partners Case Managers with Public Agencies Job Network Providers Center linkages Community and Family Support Organizations2. Making resources available and accessible
Example: National EducationTechnology Standards for Studentshttp://www.iste.orgWiki Connectionhttp://nets- implementation.iste.wikispaces.net/(B/O Workshop Intro)
The Empowerment Framework Purpose •People •Training Product •Technical Process SupportPittman, J.(2003) Policy
Getting StartedEstablish appropriate professional development for teachers and faculties. Support the efforts undertaken by MOE, colleges/universities and schools to improve services to G/T students.Develop clear policies for evaluating performance and assessment (standards)Disseminate information and contact details for all service providers and support partners or an ―Inclusive Education e-Toolkit‖ for teachers.
Inclusion is worth the time andeffort.http://vodpod.com/watch/663436-star-fish- story-making-a-difference-every-dayGood luck to you.Email: firstname.lastname@example.org
Thank you!For listening.Full-paper available by requestSlides and paper will be published on Website following the conference.
Keynote and B/O References/ Zack, Y. (October 2006). Developing a Full Inclusion Program for Special Needs Students Within a Regular General Education Classroomhttp://www.associatedcontent.com/article/75762/developing_a_full_in clusion_program.html?singlepage=true&cat=4 U.S. Department of Education, Office of Special Education and Rehabilitative Services, Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2004, table 2-7, data from Individuals with Disabilities Education Act (IDEA) database. Retrieved on August 4, 2006, from https://www.ideadata.org/tables28th/ar_2-7.htm/ http://www.metiri.com/presentations/FETC2010.html
In educational settingsinclusion means that all students, including those who are G/T, withmild and severe disabilities,be placed in the least restrictive environment available.This often means the regular classroom.