Teaching Exceptionally Able and Dual Exceptional Pupils Inclusively SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Teaching Exceptionally Able and Dual Exceptional Pupils Inclusively An Introduction for Primary Schools

SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools SESS Aims: To enhance the quality of teaching and learning with particular reference to the education of children with special needs; To design and deliver a range of professional development initiatives and supports for school personnel; To consolidate and co-ordinate existing professional development and support.

SESS Work – Models of Support SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools SESS Work – Models of Support Dialogue with Teachers Supports Scheme (Funding) Supports Scheme (Support) School-Based Seminar Delivery School Visits SESS-Designed Courses SESS Conferences Initiatives and Projects Production of Resource Materials Website Development On-line CPD Courses eLearning Options Teacher Exchanges / Visits Use of External Providers

SESS SESS Designed and Delivered Courses SESS Supported Online Courses SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools SESS SESS Designed and Delivered Courses SESS Supported Online Courses SESS Events Calendar SESS eLearning SESS On-line Book Library Middletown Centre for Autism Courses SESS Projects Other SESS Events College and University Courses Professional Development Relevant to Special Needs Assistants (SNAs) Other Professional Development Needs

SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools SESS Resources

Content Session A: Session B: SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Content Session A: Topic 1. What do we mean by ‘Exceptionally Able’ and ‘Dual Exceptional’? ‘What are we talking about?’ Topic 2. Assessment, Identification and Needs ‘How do we find out who they are?’ Session B: Topic 3. Teaching Exceptionally Able and Dual Exceptional Pupils Inclusively ‘How do we teach them’

‘What are we talking about?’ SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Topic 1 ‘Exceptionally Able’ ‘What are we talking about?’

Talented Genius Gifted Intelligent Superior Prodigy SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Talented Genius Gifted Intelligent Prodigy Superior

Perspective 1: Intelligence Quotient (IQ) SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Perspective 1: Intelligence Quotient (IQ) Qualitative Descriptions: > 130 very superior 120-130 superior 110-120 high average 90-110 average 85-90 low average (Intelligenz-Quotient, William Stern, 1912)

Perspective 2: Multiple Intelligences SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Perspective 2: Multiple Intelligences E=mc2 Linguistic intelligence Logical mathematical Visual spatial Bodily kinaesthetic Musical intelligence Intrapersonal intelligence Interpersonal intelligence Multiple Naturalistic Gardner, H. (1995). Reflections on multiple intelligences.

Perspective 3: Renzulli’s link between Ability and Achievement SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Perspective 3: Renzulli’s link between Ability and Achievement High Ability Creativity Giftedness Task Commitment (Renzulli, 1998)

SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Perspective 4: Higher Order Thinking (‘HOT’) ‘cognition operates on ascending levels of complexity’ Creating Evaluating Analysing Applying Understanding Remembering   Higher Order Thinking (Bloom’s ‘Revised Taxonomy’: Anderson & Krathwohl, 2001)

Perspective 6: ‘Stretch Zone’ [‘Zone of Challenge’] SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Perspective 6: ‘Stretch Zone’ [‘Zone of Challenge’] Panic Zone Stretch Zone (learning zone) Comfort Zone Vygotsky (1978)– ‘Zone of Proximal Development’

SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Definition: NCCA (2007) … students who require opportunities for enrichment and extension that go beyond those provided for the general cohort of students. It should be noted that good practice for exceptionally able students is also good practice for all students…

SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Definition: NCCA Approximately 5-10% of the school population may be exceptionally able … A minority will be profoundly exceptionally able, possibly 0.5%... No single that defines exceptional intelligence levels but the following can be used: Able: IQ 120-129 Exceptionally Able: IQ 130-169 Profoundly Able: IQ 170+

Why ‘Special’? Dispel the myths Realise potential SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Why ‘Special’? “… students who require opportunities for enrichment and extension that go beyond those provided for the general cohort of students” (NCCA, 2007) Dispel the myths Realise potential Avoid under-identification Avoid under-achievement Entitlement to an appropriate education (e.g. Education Act 1998 and EPSEN Act 2004)) Unique social and emotional needs

SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools ‘Dual Exceptionality’ (Dual Exceptionality, Double Labelled; Twice Exceptional; 2X; 2e; Dual or Multiple Exceptional - DME) High ability, with disability that affects some aspects of learning. e.g. Dyslexia; Dyspraxia; ADD; Asperger's Syndrome; Hearing and Visual Impairment Disability may mask Ability - e.g. Dyslexia masking reasoning Ability may mask Disability - e.g. Asperger’s Syndrome

Dual Exceptionality – Strengths and Challenges SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Dual Exceptionality – Strengths and Challenges Some Challenges Some Strengths superior vocabulary highly creative resourceful curious imaginative questioning problem-solving ability sophisticated sense of humor wide range of interests advanced ideas and opinions consuming interest easily frustrated stubborn manipulative opinionated argumentative written expression highly sensitive to criticism inconsistent academic performance lack of organization and study skills difficulty with social interactions (Gifted Students with Disabilities. An Introductory Resource Book. Colorado Department of Education.)

‘Who are they are, and what are their needs’? SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Topic 2 Assessment ‘Who are they are, and what are their needs’? Assessment Handout 2, Session A: Questionnaire

‘Seek to know the child, not the label’ SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Assessment? ‘Seek to know the child, not the label’

A Continuum of Assessment Methods SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools A Continuum of Assessment Methods Assessment in the Primary School Curriculum: NCCA 21

Assessment and the Planning Cycle for the Student with EA / DE SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Assessment and the Planning Cycle for the Student with EA / DE The Planning Cycle Gathering Information Consultation and Interpretation Planning and Intervention Ongoing Review

The Planning Cycle – Roles and Responsibilities SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Gathering Information Consultation and Interpretation Ongoing Review Responsibilities? Planning and Intervention

Risk of Under-identification SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Risk of Under-identification Where there are specific learning disabilities Where there are sensory or physical impairments From disadvantaged and marginalised background Where English is not the first language Where pupils do not fit stereotypical profiles of ‘exceptionally able’

What does Assessment Tell Us? SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools What does Assessment Tell Us? Assessment provides essential information in relation to: a student’s development sharing information with parents / relevant personnel matching the student’s learning to the curriculum the effectiveness of the teaching programme progress / achievement

SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Assessment Processes?

Formal Testing Standardised Norm Referenced Tests SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Formal Testing Standardised Norm Referenced Tests Criterion-Referenced Assessment Diagnostic Testing Glossary of Terms used in Assessment – www.sess.ie

Formal Testing - Attainment SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Formal Testing - Attainment Examples of tests generally used in-school Wide Range Achievement Test 4th Edition (WRAT-4) Cognitive Abilities Test - 3rd ed., 2003 (CAT3) Wide Range Intelligence Test (WRIT) New Non-Reading Intelligence Test (NNRIT) Verbal and Non-Verbal Reasoning (GL Assessment) Example of test used by psychologists WIAT-IIUK - Co-normed with the WISC–IVUK

Teacher Observation - Indicators SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Teacher Observation - Indicators Shows superior reasoning powers Persistent intellectual curiosity In-depth interests Markedly superior in written and/or spoken vocabulary Reads avidly Learns quickly and retains easily Shows insight into arithmetical problems Shows creativity or imaginative expression Demonstrates responsibility and independence Sets high standards Initiative and originality in intellectual work Has social poise Appear easily bored, arrogant or socially inept

Teacher Observation - Perceptions and Profiles SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Teacher Observation - Perceptions and Profiles Profiles of Gifted and Talented Students Betts’ and Neihart’s six profiles of gifted and talented students are “Not intended to describe any one child completely” “Personality is the result of life experiences and genetic makeup. All gifted children are not affected by their special abilities in the same way” (Betts and Neihart 1988)

Perceptions and Profiles SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Perceptions and Profiles The Successfuls Have learned the system - no behaviour problems Are identified Attainment limited to system expectations - may underachieve in college and life 2. The Challengings Highly creative and divergently gifted – rich inner-life Frustrated, obstinate, tactless, sarcastic, low self-esteem Often unidentified - at risk 3. The Undergrounds Mostly girls in puberty Have lost their interests and passions – want to conform Were ‘pushed’ in school and home – feel insecure

Perceptions and Profiles SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Perceptions and Profiles 4. The Dropouts Have not been identified, interests not met Angry and dropout Divert to out of school interests 5. The Double Labelled Disability masks ability Often not identified Schools often focus on weaknesses rather than strengths 6. The Autonomous Learner Have learned the system – independent and self directed Use it for new opportunities rather than conformity Accomplished, recognised, affirmed

