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Inclusion of Students that are Gifted in
the Regular Classroom and
Students with Learning Challenges in Gifted
Programs
Becki HendrickCourtney VelpelDory Witzeling
Courtney Velpel
Teaching: 10 yrs. gifted education – grades 5 & 6 communication arts & social studies
Appleton, WI – Odyssey Elementary Charter
Becki Hendrick
Teaching: 7 yrs. gifted education – grades K-6 elementary TAG teacher
Appleton, WI
Dory Witzeling
Teaching: 7yrs gifted education – grades 3-6science and math Appleton, WI –
Odyssey Elementary Charter
Wide Range of Abilities
Just like there is incredible variability in populations of students receiving special education services, we see the same in gifted populations.
If we draw students from the top 5%, how high does that go?
Common Misconceptions about Gifted Students:Adapted from Judy Galbraith’s book The gifted Kids’ Survival Guide
Many people think that all gifted students:
Know the answers Are interested
Pay attention Work hard
Answer questions Enjoy same-age peers
Learn easily Listen well
Are well-organized Are self-satisfied
Many people comment that our jobs must be a breeze, but…
In fact, gifted students often:
Attributes Framed Positively
Attributes Framed Negatively
Ask questions Can be confrontational
Are very curious Can get fixated
Get involved mentally and physically
Can be hyperactive
Play around and still get good grades and test scores
Can be lazy
Questions answers Can be insubordinate
Prefer adults or older children Can be misfits
Show strong feelings and opinions
Can be immature and intense
Are bored, already know the answers
Can be disengaged, depressed
Are highly critical of themselves
Can be perfectionistic and obsessive
AREAS OF GIFTEDNESS
Specific Academic Aptitude
Ability in Visual or Performing Arts
the all-around bright individual
the math or science whiz, history buff, etc.
the innovator of novel and often unique ideas, responses, or solutions to problems
the initiator or organizer of activities within groups of people
the artistic stand-out in visual art forms, music, drama, creative writing or dance
Asynchronous Development
Gifted students develop unevenly academically socially emotionally
Many adults treat gifted children like little adults because of their advanced vocabularies and complex speech patterns. But emotionally and socially they are often closer to their true age.
Gifted Children are intellectually,
emotionally, socially, and culturally diverse!
Gifted children are sweet, kind-hearted, funny, fun-loving, social, creative, impulsive, sensitive, competitive, cooperative, reclusive, leaders, loners…
They also come from different cultures and ethnic backgrounds, but many minority students are underrepresented in gifted populations. We continually work on improving identification methods…
GIFTED AND DISABLED STUDENT POPULATIONS OVERLAP
All Students
Students with Disabilities
Students Who are Gifted
Students who are Highly Gifted
Students who are Twice-Exceptional (2e)
IDENTIFYING 2E STUDENTSINDICATORS OF ABILITY -
ACHIEVEMENT DISCREPANCY
Look for kids whose performance varies significantly in different areas.Look beyond test scores.Studies have shown no consistent pattern in twice exceptional studentsThere may be a discrepancy between Verbal and Performance IQ but it is much more important to look at the subtests.
COMMON TRAITS OF 2E LEARNERS
poor short-term memory
speaking vocabulary more sophisticated than written
has difficulty with spelling and phonics
struggles with easy, sequential material
difficulty with rote memorization
poor auditory memory
weak in language mechanics
finds clever ways to avoid weak areas
Signs of GiftednessSigns of Learning Disabilities
excellent long-term memory
extensive vocabulary
advanced verbal skills
grasps abstract concepts
performs better with challenging work
thrives on complexity highly creative, imaginative
extremely curious has high degree of energy insightful (seems "wise“)
Tier I (High Ability) Includes the students that are scoring 90% or above on a
variety of assessments, they are kept in the regular ed classroom, and have needs addressed by differentiated instruction.
