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Chapter #13:
Teaching Students with Special
Gifts and Talents
Rose Aldan
ED315-01
May 2nd
2013
BELL WORK
What is your special gift or talent?
Be ready and willing to share
• 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
Student Learning Outcome’s (SLO’s)
Warm Up
Draw and Share
What comes to mind when you hear
talented and gifted?
• 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.
Gifted Defined
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.
Other Conceptualizations of Giftedness
Renzulli’s Three-Ring Approach
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.
Howard Gardner
Activity Time
Multiple Intelligence Test
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.
Public Perceptions of Giftedness
• 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”.
Media Images Technological Fields
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
• 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.
Removing the Common Barriers
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.
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)
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.
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.
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.
Classroom adaptations for gifted students
• Creating a favorable classroom environment
• Managing & organizing effective classrooms
• Career Development
• Curricular & Instructional considerations
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)
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
THANK YOU