Specific learning disabilities are seen in up to 15% children in schooling age. They are associated with significant academic decline and lead to major impact on the child's mental health and quality of life.
Specific learning disabilities are seen in up to 15% children in schooling age. They are associated with significant academic decline and lead to major impact on the child's mental health and quality of life.
Custom, in depth 5 day PHP course I put together in 2014. I'm available to deliver this training in person at your offices - contact me at rich@quicloud.com for rate quotes.
Pedagogical Preparedness: Understanding Executive Functioning and High Functi...BARRY STANLEY 2 fasd
We set out herein to understand executive functioning for learners with autism. We focus on learners with high functioning autism (HFA) and explore a common goal for an Autistic Spectrum Disordered (ASD) population is to increase independence, thus enabling access to experiences and opportunities similar to neuro-typical individuals. We suggest in a somewhat counterintuitive manner, educators may be preventing this development by being overly supportive. This can inhibit ASD learners by denying tools and opportunities to enable themselves. Executive functioning (EF) skills can be taken for granted by neuro-typical learners but are essential skills that need to be explicitly taught to those on the autism spectrum. Herein we support educators and understand the deficits that learners with high functioning ASD experience with EF skills and encourage all to set goals and design programming for students.
Chapter 4 Individual Variations, by John Santrock.pptVATHVARY
Discuss what intelligence is,
how it is measured, theories of multiple intelligences, the neuroscience of intelligence,
and some controversies and issues about its use by educators.
Describe learning and
thinking styles.
Characterize the nature of
personality and temperament.
Custom, in depth 5 day PHP course I put together in 2014. I'm available to deliver this training in person at your offices - contact me at rich@quicloud.com for rate quotes.
Pedagogical Preparedness: Understanding Executive Functioning and High Functi...BARRY STANLEY 2 fasd
We set out herein to understand executive functioning for learners with autism. We focus on learners with high functioning autism (HFA) and explore a common goal for an Autistic Spectrum Disordered (ASD) population is to increase independence, thus enabling access to experiences and opportunities similar to neuro-typical individuals. We suggest in a somewhat counterintuitive manner, educators may be preventing this development by being overly supportive. This can inhibit ASD learners by denying tools and opportunities to enable themselves. Executive functioning (EF) skills can be taken for granted by neuro-typical learners but are essential skills that need to be explicitly taught to those on the autism spectrum. Herein we support educators and understand the deficits that learners with high functioning ASD experience with EF skills and encourage all to set goals and design programming for students.
Chapter 4 Individual Variations, by John Santrock.pptVATHVARY
Discuss what intelligence is,
how it is measured, theories of multiple intelligences, the neuroscience of intelligence,
and some controversies and issues about its use by educators.
Describe learning and
thinking styles.
Characterize the nature of
personality and temperament.
This research proposal aims to investigate if Students with a Disability (SWD), want to be inclusively educated within a mainstream classroom setting, and if student outcomes from a socio-emotional perspective are positively affected by receiving a mainstream education.
(a) Meaning and Nature of Individual Differences.
(b) Cause of Individual Differences.
(c) Educational Provisions.
(d) Measurement of Individual Difference.
this presentation is prepared for AIOU course 8610
Methodology Chapter32016_Dissertation_Pro Chap1_2.docxHow do .docxARIV4
Methodology Chapter3/2016_Dissertation_Pro Chap1_2.docx
How do parents manage the education of their child with Autism Spectrum Disorder?
Submitted by
XXXXXXXXXXX
XXXXXXXXXX University
Any Town USA
May 30, 2016
Dr. XXXX XXXX
Chapter 1: Introduction to the StudyIntroduction
In the recent years, there has been an increase in the prevalence of Autism Spectrum Disorder (ASD). When parents receive an educational determination of autism for their child, both parents have the potential to be asymmetrically influenced. The “opportunity cost” to families of children with autism are defined as the alternatives experiences that foregone in terms of personal, social, and economical stressors (Amendah, Grosse, Peacock, & Mandell, 2011). A child diagnosed with an ASD can exhibit behaviors or actions that are overwhelming for a parent. Children with an autism spectrum disorder (ASD) have many exacerbated behaviors that can increase a parent’s frustration.
