Learners with Special Gifts and Talents

1. Learners with Special Gifts and Talents Presentation by: Casey Loshe Katherine Pea Abby Schwendeman

2. Myths and Misconceptions • People who are gifted are in a sense “superhuman.” • People with special gifts or talents tend to be mentally unstable and somehow “weird.” • People who have special gifts do EVERYTHING well.

3. Definition There is no clear and equally agreed on definition of “gifted and talented.”

4. Other Terms to Know • Precocity • Insight • Genius • Creativity • Talent • Giftedness

5. 3 Types of Giftedness • Analytic giftedness • Synthetic giftedness • Practical giftedness

6. Prevalence • 3-5% of the United States school age children could be considered “gifted and talented.” • These are very rough estimates.

7. Causes and Origins • Genetic and biological factors • Social factors

8. Identification • IQ • Standardized Test • Teacher Nomination • Parent Nomination • Peer Nomination • Self Nomination • Evaluation of students works or performances

9. Psychological and Behavioral Characteristics • Far ahead of age group in specific areas of performance • Learn to read easily or before starting school • Can be advanced in one area but not in another • Can become bored if not challenged

10. Negligence of Special Gifts and Talents • Underachievers • Low in Socioeconomic Status • Cultural and Ethnic Minority Groups • Students with Disabilities • Females

11. Underachievers… • Negative attitudes toward school • Shouldn’t be expected to be constantly producing something remarkable

12. Low Socioeconomic Status… • Lack of basic needs and opportunities can mask intelligence • Not have learning resources available at home

13. Cultural and Ethnic Minority Groups… • Asians are over represented while Hispanics and African Americans are under represented • Decimated against or lack of resources

14. Students with Disabilities… • Students with physical characteristics associated with mental retardation • Ex. Cerebral Palsy • Hearing impaired overlooked because of lack of communication • Boys with LD because they have similar behavioral problems

15. Females… • Largest neglected group • Chemistry, physics, medicine, and dentistry –dominated by males and decimate against women • Women have been portrayed as housewives, mothers, and “weaker” sisters needing male assistance

16. Early Intervention • Problems defining and identifying • Lack of parental advocacy • Lack of teacher training • Financial constraints • Laws preventing early admission to school • Policies against advancing students to higher grade levels

17. Cultural Values • Other cultures see the exceptionality as divine or an inherited gift • America’s “ambivalence” • Allocating resources for children who already have an educational advantage

18. Educational Considerations • No federal requirement for special education of gifted and talented students • Students with this exceptionality need three things: 1. A curriculum designed for the student’s cognitive skills 2. Instruction that is consistent with the learning styles of extraordinary students in the specific area(s) of the curriculum 3. Arrangements aiding the appropriate grouping of similar students for instruction

19. Educational Considerations Cont’d. • Enrichment- Additional learning experiences provided for a student while remaining in the grade level appropriate to age • Acceleration- Placing students with talents ahead of their age-appropriate grade level • Students at all ages and grade levels are entitled to challenging and appropriate instruction if they are to develop their talents fully

20. Teaching Strategies • Create independent project activities • Create academic competitions at school • Plan “enrichment” activities • Do not be an “expert” be a “facilitator” • Create learning centers in the classroom so students can work at their own pace • Incorporate multiple intelligences (linguistic, visual, bodily, musical, etc.)

21. The Downsides to Being Gifted and Talented • Pressure from parents and friends • Mean labels and being “different” • Hard to become well-rounded • Internal struggles of own desires and expectations for oneself

22. References • Hallahan, D. P. and Kauffman, J. M. (2006). Exceptional Learners: An Introduction to Special Education 10th Ed. Boston: Pearson.

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