Presentation on theme: "Gifted and Learning Disabled: What Can We Do?"— Presentation transcript:
1Gifted and Learning Disabled: What Can We Do? Dr. Agnes MeyoCyrie WilsonKelly RothSt. Louis Association for Gifted EducationSt. Louis, Mo
2Outline Definition of Gifted with Learning Diabilities Strategies for InterventionEnvironmentReadingMathematicsWritingTesting
3Definition of Gifted with Learning Disabilities (Twice-Exceptional) Children who are identified as gifted and talented in one or more areas of exceptionality (specific academics, general intellectual ability, creativity, leadership, visual, spacial, or performing arts).and also identified with:2. A disability defined by Federal/State eligibility criteria: Reading, math, written expression, and/or oral language disorders, significant identifiable emotional disability, physical disabilities, sensory disabilies, autism, or ADHD.
4Learning Disorders Reading Disorder Reading achievement, as measured by individually administered standardized tests of reading accuracy or comprehension, is substantially below that expected given the person’s chronological age, measured intelligence, and age-appropriate education.
5Learning Disorders (2) Mathematics Disorder Mathematical ability, as measured by individually standardized tests, is substantially below that expected given the person’s chronological age, measured intelligence, and age appropriate education.
6Learning Disorders (3) Disorder of Written Expression Writing skills, as measured by individually administered standardized tests, is substantially below that expected given the person’s chronological age, measured intelligence, and age appropriate education.
7Learning Disorders (4) Learning Disorder, Not Otherwise Specified This category is for disorders in learning that do not meet criteria for any specific learning disorder.
8Strategies for Intervention: Environment for Learning Awareness of individual strengths and weaknessesHigh, yet flexible standards and structurePromotion of learning from mistakesAppreciation of self-advocacyPraise and encouragementUse of assistive technology
9Strategies for Intervention Environment for Learning (2) Extended time for testsExtended deadlines for assignmentsIndividualized curriculumPre-testing and post-testingCurriculum compactingUse of mnemonicsMultimedia resources
10Strategies for Intervention Environment for Learning (3) 14. Personal choice regarding assignment topics whenever possible 15. Instruction for active listening 16. Preferential seating and freedom of movement 17. Alternative projects or testing for the demonstration of mastery (e.g., oral testing versus written)
11Strategies for Intervention: Reading Determination of goals for instruction: amelioration or accommodationWhen seeking amelioration with younger children, use of a structured reading program (e.g., Wilson, Barton, Reading Reflex)When seeking accommodation with older children, use of methods that minimize reading (e.g., texts of tape/CD, hands-on)
12Strategies for Intervention: Reading (2) 4. Clearly defined goals for progress 5. Rewards for effort and practice 6. Personal choice for reading material 7. Multiple sensory approaches for instruction (e.g., textured letters, songs) 8. Only one-on-one reading aloud 9. Incorporation of demonstrations
13Strategies for Intervention: Reading (3) 10. Computer graphics, maps, and illustrations for emphasizing content 11. Chunking of reading material into smaller amounts with breaks between 12. Oral explanations to ensure comprehension of abstract concepts
14Strategies for Intervention: Mathematics Assessment of difficulties: conceptual or computationalWith conceptual problems…provision of mathematical rational and reasoningHands-on, visual, and manipulative devices to demonstrate conceptsComputer graphics and programs that illustrate numerical properties
15Strategies for Intervention: Mathematics (2) 3. With computational problems…Provision of alternative methods for determining answersInstruction and practice regarding use of calculators and mathematical technologyCounting knuckles for recalling multiplication factsNine and Eight tricks for addition and subtraction.