A notable collection of research exists that reveals that overexertion can often occur when parenting a child with an ASD (Laxman, McBride, Jeans, Dyer, Santos, Kern, Sugimura, Curtiss, & Weglarz-Ward, 2014). There are a number of studies, on parental stressors in mothers and fathers of children with ASD (Laxman et al., 2014). However, there is very little research on how parents manage the education of their child with an Autism Spectrum Disorder. This qualitative study will employ the use of a set of in-depth case studies, conceptualized within the social theory of symbolic interaction, to generate a solid narrative around familial factors related to parenting a child on the Autism Spectrum (Frieden, Joffe, Cono, Richards, & Iademarco, 2014).
Today’s educators report feeling unprepared to face the demanding task of teaching children with autism spectrum disorder (ASD). It is not unexpected that parents and other stakeholders verbalize low levels of confidence in the capabilities of special education teachers (Tincani, Cucchiarra, Thurman, Snyder, & McCarthy, 2014). Research on the state of education and educator training programs has been going on for the past three decades (Buchanan, 2012; Gujarati, 2012; Gujarati, 2012), and has consistently displayed that teachers feel unready to work with parents. Regrettably, the results of the research have not manifested in substantial improvements in the circumstances.
Discovering methods of dealing with the educational process is dire. As stated, the number of children with ASD is on the rise (Frieden, Joffe, Cono, Richards, & Iademarco, 2014), and school officials and teachers will be challenged to adequately serve this growing population. Since current research does not provide an adequate response to the issue, this study will serve to explore this essential feature. One source of expertise, and also anxiety, may be parental involvement.
Criterion
*(Score = 0, 1, 2, or 3)
Learner Score
Chair Score
Methodologist Score
Content Expert Score
Introduct ...
Brain Research for Teachers & Other Curious Souls, 2013 updateCarolyn K.
After a background in critiquing research, learn about dozens of recent research studies of the brain, and what they show. Updated for all the great new research through 2013, don't miss this informative collection of research. by Wenda Sheard
READ AND FOLLOW THE GUIDED RESPONSES. ANSWER PEER 1 THE PEER 2 O.docxtemplestewart19
READ AND FOLLOW THE GUIDED RESPONSES. ANSWER PEER 1 THE PEER 2 ON A DIFFERENT PAGE.
Guided Response:
Imagine you are no longer a new teacher, but rather are now mentoring a new teacher. The teacher you are mentoring has come to you asking for advice because a parent of a child who was recently diagnosed with ASD has come to her asking for suggestions on how she can support her child at home.
Respond to your peer with support for this parent by including the following tips:
1. What recommendations can be provided to this parent with regards to helping the child academically as well as socially?
2. What resources are available to support this parent?
3. Lastly, how should the classroom teacher support this parent through communication?
PEER 1
IDEA disability category with the reauthorization of IDEA in 1990. IDEA 2004 defines autism as a developmental disability in which a child has problems communicating, verbally and nonverbally, to a degree that affects academic performance. It states that these communicative and social difficulties usually arise before the age of 3 years, and are often accompanied by repetitive movements or behaviors, resistance to change, and atypical responses to sensory experiences.
Communication Social Skills Repetitive or obsessive behaviors.
Misuses Pronouns Blurts out Collects things.
Speaks in short sentences Displays a lack of personal space Covers ears. Arches back.
Struggles to whisper Talks a lot about one topic. Participates in repetitive play
A grammatical structure which may appear immature (i.e., telegraphic speech, improper tense or use of pronouns) or grammatical structure which may appear pedantic (e.g., monologue, advanced vocabulary in an area of interest). Auditory input sensitivities are covering ears during loud noises Their working memory or the time it takes to process information, especially processing several pieces of information at one time, can be difficult for people with ASD. Some have high word recognition skills, but poor comprehension, others have high calculation skills, but poor applied math problem skills and a proportion are low in all areas. (Pratt, Hopf & Larriba-Quest, 2017)
PEER 2
ASD is a learning or pervasive developmental disorder with symptoms including difficulty with communication, social skills, and repetitive behavior. Individuals with ASD are categorized into levels—Level 1, Level 2, or Level 3—based on their challenges with communication, social skills, and repetitive behaviors.
Students with
autism spectrum disorder (ASD)
experience difficulty with communication, social skills, and repetitive behavior (Goldstein, Naglieri, Rzepa, & Williams, 2012). These students often struggle with changes to their routines or environment. They may have unusual sensory .
Khris Lloyd U1087420 USQ EDR8802 Quiz 1
Current research on the impacts of gardening for children with Autism Spectrum Disorder (ASD) are surprisingly lacking, considering that it generally believed there are numerous benefits of the natural environment on individuals with special needs.
