1. Chapter 7 Objectives Giftedness Chapter Objectives At the end of this presentation you should be able to: Understand the role of giftedness within special education. Apply knowledge of Universal Design for Learning to the curriculum and instruction for gifted education. Recall the behavioral and social characteristics of students identified as gifted or talented. Reflect on the benefits of collaboration in supporting the education of students identified as gifted or talented.

2. Briana is a 16-year-old girl. She began showing signs of unique talent at the age of 3. She is enrolled in a school an hour away so she can receive appropriate services for her gifts. She tends to be shy and doesn’t like people to know that she is gifted. Finding an education that challenges her appropriately has been difficult. She may skip the eighth grade and transition directly into high school; her mother and teachers are currently considering the possible social consequences. Who is Briana Hoskins?

3. How Do You Recognize Students Who Are Gifted? Most states define giftedness based on the definition in the Javits Gifted and Talented Act. While the definition states that students who are gifted require additional services, IDEA does not require states to provide services. Theorists have developed conceptual models of giftedness. –Renzulli: three-ring theory –Sternberg and Zhang: pentagonal implicit theory –Gardener: multiple intelligences –Goleman: emotional intelligence Defining giftedness How Do You Recognize Students Who Are Gifted? Understand the role of giftedness in special education.

4. Jacob Javits Gifted & Talented Act of 1988 Representation –cultural groups –economic strata –areas of human endeavor Supports the development of gifted and talented students in the United States Reauthorized as Title V, Part D, Subpart 6 of the No Child Left Behind Act of 2001 Reauthorizes the U.S. Department of Education –fund grants –provide leadership –sponsor a national research center

5. Purpose of Javits Act Initiate a coordinated program for Gifted and Talented students –scientifically based research –demonstration projects –innovative strategies Designed to build and enhance public education –elementary schools –secondary schools

6. Purpose of Javits Act Priorities –Grants –Leadership –Research Diverse ethnic and socioeconomic backgrounds “Good for all” Leads to improved policy and practice

7. Defining Giftedness Recall the behavioral and social characteristics of students identified as gifted or talented. How Do You Recognize Students Who Are Gifted? Renzulli: three-ring theory - Figure 7-1

8. Above Average Intelligence Advanced vocabulary Good memory Learns very quickly and easily Large fund of information Generalizes skillfully Comprehends new ideas easily Makes abstractions easily Perceives similarities, differences, relationships Makes judgments and decisions

9. Creativity Questioning; very curious about many topics Has many ideas (fluent) Sees things in varied ways (flexible) Offers unique or unusual ideas (original) Adds details; makes ideas more interesting (elaborates) Transforms or combines ideas Sees implications or consequences easily Risk-taker; speculates Feels free to disagree Finds subtle humour, paradox or discrepancies

10. Task Commitment Sets own goals, standards Intense involvement in preferred problems and tasks Enthusiastic about interests and activities Needs little external motivation when pursuing tasks Prefers to concentrate on own interest and projects High level of energy Perseveres; does not give up easily when working Completes, shares products Eager for new projects and challenges Assumes responsibility

11. Pentagonal Implicit Theory Excellance Rarity Productivity Demonstrability Value

12. Gardner’s Multiple Intelligences Visual / Spatial Intelligence Musical Intelligence Verbal Intelligence Logical/Mathematical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Bodily / Kinesthetic Intelligence

13. Goleman’s Emotional Intelligence Identify and name one's emotional states and understand the link between emotions, thought and action Manage one's emotional states - control emotions or shift undesirable emotional states to more adequate ones Enter into emotional states associated with a drive to achieve and be successful Read, be sensitive to and influence other people's emotions Enter and sustain satisfactory interpersonal relationships

14. Common Myths About Gifted Students Homogeneous group No “special needs” No problems managing day to day challenges Guaranteed success Self-directed Socially and emotionally stable

15. Common Myths About Gifted Students Social outcasts Deserve higher responsibility Can achieve if only apply themselves Naturally creative and do not need encouragement Easy to raise and include in classroom

16. Truths About Gifted Students Perfectionistic and idealistic. Heightened sensitivity to their own expectations and those of others Asynchronous ”Mappers" (sequential learners) and "leapers" (spatial learners). Boredom - resulting in low achievement and grades. Problem solvers and abstract thinkers

17. Describing the characteristics –General intellect –Specific academic aptitude –Creative productive thinking –Leadership ability –Visual and performing arts –Behavioral, social, and emotional characteristics Identifying the origins –Combination of nature (genetic factors) and nurture (environmental factors) Identifying the prevalence –Generally thought to be the top 2 or 3% of a population –However, there is controversy over what giftedness is and how many students are gifted. Characteristics, Origins, and Prevalence How Do You Recognize Students Who Are Gifted? Recall the behavioral and social characteristics of students identified as gifted or talented.