Differentiated Instruction is the most important Tier 1 strategy for High Ability and Gifted students. The key principles of Differentiated Instruction are:
Student-centered instructional practices and materials are standards-based and grounded in research
Instruction has clear objectives with focused activities to reach the objectives
Assessment results are used to shape future instructional decisions
Students have multiple avenues to show mastery of essential content and skills, and to demonstrate their learning
Instructional pacing, depth and complexity are varied.
STRATEGIES FOR DIFFERENTIATING INSTRUCTION Choice/Tic-tac-toe boards: Students make a work selection from a
certain row or column. Teachers can provide for student learning needs while giving students choice.
Compacting: This strategy should be done at all levels to prevent repetition and re-teaching of content students have already mastered. To compact the teacher must pre-test students in the content to be presented. Students mastering, or nearly mastering the content, then move on to an advanced level of difficulty.
Extensions: Offer relevant extension options for learners who need additional challenges.
Learning contracts: Students negotiate individually with teacher about what and how much will be learned and when product will be due; often connected with an individual or independent project.
Most difficult first: Students can demonstrate a mastery of a concept by completing the five most difficult problems with 85 percent accuracy. Students who demonstrate mastery do not need to practice any more.
RAFT: Provides students choice in a writing assignment varying Role, Audience, Format, and Topic.
Tier II (Gifted/TAG Pull-together Class) These are students that are scoring 95% or above on a variety
of assessments. These students need programming beyond the differentiated instruction that is done in the regular classroom.
Strategies and Interventions for Tier 2
Cluster grouping: Placing the top group of students from a grade into the same classroom so the teacher has a “group,” rather than just one student who is above and beyond his/her peers. These teachers MUST enjoy working with gifted students and have a background in differentiated instruction for gifted students. Gifted students can work on advanced curriculum and assignments as a group within a regular classroom. That way a single child is not always working by him/herself and allows interaction and discussion within their own group.
Pull-together (pull-out) grouping: Removal of gifted learners from the regular classroom for a specific period of time each day or week to work with a trained specialist on differentiated curriculum.
STRATEGIES AND INTERVENTIONS FOR TIER 2 INCLUDED IN THE PULL-TOGETHER
PROGRAM
Complexity: Providing more difficult and intricately detailed content
Cooperative grouping with like-ability learners: Organizing groups of learners in three to four member teams of like ability and adjusting the group task accordingly.
Early instruction in presentation, research, study, and organizational skills: Direct instruction in research which will allow students to pursue areas of strength and interest.
Real audiences: Presenting work to a live audience or providing an expert in the field to evaluate the child’s work
Real world problems: Providing learners with a problem or situation to solve that is relevant to their own lives
Theme-based units: Students are involved in a study of concepts through theme based units that stress the application of reasoning to reading, writing, the creation of high-quality projects and the organization of learning.
Tier III (Highly Gifted) These are students that are scoring 99% or
above on a variety of assessments.They need specific, targeted academic programming that addresses their unique academic needs. Targeted instruction in time management, organization, study
habits, realistic goal-setting, and project planning.
Emphasis on project-based learning allowing for work that is interdisciplinary, creative, open-ended, and targets logic, critical thinking, analysis, evaluation and more abstract concepts.
A compacted curriculum presented at an accelerated pace. These students are often 2 years ahead of their same age peers.
A much reduced emphasis on review, drill and practice.
An emphasis on group discussions, group work and conflict resolution skills to address social skill needs and encourage discourse at higher levels of thinking.
Problem solving and simulations.
NEW CHALLENGES FOR ODYSSEY/MAGELLAN STUDENTS Many students that are highly gifted have never had to:
Work hard in a class Acquire and utilize study skills Acquire and utilize organizational skills Ask questions for help understanding Share the spotlight in class Do appropriately leveled homework
Many students have difficulty forming relationships because: They feel more comfortable with adults vs. peers They need to share the attention of the teacher They need to be willing to listen to others and their ideas They need to take and give constructive criticism
WHAT ABOUT THOSE THAT ARE IN ODYSSEY AND ARE 2E?