This proposal aims to briefly review current literature before testing the hypothesis that gardening not only offers a therapeutic environment for students with ASD, but also offers cognitively stimulating challenges that require problem solving capabilities.
Education of Gifted Children remains one of the most neglected area of our Education System. The rapid progress of Science, Technology & Research has clearly highlighted it's need & importance. This Presentation intends to create general awareness about Giftedness among Parents, Teachers & Administrators of Schools.
Neurodiversity and Young Children with Special NeedsThomas Armstrong
This is an article based on a keynote speech I did on October 26, 2013 at the 13th Annual International Conference on Early Childhood Education held in Monterrey, Mexico.
The aim of this paper is to examine the range of mathematical abilities of children in Autism Spectrum Disorders. Recent neuroimaging and cognitive studies propose that a particular cognitive pattern which seems to be present in people in the autistic spectrum could be beneficial for the emersion and the development of Savant skills or in the cognitive area of mathematics. Nevertheless, no firm conclusions can be drawn if it could represent a mathematical ability of a superior cognitive level. However, it could be certainly supported that this particular cognitive pattern, could give rise to a special and different way of thinking, in comparison with the neurotypical individuals, as a result of differentiated connectivity, organization and function of the brain regions, where the limited interests, motives and persistent practice enhance the development of special skills
'ADHD, Autism, and Asperger's' Topic 11 - Revision and Exam Tips.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Similar to Gifted asperger students (short version) (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2. Learners Diversity:
A tale of two brainies and implications on life success
Presentation Outline
Part 1- How to bring out the
gifts of Gifted Asperger
students?
Part 2- Who are they? How do I
decode their behavior?(Gifted,
Autism/Asperger)
Part 3- As teacher, what am I
going to do for them?
3. Learners Diversity:
Part 1 How do I
bring out their gifts
of Gifted AS?
Part 2 Who are they? How are they
different?
Part 3 What am I going to do to
help them?
4. 6/12/2013
International Center for the Gifted & Talented (HK)
Characteristics of Individuals with ASD
•Social Reciprocality, Communication
& Restrictive Repetitive Behaviors
•Difficulties in emotion processing
•Unusual sensory processing
•Deficits in Self & Social Understanding
•Central Executive Functions
•Triad: Passive-Obsessive-Explosive
6. 6/12/2013
International Center for the Gifted & Talented (HK)
Major problem behavior
Aggression
e.g. hitting, punching, kicking, biting, grabbing, pushing,
or attempting these behaviors but missing because the
target successfully avoided the attack
Self-injury
e.g. head banging, hitting self in head
Tantrum
behavior
e.g. dropping to the floor, more than 5 seconds of
screaming
Property
destruction
e.g. hitting, throwing, or attempting to destroy an object
Blakeley-Smith, A., Carr, E. G., Cale, S. I., & Owen-DeSchryver, J. S. (2009). Environmental fit: A model for assessing and treating problem behavior associated with
curricular difficulties in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24, 131-145.
7. 6/12/2013
International Center for the Gifted & Talented (HK)
Minor problem behavior
• Screaming less than 5 seconds in duration
• A verbal insult or curse word
• 2-5 s of stomping feet on the floor accompanied by loud vocalizations
Blakeley-Smith, A., Carr, E. G., Cale, S. I., & Owen-DeSchryver, J. S. (2009). Environmental fit: A model for assessing and treating problem behavior associated with
curricular difficulties in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24, 131-145.
8. 6/12/2013
International Center for the Gifted & Talented (HK)
Gotts, S.J., Simmons, W.K., Milbury, L.A., Wallace, G.L., Cox, R.W., and Martin, A. (2012).
Fractionation of Social Brain Circuits in Autism Spectrum Disorders. Brain, 135, 2711-2725.
10. 6/12/2013
International Center for the Gifted & Talented (HK)
Amodio, D.M.,&Frith, C.D. (2006). Meeting of minds: the medial frontal cortex and social cognition. Nature
Reviews Neuroscience 7, 268-277.
11.
12. Lytle, R., & Todd, T. (2009). Stress and the student with autism spectrum disorders: strategies for stress reduction and enhanced
learning. Teaching Exceptional Children, 41, 36-42
14. 6/12/2013
International Center for the Gifted & Talented (HK)
•Extensive knowledge,
•Hypersystemizer,
•Excellent memory,
•Synthesizer & deep thinking
•Loyal & empathetic,
•Passionate,
•Restricted interests,
•Struggles with social skills (initiation, engagement & maintenance),
•Difficulties in emotion processing,
•Deficits in Self and Social understanding,
•Problems with execution and switching between tasks.
