1. Dr. Viviene DeOkoro Gifted Education Specialist-Consultant-Researcher Deokoro Magnet Schools for the Gifted and Talented Jamaica, West Indies

2. To Determine:  Competence level  Learning Style Profile  Dominant Intelligence(s) Gardner’s MI Theory  Mind Style  Environmental Preferences  Modalities  Cognitive Style  Ability Grouping Options:

3. (“unexpected and unexplained conditions occurring in child of average/above intelligence, characterized by a significant delay in 1 or more areas of learning” Mark Selikowitz) Example:  Dyslexia  Dyscalculia  Dysorthographia

4.  Dysgraphia

5. Placing students together based on prior achievement/abilities in particular curricular areas. (Kullik & Kullik 1991, Rogers- 2002)

6.  FULLTIME Ability Grouping with regrouping for specific instruction,  Mixed-ability cooperative groups  Like-ability cooperative groups

7. Peer Instruction Young Leadership

8. Who is Gifted

11.  Viviene DeOkoro – 1994 states : “ Children who are Gifted and/or talented possess or demonstrate diverse exceptional abilities and potential in one or more aspects of culturally relevant human endeavour; encompassing the domains of the intellectual, creative & productive thinking, leadership, psychomotor abilities, visual & performing arts, specific academic aptitude, heightened psycho-spiritual awareness, street-smartness self-preservation & survival skills, and any other ability deemed valuable to their unique culture. These children are at risk! and in danger of disengaging from learning and underachieving if not identified, and special provisions for differential instruction, emotional and social support, experiences and opportunities put in place in order for them to achieve their full potential”.  Viviene DeOkoro – 1994 states : “ Children who are Gifted and/or talented possess or demonstrate diverse exceptional abilities and potential in one or more aspects of culturally relevant human endeavour; encompassing the domains of the intellectual, creative & productive thinking, leadership, psychomotor abilities, visual & performing arts, specific academic aptitude, heightened psycho-spiritual awareness, street-smartness self-preservation & survival skills, and any other ability deemed valuable to their unique culture. These children are at risk! and in danger of disengaging from learning and underachieving if not identified, and special provisions for differential instruction, emotional and social support, experiences and opportunities put in place in order for them to achieve their full potential”.

17. Level IQ Range Prevalence Mildly115-129 >1:40 Moderately 130-144 1:40 – 1:1000 Highly145-159 1:1000-1:10000 Exceptionally 160-179 1:10000-1:1 million Profoundly 180+ <1:1million (Gross 2000)

26. A multifaceted approach to identification is important Not simply a matter of IQ Testing; but rather Multiple Criteria from various sources is generally most effective. May use ONE. SOME or ALL of following:  Behaviour checklist  Teacher nominations  Parent nominations  Self nominations (well-hidden talent can be observed)

27. Deokoro Identification Model  Standardized Tests (intelligence, academic, creativity etc)  IQ Testing  Also EQ (emotional quotient) highly considered  PQ (play quotient) observed in young children. Dr Stevanne Auerbach (AKA Dr Toy) Shows how high play quotient with toys can nurture/strengthen and develop high creativity in young children) “In pretend or make-believe play, imagination is given a full reign- this form of play stimulates the child’s inventive rather than imitative abilities.” Singer and Singer

28. How Diagnostic Assessment is Carried Out Four Stages:  Collection of information about child  Examination (testing) of child  Explanation of findings to parents  Recommendation of an appropriate management plan

29. Types of Test Used  Tests of Intelligence  Tests of Academic Achievement  Test of other specific abilities

30. Examples of Formal Instruments Used May include:  Stanford Binet Test  Otis Lennon School Abiloity Test  Weschler Intelligence Scale for Children  Teacher & Parent Observation

32.  MUST be trained, (sensitized at least) and cognisant of the basic characteristics and needs of their Gifted students.  Must prepare themselves (and plan lessons) thoroughly before attempting to interface with Gifted children. They KNOW when we are NOT!  Must know the types of learning styles and interests of G/T students  Must know that Gifted students learn quickly & easily. This can easily lead to BOREDOM  Must be able to modify curriculum to meet the educational needs of their students  Know some of the several approaches that can be use i.e acceleration enrichment compacting differentiation (Hasweh 2003)  MUST be trained, (sensitized at least) and cognisant of the basic characteristics and needs of their Gifted students.  Must prepare themselves (and plan lessons) thoroughly before attempting to interface with Gifted children. They KNOW when we are NOT!  Must know the types of learning styles and interests of G/T students  Must know that Gifted students learn quickly & easily. This can easily lead to BOREDOM  Must be able to modify curriculum to meet the educational needs of their students  Know some of the several approaches that can be use i.e acceleration enrichment compacting differentiation (Hasweh 2003)

38. Many gifted and T children (and adults) are mis- diagnosed by psychologists, psychiatrists, pediatricians, and other health care professionals. Most common mis-diagnosis are: Deficit Hyperactivity Disorder (ADHD) Deficit Disorder (OD) Obsessive Compulsive Disorder (OCD) Mood Disorders such as: Cyclothymic Disorder Disthymic Disorder Depression Bi-Polar Disorder

39. When Is Giftedness a Disadvantage? Giftedness is a disadvantage when members of a community fail to understand, acknowledge or provide appropriate schooling for such students. Queensland Education Policy Statement, 1993

40.  Socio- cultural bias against high ability and high achievement  Stereotyped assumptions determining which gifts are valued  Failure to identify students exceptional potential (especially when masked by behavioural traits or compounding characteristics such as low socioeconomic circumstances, isolation, gender, non- English speaking background...)  Lack of access to appropriately challenging educational experiences.

43. “To neglect Gifted children, is to CREATE a time bomb and postpone the inevitable social upheaval and disaster” (DeOkoro 2014)