ADD/ADHD – in class accommodations, sit/stand, walk, stairs, oral/visual direction
EBD – life/social skills, tweak current behavior systems as needed, be consistent for them
OHI – manipulatives as needed Asperger's/Autism – Autism services, social
skills, cues for listening, manipulatives as needed
APD – FM system for that individual Speech and Language – speech and language
teacher Everyone – group work, clear expectations
ODYSSEY/MAGELLAN PARENT COMMENTS “My son has grown a lot academically, socially and
emotionally this year. This was exactly the challenge that he needed to improve his organization and study skills, as well as his interpersonal skills. “
“Because my son is with students that are typically high achievers, it forces him to do his best. High, consistent expectations support us at home. Odyssey allows him to think outside the box for projects and assignments.”
“They are around others that share an inquisitive nature.” “My child is being taught at a faster pace and level suited to
her ability. She has been challenged in the right direction to do the best she can in all the subjects. Her peers also provide the stimulating environment that encourages academic growth.”
“My child is appropriately challenged and it feels like “regular school” to him.”
RESOURCES
SENG http://www.sengifted.org/
WCATY http://www.wcaty.org/
Hoagies Gifted http://www.hoagiesgifted.org
National Association for Gifted Children http://www.nagc.org/
ThedaCare Behavioral Health http://www.thedacare.org/Symptoms-and-Conditions/Behavioral-Health.aspx
Free Spirit Publishing http://www.freespirit.com
Prufrock Press Inc. http://www.prufrock.com
Bertie Kingore http://bertiekingore.com
2E RESOURCES Misdiagnosis and Dual Diagnoses of Gifted Children and Adults:
ADHD, Bipolar, OCD, Asperger's, and Other Disorders (2005) by James T. Webb, Edward R. Amend, Nadia E. Webb, Jean Goerss, Paul Beljan, and F. Richard Olenchak\
To Be Gifted and Learning Disabled: Strategies for Helping Bright Students with LD, ADHD, and More (2004) by Susan Baum and Steven Owen
Twice-exceptional Students Gifted Students with Disabilities Level 1: An Introductory Resource Book second Edition CO Dept. of Ed. http://www.cde.state.co.us/gt/download/pdf/TwiceExceptionalResourceHandbook.pdf
2e Newsletter http://www.2enewsletter.com/welcome%20page.htm
Power Point Twice Exceptional - Gifted and Learning Disabled by Rebecca L. Mann, Coordinator of Gifted and Talented Services, Bow Elementary School, Bow, NH (great information and the great comics!) at www.bownet.org/besgifted/gtld/gtldfull/GTLD%20Presentation.PPT
Classroom Resources Making Differentiation a Habit Book with CD-ROM How to Ensure Success in Academically Diverse Classrooms Diane Heacox, Ed.D.
Differentiating Instruction in the Regular Classroom Book with CD-ROM How to Reach and Teach All Learners, Grades 3–12 Diane Heacox, Ed.D.
The Cluster Grouping Handbook: A Schoolwide ModelBook with CD-ROM How to Challenge Gifted Students and Improve Achievement for All
Susan Winebrenner, M.S., and Dina Brulles, Ph.D. Teaching Gifted Kids in Today’s Classroom Book with CD-ROM Strategies and Techniques Every Teacher Can Use (Revised & Updated 3rd Edition) Susan Winebrenner, M.S., and Dina Brulles, Ph.D.
QUESTIONS AND ANSWERS
Courtney Velpel - Odyssey Elem Charter [email protected]
Becki Hendrick - Elementary TAG [email protected]
Dory Witzeling - Odyssey Elem Charter [email protected]
Tim & Kim Gehring – Odyssey/Magellan parents
David & Chris Johnson – Odyssey/Magellan parents