*Strengths * Difficulties
15. 6/12/2013
International Center for the Gifted & Talented (HK)
Strengths of Gifted Asperger
1. Advanced knowledge
2. Loyalty
3. Rapid learner
4. Excellent memory
5. Quest for meaning
6. Value-driven
7. Strong curiosity
Gifted
Asperger
16. 6/12/2013
International Center for the Gifted & Talented (HK)
“These gifted or highly able asperger
students are intellectually smart.
They will have promising future.
They are really fine. Nothing to worry
about”. Is that true?
✗Fals
17. 6/12/2013
International Center for the Gifted & Talented (HK)
西方國家ASD成年人的的就業情況
全職工作
無業
Bernard, J., Harvey, V., Potter, D., & Prior, A. (2001). Ignored or ineligible? The reality for adults with autism spectrum disorders.
London: The National Autistic Society.
18. 6/12/2013
International Center for the Gifted & Talented (HK)
Eaves, L.C., & Ho, H. H. (2008). Young adult outcome of autism spectrum disorders. Journal of Autism and Developmental
Disorders, 38, 739-747.
19. 6/12/2013
International Center for the Gifted & Talented (HK)
Eaves, L.C., & Ho, H. H. (2008). Young adult outcome of autism spectrum disorders. Journal of Autism and
Developmental Disorders, 38, 739-747.
20. Characteristics of ASD participants
Supported Residential
living (group
home), 1,
1%
status
Marital status
Married/
partnered
, 9, 6%
Independent
living
11
7%
Comorbid with other medical
conditions Physical
Living with
family, 142,
92%
Unmarried,
145, 94%
conditions,
16, 22%
Education
Further
higher
education,
62, 40%
Psychologic
alconditions
(other than
ASD), 58,
78%
Homemaker,
2, 1%
≦high
school,
92, 60%
Employment
Employed,
37, 24%
Unemployed,
115, 75%
Gender
Age
Male
123
I8-24
61
Female
31
25 +
93
N=154
Kamio, Y., Inada, N., & Koyama, T. (2013). A national wide survey on quality of life and associated factors of adults
with high-functioning autism spectrum disorders: The International Journal of Research and Practice, 17, 15-26.
21. 6/12/2013
International Center for the Gifted & Talented (HK)
Humanitarian 人
道
The autistic brains are wired differently, in terms of cognitive,
emotion, sensori-perceptual processing and behavioral responses.
Mutual misunderstandings are common.
22. Learners Diversity:
A tale of two brainies and implications on life success
Part 1- How to bring out the gifts of Gifted
Asperger students?
Part 2- Gifted versus
Gifted Asperger
Part 3- As teacher, what am I going to do for them?
23. 6/12/2013
International Center for the Gifted & Talented (HK)
Understand the LayersofGiftedness
1. Measured Achievement
2. Areas of Performance
3. Traits
4. Inner Experiences
5. Core Strengths
24. 6/12/2013
International Center for the Gifted & Talented (HK)
Nature or Nurture
Brains on Fire :
The Multimodality of Gifted Thinkers
Brock EiddieM.D. M.A.&FernetteEide M.D. (2005). New Horizon.
25. 6/12/2013
International Center for the Gifted & Talented (HK)
Personality Characteristics (性格上的特性)
•
•
•
•
•
•
•
•
•
•
•
•
•
Insightfulness (富洞察力)
Need to understand (尋根究底)
Need for mental stimulation (`喜愛動腦筋)
Perfectionism (追求完美)
Need for precision / logic (要求精確解說)
Excellent sense of humor (富幽默感)
Sensitivity/empathy ( 感同身受)
Intensity (反應強烈)
Perseverance(堅毅不懈)
Acute self-awareness (敏銳的自省力)
Nonconformity(不盲從附和)
Questioning of rules/authority ( 挑戰權威 不滿因循)
Tendency toward introversion (較含蓄內儉)
26. 6/12/2013
International Center for the Gifted & Talented (HK)
Intellectual Characteristics (智力上的特性)
•
•
•
•
•
•
•
•
•
•
•
•
•
Exceptional reasoning ability (推理能力優越)
Intellectual curiosity (求知慾很強)
Rapid learning rate ( 領略力強)
Facility with abstraction (容易掌握抽象的概念)
Complex thought processes (思維複雜)
Vivid imagination (生動活潑的想像力)
Early moral concern (擇善固執)
Passion for learning (好學不倦)
Powers of concentration (遇有興趣 專注非常)
Analytical thinking (分析力強)
Divergent thinking / creativity (眼光獨到 見解精闢)
Keen sense of justice (富正義感)
Capacity for reflection (深入反思)
27. 6/12/2013
International Center for the Gifted & Talented (HK)
Parietal
Lobe
Frontal
Lobe
Occipital
Lobe
Temporal
Lobe
Brain
Stem
Cerebellum
Source: 3-D Brain by the Cold-Spring Habor Laboratory DNA Learning Center.