Other Indicators Parent Referral Student self-referral Checklists SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Other Indicators Parent Referral Student self-referral Checklists Work Samples / Portfolios Case History

Social and Emotional Needs SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Social and Emotional Needs SESS Primary Schools Seminar : Examples of issues provided by teachers “Challenging behaviour in class. Seems bored all the time. Constantly interrupts other in their work while hers will be finished long before” “Problems arising include boredom, unwillingness to complete activities which they consider boring, problem of teachers trying to motivate them” “Need to develop social skills, and discipline issues” “Excellent reader, intelligent answers and input. Often looks bored despite other children looking very engaged” “Pupil can become disruptive when finished the work earlier than others. Has little respect for children considered ‘less able’”

Social and Emotional Needs: SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Social and Emotional Needs: Asynchronous Development Emotional or social development will not be commensurate with: Academic development or cognitive ability Physical growth Skills may not develop evenly 35

Social and Emotional Needs: Peer and Adult Relationships SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Social and Emotional Needs: Peer and Adult Relationships May feel ‘different’ but may not understand why Tend to play less with own age Interests may be very different to those of peer group - may have few (understanding) friends Pupils may seek the company of older pupils or adults because levels of interest are similar Peers may isolate pupil who presents as arrogant, superior, or a ‘know-it-all’ May suffer from loneliness and isolation 36

SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Social and Emotional Needs: Scenario of Parent/Teacher Expectations Vs Need for Peer Approval Possible response to need for peer approval: Goes ‘underground’ Is successful socially Does adequately in school but underachieving Progress inhibited at third level May opt out as avoidance strategy Possible response to high adult expectations: Motivation becomes extrinsic Need to perform best causes stress Develops a fear of failure Thinking and creativity inhibited May opt out as avoidance strategy 37

Social and Emotional Needs: Self-Criticism / Perfectionism SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Social and Emotional Needs: Self-Criticism / Perfectionism ‘Problem Perfectionism’ (‘dysfunctional perfectionism’) – two main types Social prescribed: Parental perfectionism Authoritarian parenting Stringent expectations Identity/self-worth tied to achievement or pleasing of others Fear of disappointing others. 2) Self-orientated: Early academic experiences Parental perfectionism Authoritative/supportive parents High self-standards 38

Self-Criticism/Concept and Dual Exceptionality SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Self-Criticism/Concept and Dual Exceptionality What students cannot do (due to disability) may be more emphasised than abilities. Lack of self-efficacy/self-esteem; Loss of self-confidence Self-Concept Ideal Self 39

Self Criticism/Concept – EA Pupils with ASD/Aspergers SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Self Criticism/Concept – EA Pupils with ASD/Aspergers Students may have problems that are specific to the syndrome/spectrum: Likely to have greater difficulty with peer relations because they lack ‘theory of mind’- they have to be taught to see others’ viewpoints Interests tend to be very narrow and may be slightly (sometimes very) obsessive May be inflexible in their thinking which inhibits them both in learning and socially 40

Social and Emotional Needs: Emotional Intensity SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Social and Emotional Needs: Emotional Intensity Five areas in which children who are exceptionally able may be supersensitive: Intellectual Psychomotor Sensual Imaginational Emotional 41

SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Supporting the Social and Emotional Needs of the Exceptionally Able Student Support in becoming creative and adventurous learners Teach them to embrace risk and see failure as a learning event Assist in developing autonomy Develop and support social interactions with peers - use co-operative grouping and learning Teach metacognitive skills Use Assessment for Learning strategies Develop resilience and happiness by applying the principles of positive psychology Teach appropriately using differentiation 42

Content Session A: Session B: SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Content Session A: Topic 1. What do we mean by ‘Exceptionally Able’ and ‘Dual Exceptional’? ‘What are we talking about?’ Topic 2. Assessment, Identification and Needs ‘How do we find out who they are?’ Session B: Topic 3. Teaching Exceptionally Able and Dual Exceptional Pupils Inclusively ‘How do we teach them?’ Handout 1A

Ken Robinson Commentary SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Ken Robinson Commentary (www.ted.com - Ken Robinson says schools kill creativity)

SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools What next……….!

SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools Thank You!