18. How Do You Evaluate Students Who Are Gifted? Determining the presence –There are problems identifying students who are gifted, especially students from diverse backgrounds. –Experts support using multiple means of measurement. Multiple Intelligences DISCOVER Creativity assessments Determining the nature and extent of general and special education –Students who are gifted may assume some responsibility for evaluation of progress. Product evaluation Process evaluation Presence and Determining the Nature and Extent of Services How Do You Evaluate Students Who Are Gifted? Recall the behavioral and social characteristics of students identified as gifted or talented.

19. DISCOVER Multiple intelligence Problem solving Diversity

20. Determining the presence How Do You Evaluate Students Who Are Gifted? Recall the behavioral and social characteristics of students identified as gifted or talented. Figure 7-6

21. How Do You Assure Progress in the General Curriculum? Including students –Being aware of students’ social needs, as well as individual education needs, is critical. Tailor the pace of instruction to students’ pace of learning Ensure the depth of content coverage correlates to students’ aptitude Relate instruction to students’ interests Including Students How Do You Assure Progress in the General Curriculum? Apply knowledge of Universal Design for Learning to the curriculum and instruction for gifted education.

22. Planning universally designed learning –Augmenting instruction Enrichment Enrichment triad model Schoolwide enrichment model (SEM)Schoolwide enrichment model Planning Universally Designed Learning How Do You Assure Progress in the General Curriculum? Apply knowledge of Universal Design for Learning to the curriculum and instruction for gifted education.

23. Universally designed learning –Altering curriculum Teaching content that will allow students to apply critical thinking and problem-solving skills not typically addressed in the general education classroom Problem-based learning Recognizes gifted students’ need to strengthen problem-solving skills, as well as acquire knowledge and additional skills Planning Universally Designed Learning and Collaborating How Do You Assure Progress in the General Curriculum? Apply knowledge of Universal Design for Learning to the curriculum and instruction for gifted education. Reflect on the benefits of collaboration.

24. Collaborating to meet students’ needs –In collaboration, participants must use flexibility, acceleration, and variety. –Mentorships are a way of establishing collaboration with the community. –The students themselves may act as mentors to younger students. Collaborating to Meet Students’ Needs How Do You Assure Progress in the General Curriculum? Apply knowledge of Universal Design for Learning to the curriculum and instruction for gifted education. Reflect on the benefits of collaboration.

25. What Can You Learn from Others Who Teach Gifted Students? Montgomery Knolls Early Childhood Gifted Program Gifted programs for young children are fairly rare. Using Gardner’s model of multiple intelligences, MKEC program focuses on identifying and serving different types of giftedness. Students use a theme approach to gain understanding of a unifying topic and learn about other topics. Early Childhood What Can You Learn from Others Who Teach Gifted Students?

26. The Elementary Years Blue Valley School District, Kansas Integrates features of enriching experiences and problem-based learning The schoolwide-enrichment model is used, as well as the autonomous learner model. Teachers view themselves as facilitators for learning. Elementary What Can You Learn from Others Who Teach Gifted Students?

27. The Middle and Secondary Years Central Middle School, Missouri Enrichment model developed around the Program for Exceptionally Gifted Students (PEGS) developed in Missouri Includes knowledge and skills included in the general curriculum, as well as an enhanced curriculum Students spend part of the day in the PEGS program, as well as part of the day with age-appropriate peers. The state has a statewide PEGS support network for students. Middle and Secondary What Can You Learn from Others Who Teach Gifted Students?

28. The Transitional and Post-Secondary Years College Planning for Gifted Students (Berger, 1989) Planning needs to start early and involve a proactive approach. By having a structured plan, students may begin the college experience early with enriched courses that both complete high school requirements and begin earning college credits. Transitional And Post Secondary What Can You Learn from Others Who Teach Gifted Students?

29. A Vision for Briana’s Future Briana may skip one grade and begin high school a year early. She will continue to strengthen her academic, artistic, and athletic skills. She is receiving offers from universities, summer sports camps, private conservatories, and dance troupes that would like her to join their institutions. She will need flexibility in her academic and extracurricular activities, acceleration in all her activities, and variety in the ways in which she learns and participates. She will need to determine how to maintain social acceptance and remain balanced emotionally.