28. 6/12/2013
International Center for the Gifted & Talented (HK)
Frontal Lobe- Higher Cognitions
1. Abstract reasoning,
2. Logical thinking,
3. Conceptual understanding
4. Goal direction
5. Strategic thinking
6. Problem-solving
29. 6/12/2013
International Center for the Gifted & Talented (HK)
Varied across developmental stage:
• the anterior cingulatein children,
• the orbitofrontal and medial prefrontal cortex in adolescents,
• the lateral prefrontal cortex in older adults.
31. 6/12/2013
International Center for the Gifted & Talented (HK)
YL (9yo)﹕「愛是十分重要的。
沒有愛﹐就會一片死寂﹔沒有愛﹐
就沒有溫暖。有些是男女的愛﹐
父子的愛﹐兄弟的愛都是無窮無
盡的。有銘心刻骨的愛﹐也有莫
不關心的微愛。愛﹐是每個人也
有的﹐就是
一個冷冰冰的人﹐有些事情也會
激發心底的愛性或對一件事物
的留戀﹐也是一種愛。」
32. 6/12/2013
International Center for the Gifted & Talented (HK)
What is the Meaning of Giftedness? 什麼是資優 ﹖
Giftedness is asynchronous development in which advanced
cognitive abilities and heightened intensity combine to create inner
experiences and awareness that are qualitatively different from the norm.
This asynchrony increases with higher intellectual capacity. The uniqueness
of the gifted renders them particularly vulnerable and requires
modificationsin parenting, teaching and counseling in order for them to
develop optimally.
資優使心智與生理年齡的發展產生不協調,由於與生俱來的卓越認知能力及
強烈的內心反應,造成內在經驗及醒覺性與眾不同,智能越高,不協調的程度
就越顯明,資優的獨特性會令資優人士的處境更脆弱,所以在管教,學習及輔導
他們時,更需要顧及這種不協調發展的特徵來訂定改善的目標,才能幫助他們得
到最佳的發展.
The Columbus Group, 1991
33. 6/12/2013
International Center for the Gifted & Talented (HK)
Gifted Individuals with
All Kinds of Minds
Attention
Language
Memory
Sequential Processing
Visual Processing
Social Cognition
Neuromotor
Higher Cognition
Gifted students may have hidden disabilities in various neurodevelopmental functions.
35. 6/12/2013
International Center for the Gifted & Talented (HK)
Gifted VersusGifted Asperger Students
Carrie: Gifted
Student with
ASD
Assouline, S. G., Nicpon, M. F., &Doobay. A. (2009). Profoundly gifted girls and autism spectrum disorder: A psychometric case study
comparison. Gifted Child Quarterly, 53, 89-105.
36. Gifted VersusGifted Asperger Students
Carrie: Gifted
Student with
ASD
Assouline, S. G., Nicpon, M. F., &Doobay. A. (2009). Profoundly gifted girls and autism spectrum disorder: A psychometric case
study comparison. Gifted Child Quarterly, 53, 89-105.
37. Carrie: Gifted
Student with
ASD
Assouline, S. G., Nicpon, M. F., &Doobay. A. (2009). Profoundly gifted girls and autism spectrum disorder: A psychometric case
study comparison. Gifted Child Quarterly, 53, 89-105.
38. 6/12/2013
International Center for the Gifted & Talented (HK)
Humanitarian 人道
They are cognitively, emotionally and spiritually different.
Equal treatment to the unequals is NOT RIGHT
39. Learners Diversity:
A tale of two brainies and implications on life success
Part 1- How to bring out the gifts of
Gifted Asperger students?
Part 2- Who are they? How are they
different? (Gifted, Autism/Asperger)
Part 3- As teacher,
what am I going
to do for them?
41. 6/12/2013
International Center for the Gifted & Talented (HK)
Acknowledge the fact that
…..
