1. 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

2. 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.

3. 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

4. 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

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

6. 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’

7. ‘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?’

8. 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

9. 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:
> very superior
superior
high average
average
low average
(Intelligenz-Quotient, William Stern, 1912)

10. 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.

11. 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)

12. 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)

13. 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’

14. 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…

15. 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
Exceptionally Able: IQ
Profoundly Able: IQ 170+

16. 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

17. 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

18. 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.)

19. ‘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

20. ‘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’

21. 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

22. 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

23. 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

24. 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’

25. 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

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

27. 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 –

28. 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

29. 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

30. 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)

31. 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

32. 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

33. 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

34. 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’”

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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

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

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

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