Raising a Gifted and Talented Child Part I: Definition, Identification and Options By Preethi Samuel, PhD

Transcription

1 Raising a Gifted and Talented Child Part I: Definition, Identification and Options By

2 Main Purpose of This Presentation Is To Understand Point 1 Point 2 Point 3 Point 4

3 It Starting With The Thinking That.. Education cannot just be the process of adding one information after another to a list of accomplishments. Education must be an act of balancing abilities, attitudes, learning styles, emotional and social skills.

4 The Thinking Led to Something Positive. It Initiated Conversations & Exchange of Ideas From Three Different Angles To Understand What Education For In The Real World Should Mean For The Differently Abled And Everyone Else in Between. Parents Students Teachers

5 With the Goal to Empower Students Such That They will Be Educated & Successful, But Also Be Lifelong Learners and Leaders

6 We Plan To Achieve This By Helping The Three C s Of Childhood Transition Successfully Into Adulthood CREATIVITY PRESERVING ENHANCING EXPANDING CURIOSITY SUPPORTING NURTURING UTILIZING UNDERSTANDING MANAGING REDUCING CHALLENGES

7 Understanding Giftedness What is an acceptable definition of a gifted child?

8 For the Purpose of Definition The Gifts or Talent Refers to Exceptional Abilities In One or More of These Areas Intellectual Ability 1 2 Psycomotor Leadership 6 3 Critical Thinking Visual and Performing Arts 5 4 Specific Academic Skill

9 GT Students Are Ten Percent of the Population That Is Different In How They Are Neurobiologically Wired.

10 Are All Different The Same? In a General Population Representing 100% Gifted and Talented Population Is 10% But Each Gifted Person Is One Uniquely Gifted Individual

11 Each Gifted Person is a Unique Combination of Abilities GT Child Style Preference Interests

12 Lets Talk About Abilities.. Abilities GT Child Style Preference Interests

13 Basic Aspects of Intelligence To Be Aware Of As Parents Types of Intelligence. Rate of Development. Challenges & Disabilities.

14 Theory of Multiple Intelligence By Gardner, 1983.

15 However, Giftedness In An Academic Context Generally Refers to Intelligence Quotient or IQ and Takes Into Consideration That IQ... 1.Is Innate 2. May be Acquired 3. Can Have Asynchronous Development 4. Is Serially Processed 5. Is Measurable

16 So How Is Innate IQ Measured?.A Few Examples S. No Test Age Group How it Works 1. Woodcock Johnson III Tests of Cognitive Abilities 2. Differential Ability Scales (DAS-II) 3. Stanford-Binet Intelligence Scale-V 4. Universal Nonverbal Intelligence 5. Wechsler Intelligence Scale for Children (WISC-V) years years years years years Kids are given a series of tests on a number of topics. These include verbal comprehension, spatial relations and visualauditory learning. The tests can take 60 to 90 minutes. Twenty subtests look at problem-solving skills in a number of areas. There are lots of visual cues, such as pictures. And children can often respond to prompts by pointing to an answer. This test assesses abilities in five basic areas. These include fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing and working memory. This test is given and answered using a series of eight hand and body gestures, such as pointing. It s often used with kids who are nonverbal or who have hearing issues. This test is divided into 15 subtests that assess a range of areas. Results are totaled up to provide one Full Scale IQ score. Subscores are also tallied for four other areas. These include verbal comprehension, nonverbal and fluid reasoning, working memory and processing speed.

17 and How Is Acquired IQ Measured?.A Few Examples S. No Test Age Group How it Works 1. Wechsler Individual Achievement Test (WIAT- III) 2. Peabody Individual Achievement Test years years This test is divided into eight subtests. Each assesses a specific ability. There s a subtests that looks at spelling, for instance, and one that looks at listening comprehension. The subtests may be given over a number of sessions. Kids are asked questions on a range of subjects, like reading, math and spelling. They can then look at multiple-choice answers and point to what they believe is the correct response. Because this is a show me test, it s often used with kids who have trouble communicating verbally. If your child is being tested, it s a good idea to learn as much as possible about the entire evaluation process. It can also help to know about the specific assessments used. The more you know, the easier it will be to explain the process to your child.

18 What Can The Results Of Such Tests Tell Us? 1. Intelligence tests are not a measure of someone s smartness. 2. They are used to measure someone s intellectual potential. 3. Evaluators often compare the results of intelligence and achievement tests to identify patterns of strengths & weaknesses.

19 Parent s Instincts & Experience Could Also Be A Good Indicator of Giftedness Sometimes Not sure how to help my child, he/she knows more than me!!! Homework overload? My child just not seem to be handle it well! I don t get this child of mine sometimes?

20 GT Placement or Identification Is Based On a Matrix Built Using The Following Information* Scores from Standardized Tests Scores from Achievement Tests Profiles & Portfolios Teachers Checklist Recommendations Nominations Parent Checklist * This has been put together to convey the central idea, may vary in different ISDs and/or states

21 Lets Talk About Interests.. Abilities GT Child Style Preference Interests

22 Interests Directly or Indirectly Implies the Following Point 1 Point 2 Point 3 Point 4

23 Interests In A GT Child May Appear As.. Interests combined with abilities is a valuable tool for learning. Extreme interest in something for which there is also great ability, can be extreme productive. Exceptional in one subject. Not interested in learning other topics.

24 Lets Talk About Style Preference.. Abilities GT Child Style Preference Interests

25 For Younger GT kids, Learning Styles Preference Can Be

26 For Older GTs, Learning Styles Preference Can Be Expression Style Preference Instructional Style Preference Thinking Style Preference Learning Environment Preference

27 Let s Recap What We Have Covered So Far. Have an idea of what GT means. We Get our child tested for GT. The child is identified as GT.

28 IEP INDIVIDUALIZED EDUCATION PLAN DEP DIFFERENTIATED EDUCATIONAL PLAN Response To Intervention(RTI). Three tier instructional model *Gifted Students With Disabilities Have Both DEP & IEP

29 Options Available for GT Students In Public Schools 1. Pull-Out Style Services 4. GT/Magnet/Vanguard School The school may or may not be your zoned school. May be focused on a topic. All are GT identified. 3. School within a school The un-zoned GT school is housed in a regular school. All student in the GT school are GT identified. GT Student stays in the same class and zoned school. Daily/weekly services provided to the GT student. 2. GT Class/Section Student stays in the same school but maybe different class. Majority or all of the students in the class are GT identified.

30 1. Pull-Out Style Services Pros Cons

31 2. GT Class/Section Pros Cons

32 3. School Within A School Pros Cons

33 4. GT/Magnet/Vanguard School Pros Cons

34 Most Important Consideration For A GT Parent Is EVERY PERSON Is a combination and balance of his or her intellectual, social and emotional potential and needs. CORE POINT TO REMEMBER A GT PERSON Has great to exceptional intellectual potential but in general has many social and emotional challenges. NURTURE SUPPORT EMPOWER By nurturing their talents, supporting their needs & empowering them, we can ensure they are successful in reaching their full potential.

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36 Raising a Gifted and Talented Child Part 2: Social-Emotional Needs of The Gifted By