Atypical Development in the Social Brain of ASD Individuals
42. 6/12/2013
International Center for the Gifted & Talented (HK)
Technique 1- Self Observation & Review
Going
Up
Going
Down
Experience,
Differentiate &
Monitor One’s
Emotion
44. 6/12/2013
International Center for the Gifted & Talented (HK)
Technique 3-Teachers to encourage
various parties to get involved
Readiness
Social
Understanding
Parents
Readiness
Professional
Service Gaps
Fear
School
Responsivity
45. 6/12/2013
International Center for the Gifted & Talented (HK)
Technique 4: Empathetic towards parent
Teachers perspective
(1) overloaded & teacher stress
(2) problems of commitment
(3) teachers isolated
(4) the handling procedures across levels
(inside and outside of classroom)
(5) algorithm (self knowledge, problem
solving therapy).
(6) lack of preventive measures (post hoc,
remedial versus preventive intervention).
(7) sifficulties in collaborative
relationships (e.g. parent-teacher
interaction)
(8) ambiguity in terms of doses of mutual
supports
(9) Comorbidity (co-existing conditions)
Parent perspective
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
overwhelmed & family stress
uncertain about ASD Prognosis
isolated parents and fear
handling strategies
lack of resources and case
management persons (window
shopping)
mixed experiences in collaborative
relationships
fear of medication side-effects
meeting unsympathetic teachers in
previous experience (fear of
rejection)
46. 6/12/2013
International Center for the Gifted & Talented (HK)
Technique 4- Alert hidden social difficulties &
timely supports to the family
In Transitions
47. 6/12/2013
International Center for the Gifted & Talented (HK)
Classroom strategies for success
1. Early Identification/Checklist (4 inconvenience)
2. Review the learner profile of the student with ASD so as to identify their
characteristics and needs
3. Prevention is better than cure (Self awareness by ME self-report, Monitor levels of
sensory overload, Reduce of hyperarousal, Develop common language codes,
Quiet Corner)
4. Appoint a responsible person to follow through the learning and self development
5. Find out their genuine interests and teaching new things in the context of their
genuine interests
6. Update with teachers of previous lessons
7. Check their understanding (e.g. expected learning outcomes, task requirement,
time frame)
8. Chart their progress (Emotion regulation, social engagement, task execution,
contribution to the class)
9. Teachers learn to speak the AS language
10. Quiet corner to recover from hyper-arousal state (arranged beforehand)
11. Appoint a responsible person to follow through the learning and self development
12. Regular update to engage parents living with autism spectrum disorder
13. Social stories (Visual sequential presentation of social communication of significant
events especially meltdown) to direct instruction in specific and concrete terms
48. 6/12/2013
International Center for the Gifted & Talented (HK)
Classroom strategies for success (BEFORE CLASS)
1. Early Identification/Checklist (4 inconvenience refer to our blog)
2. Review the learner profile of the student with ASD so as to
identify their characteristics and needs
3. Prevention is better than cure (Self awareness by ME self-report,
Monitor levels of sensory overload, Reduce of hyperarousal,
Develop common language codes, Quiet Corner)
4. Appoint a responsible person to follow through the learning and
self development
5. Find out their genuine interests and teaching new things in the
context of their genuine interests
6. Update with teachers of previous lessons
Resources: www.giftedhk.wordpress.com Search “不便”
49. 6/12/2013
International Center for the Gifted & Talented (HK)
Classroom strategies for success (IN CLASS)
1. Check their understanding (e.g. expected
learning outcomes, task requirement, time
frame)
2. Chart their progress (Emotion regulation,
social engagement, task execution,
contribution to the class)
3. Teachers learn to speak the AS language
4. Quiet corner to recover from hyper-arousal
state (arranged beforehand)
50. 6/12/2013
International Center for the Gifted & Talented (HK)
Classroom strategies for success (AFTER CLASS)
1. Update with teacher of the following lesson
and the case responsible teacher, where
appropriate
2. Social stories (Visual sequential presentation
of social communication of significant events
especially meltdown) to direct instruction in
specific and concrete terms
3. Regular update to engage parents living with
autism spectrum disorder
51. 6/12/2013
International Center for the Gifted & Talented (HK)
TEAMWORK
inside & outside
of school
is the
KEY to Life-long Success
Of Gifted Asperger Students
52. 6/12/2013
International Center for the Gifted & Talented (HK)
Han, S.S. & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of
Abnormal Child Psychology, 33, 665-679.
53. 6/12/2013
International Center for the Gifted & Talented (HK)
Hidden Difficulties and Supports to Highly Able Asperger Individuals:
Social Blindness