1. Chapter #13: Teaching Students with Special Gifts and Talents
Rose Aldan ED315-01
May 2nd 2013

2. What is your special gift or talent? Be ready and willing to share 
BELL WORK
What is your special gift or talent? Be ready and willing to share 

3. Student Learning Outcome’s (SLO’s)
Explain the basic concepts of giftedness
Outline effective inclusive practices for students with special gifts and talents
Describe appropriate classroom adaptations for students with special gifts and talents

4. What comes to mind when you hear talented and gifted?
Warm Up
Draw and Share
What comes to mind when you hear talented and gifted?

5. Gifted Defined
Often used to refer to the heterogeneous spectrum of students with exceptional abilities, although some professionals restrict the use of terms such as talented and creative, which are used to differentiate subgroups of gifted people. (p. 407)
Gagne (1995) described the relationship of gifts and talents in the following way: “gifts” which are natural abilities that the person displays, have to be developed to become “talents”. These talents are the result of proficiency that occurs through training and practice.

6. Gifted Defined Cont.
Federal Definition by Jacob K. Javits Gifted and Talented Students Education Act of 1988:
Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields.

7. Other Conceptualizations of Giftedness Renzulli’s Three-Ring Approach

8. Sternberg’s Theory
Analytic Giftedness: Ability to dissect a problem and understand its parts.
Synthetic Giftedness: Insight, Intuitive creativity, or skill at coping with relatively novel situations.
Practical Creativity: Ability to apply aspects of analytical and synthetic strengths to everyday situations.

9. Howard Gardner

10. Multiple Intelligence Test
Activity Time 
Multiple Intelligence Test

11. Basic Concepts about Students with Special Gifts and Talents
Misguided Beliefs
People with special intellectual gifts are physically weak, socially inept, narrow in interests, and prone to emotional stability or early decline.
Children with special gifts or talents are usually bored with school and antagonistic towards those who are responsible for their education.
Students who have a true gift or talent for something will excel without special education. They need only the incentives and instruction that are appropriate for all students.

12. Public Perceptions of Giftedness
Media Images
Technological Fields
Gifted in Movies
Gifted in T.V. Shows
Movies like: A Beautiful Mind, Good will Hunting, Little Man Tate, the Nutty Professor or Searching for Bobby Fischer.
Various terms describing children, adolescents and even adults who are gifted and talented are referred to as “nerd” and “geek”.

13. Common Barriers Teachers lack knowledge
Problems with classroom management when trying to differentiate instruction.
Misguided attitudes and beliefs about learning.
Inability to modify curriculum appropriate for high-ability students.
The reality that differentiation is needed for an array of students with diverse learning needs (Multiple Intelligences).
Obtaining and using appropriate instructional resources.
Lack of time to do adequate planning
Teachers who were not taught how to provide the type of instruction
No support from the administration
For Gifted Education

14. Removing the Common Barriers
National Association for Gifted Children and Council for Exceptional Children (2006) made some suggestions to prepare teachers who will handle students who are gifted and talented:
Ability to differentiate curriculum and instruction to meet the needs and interests of these students, including selection of appropriate methods materials.
Ability to create an environment in which gifted and talented students can feel challenged, encouraged, and safe.
Knowledge and skills to promote thinking skills, develop creative problem-solving abilities of students, and facilitate independent research.

15. Promoting Effective Inclusive Practices for Gifted Students
Differentiated Programming (Instruction that matches the needs of students and that typically does differ from the regular education curriculum) Example: Pull-Out Program
Continuum-of-Placement Options: (Having child spend time in mentoring, internships, special tutorials, independent study, and resource rooms) instead of in the general classroom.
Programming Approaches for General Education Settings: Working in the Pull-Out Program or AP course which implement acceleration, enrichment and special grouping.

16. Programming approaches for general education settings
Acceleration which refers to practice that introduces content, concepts, and educational experiences to gifted students sooner than for other students. (examples: early entrance to school, skipping grades, mentorship, credit by exam, etc.)
Enrichment which refers to techniques that provide topics, skill development, materials, or experiences that extend the depth of coverage beyond the typical curriculum. (example: Classroom Strategies)
Special grouping refers to the practice whereby gifted students of similar ability levels or interests are grouped together for at least part of the instructional day. (example: Cluster Grouping)

17. Addressing the needs of Special Populations
Nurture student development:
-Create a supportive, caring, nurturing classroom environment.
-Establish high expectations for all students in the general classroom.
-Encourage students to do their best.
-Emphasize that everyone has strengths and areas needing improvement.
-Identify areas of students interest. This effort leads to recognition of areas where a students finds some degree of success.

18. Addressing the needs of Special Populations
Recognize hidden giftedness:
-Regularly examine the qualitative aspects of students’ performance on academic tasks.
-Make sure that certain factors, such as a specific learning-related problem (Memory Problems) do not mask strengths in a variety of areas.
-Use a variety of assessment techniques for screening and eligibility determination purposes.
-Seek parent input in student who are very shy and passive in class activities—these students are often overlooked.

19. Addressing the needs of Special Populations
Provide appropriate services:
-Consider a student’s personal style and cultural background in the selection of various programming options—for instance, heavy reliance on special ability group work may not be the best first choice for some students.
-Be aware that some enrichment-related activities, while perhaps engaging, may be in conflict with a student’s family or personal beliefs.

20. Classroom adaptations for gifted students
Creating a favorable classroom environment
Managing & organizing effective classrooms
Career Development
Curricular & Instructional considerations

21. Activity Time (Be Creative!) 
Creating a favorable classroom environment (Group #1/ Page 426)
Managing & organizing effective classrooms (Group #2/ Page 426)
Career Development (Group #3/ Page 430)
Curricular & Instructional considerations (Group #4/ Page 427)

22. Student Learning Outcome’s (SLO’s)
Explain the basic concepts of giftedness
Outline effective inclusive practices for students with special gifts and talents
Describe appropriate classroom adaptations for students with special gifts and talents

23. THANK YOU 