Presentation on theme: "Gifted with Learning Disabilities"— Presentation transcript:
1 Gifted with Learning Disabilities Bridgette Krueger
2 Outline Learning Disability Defined Types of Learning Disabilities GLD (Gifted with Learning Disabilities)Effects of GLD for girls and boysTraining Areas4 Intervention StepsPrinciplesActivity
3 What is a learning disability? As defined in IDEA 2004, a learning disability is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
4 Types of Learning Disabilities Common Types of Learning DisabilitiesDyslexia: Difficulty readingDyscalculia: Difficulty with mathDysgraphia : Difficulty with writingDyspraxia : Difficulty with fine motor skillsDysphasia/Aphasia: Difficulty with languageAuditory Processing Disorder: Difficulty hearing differences between soundsVisual Processing Disorder: Difficulty interpreting visual informationADD/ADHD: Attention deficit disorderHyperactivityAutism Spectrum Disorder
5 How Learning Disabilities affect Gifted Students Normally there is a disconnect between their advanced verbal ability and productive outcomesThe student typically preforms in the average range with highly developed thinking skills, verbal ability, and a creative veinThe misinformed see and label these children as disengaged and unmotivatedPattern of acting out withdraw into him/herselfAs the students begin to see the heightened gap between their strengths and weaknesses they become increasingly anxiousWithdrawal from school=social dysfunction and alienation from peers
6 GLD Frustration Formula High intelligence + Learning block = Frustration
7 GLD Continued..Undiagnosed GLD can cause pain to the student who works hard for mastery and is limited by a learning disabilityFamilies are also affected by the cycle of hope and despairParents blame themselves for students unusual behaviorsSiblings may feel neglectedStudents who come to school with a confirmed diagnosis have a head start“The challenge for the teacher is to look past the label and to seek evidence of giftedness in the students.”
8 Dually Diagnosed Boys Common GLD behaviors: Playing classroom clown Acting aggressivelyDisplaying poor impulsive controlConstantly indulging in disruptive classroom behaviorsDisplaying very immature behaviorsCeaseless energy alternating with bouts of fatigue
9 Dually Diagnosed Girls More sensitive to public perceptionsDisplay a greater need for social acceptanceSocial and coping skills are well developedPerform at an average to slightly above average level due to their increased brain organizationDue to the following listed above girls with GLD usually take the withdrawal route. If they do act out it is normally in the safety of their home, which causes hardships for their parents.
10 Dually Diagnosed Girls Continued… Indulge in social behaviors such as:BossinessConstant talkingInterfering in everybody’s businessTeacher pleasingTaking leadership of the girl talk/dramaBeing cattyUsing their leadership skills to influence other girls to victimize other students
11 Dual Exceptionality Training GLD students require training in these areas:SocialEmotionalBehavioralCommunicativeCompetence
12 Misdiagnosis and Missed Diagnosis Errors arise when professionals misinterpret behaviors“Both misdiagnosis and missed diagnosis occur when giftedness and its characteristics are confused with a pathological condition such as ADHD, OCD, ODD, or Asperger’s Disorders.”Gifted individuals may purposefully camouflage behaviorsMissed diagnosis or misdiagnosis decreases the chance that proper interventions will be implemented.
13 Gifted with Learning Disability Intervention Program Step 1- Identifying GLD studentsGLD Preschool ProfileParent Information ChecklistStandardized-Test ResultsTeacher ObservationStep 2- Analysis of Specific NeedsLearning-Styles AnalysisMultiple- Intelligence ChecklistSpecific Learning Difficulty ReportWechsler Test of IntelligenceAgency Reports
14 Gifted with Learning Disability Intervention Program Continued… Step 3- Eradicating Learned HelplessnessTraining in MetacognitionRegular Conferencing SessionsMapping ChangeEmotional and Social Skills TrainingCounselingStep 4- Designing and Individual ProgramSlaying the DragonDirect Daily InterventionCurriculum CompactingCelebrating the GiftThe Mentor Program
15 Effective Principles Choices Token Economy Teaches responsibility for decisions/ choicesEncourages children to think for themselvesReason effectively=make good choicesExpressing confidence=increase in child’s self esteemToken EconomyList out directions for student to see and to look back at during the activitySchedule for students to see the daily activities
16 Effective Principles Continued… Maintain a structured classroomRoutineClearly defined rules and expectationsPraise for following rulesTrain organizational skills and goal settingUse teacher attention to motivateLessons should be motivatingCenters include ideas to stimulate creative mindsTeach self monitoringIdentify students’ strengths
17 Activity Look at the materials on the table. In a minute you will be creating a structure that is meaningful to you.Take a few minutes to to manipulate the materials. You may taste, smell, and touch the materials to begin jogging your memory/imagination.After manipulating the materials, plan out what you want to build. (It can be written or drawn out)After planning your structure, use the materials to build the structure.Next, explain your structure/object to the group.What it isWhy it’s meaningful to youWhere you saw itEtc.
18 ReferencesDaniels, S., & Piechowski, M. M. (2009). Debrowski's Theory: Possibilities and Implications of Misdiagnosis, Missed Diagnosis, and Dual Diagnosis in Gifted Individuals. Living with intensity: understanding the sensitivity, excitability, and emotional development of gifted children, adolescents, and adults (pp ). Scottsdale, AZ: Great Potential Press. Hill, F. (2007). Teaching gifted learners: Book B: The hidden gifted: Meeting the needs of gifted students with learning disabilities. Hawthorne, NJ: Educational Impressions, Inc. National Association of Special Education Teachers: Introduction to Learning Disabilities. (n.d.). National Association of Special Education Teachers: Teachers Teaching Exceptional Children. Retrieved July 7, 2012, from Parker, H. C. (1994). The ADD hyperactivity workbook for parents, teachers, and kids (2nd ed.). Plantation, Fla.: Specialty Press.