16Strategies for Intervention: Mathematics (3) Song for enhancing to recall and math factsMnemonics for remembering the order of operations and formulasSymbols adjustments to prevent confusion of plus/minus signsGraph paper to align/organize problemsConceptual applications of computational problems (e.g.,rounding up/down)Rules (e.g., fractions cannot have wheels)
17Strategies for Intervention: Writing Assessment of difficulties: muscular strength/control, spacing, graphomotor, “concrete thinking”, sequencing, sentence structure, spelling, capitalization, punctuation, letter reversals and transposalsWith muscular problems…Occupational therapy strategies, such as pencil grips and voice recognition programsTeacher notes (instead of note-taking)
18Strategies for Intervention: Writing (2) 3. With sequencing, grahomotor, “concrete thinking”, and/or sentence structure problems…Computer graphic organizers and programs that illustrate conceptsTemplates, mind-mapping methods, and writing prompts for organizing thoughtsOne-on-one review sessions with teachers (prior to writing) for clarifying expectations for grading and organizing thoughts
19Strategies for Intervention: Writing (3) Personal choice for writing assignments3. With capitalization, spelling, punctuation, and letter reversals/transposal errors…Use of computer highlighters to indicate mistakes and options for corrections
20Strategies for Intervention: Testing Multiple options for assessing mastery or “testing”: projects, oral presentations, teaching others, papers, artwork, plays, written tests, Power Point presentationsChoices regarding test methodsDetermination of the optimal time for testing during the dayClearly defined expectations for testing and grading (e.g., review sheets, pre-testing)
21Strategies for Intervention: Testing (2) Options for correcting mistakes to obtain a higher gradeQuiet testing environment and/or earplugsAccess to oral reading of test questions and/or oral expressions of answersExtra credit optionsBreaks during long testing sessionsComputer for recording answers to test items
22Strategies for Intervention: Testing (3) Freedom of movement during testingUnlimited time for test completionCredit for written work that contains misspellings, punctuation mistakes, and grammatical errors if the content is accurateSeparate grading for progress and effortAccess to tests that can be written on and handed in to prevent errors from recopying
23ReferencesAmerican Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders-fourth edition. Washington, DC: Author. Baum, S. (2008). Bumps along the road. In M.A. Gosfield (Ed.), Expert approaches to support gifted learners ( ). Minneapolis, MN: Free Spirit. Meckstroth, E. (2007). Abnormally brilliant, brilliantly normal. In K. Kay, D. Robson, & J.F. Brenneman (Eds.), High IQ kids: Collected Insights, information, and personal stories from the experts ( ). Minneapolis, MN: Free Spirit. Neville, C.S. (2007). Of importance, meaning, and success: Application for highly and profoundly gifted students. . In K. Kay, D. Robson, & J.F. Brenneman (Eds.), High IQ kids: Collected Insights, information, and personal stories from the experts ( ). Minneapolis, MN: Free Spirit.
24References (2)Quart, A. (2006). Hothouse kids: The dilemma of the gifted child. New York, NY: Penguin. Renzulli, S. (2008). The irony of “twice exceptional.” In K. Kay, D. Robson, & J.F. Brenneman (Eds.), High IQ kids: Collected Insights, information, and personal stories from the experts ( ). Minneapolis, MN: Free Spirit. Renzulli, S.(2008). The irony of “twice-exceptional.” . In M.A. Gosfield (Ed.), Expert approaches to support gifted learners ( ). Minneapolis, MN: Free Spirit. Rimm, S. , Gilman, B. and Silverman, L. (2008). Nontraditional applications of traditional testing. In J. VanTassel-Baska (Ed.), Alternative assessments with gifted and talented students ( ). Waco, TX: Prufrock.
25References (3)Shaywitz, S. (2003). Overcoming Dyslexia, New York, NY: Vintage Books. Silverman, L.K. (2008). The power of images: Visual-spatial learners. In M.A. Gosfield (Ed.), Expert approaches to support gifted learners ( ). Minneapolis, MN: Free Spirit. Schultz, R. & Delisle, J. (2007). More than a test score: Teens talk about being gifted, talented, and otherwise extra-ordinary. Minneapolis, MN: Free Spirit. Webb, J., Amend, E., Webb, N., Goerss, J., Beljan, & Olenchek, R. (2005). Misdiagnosis and dual diagnosis of gifted children and adults. Scottsdale, AZ: Great Potential Press.