Thursday, 30 May 2013

Giftedness: Intervention

Giftedness: Intervention

By Lisa Raine, Jasmine Richardson, Karen Bravo-Elder, & Marjorie Ryles

“The basic educational goals for children with gifts and talents are the same as for all other students: to develop their abilities in ways that are consistent with their personal needs and the best interests of society” (Winzer, 2008, p. 304).

Educational Approaches

Acceleration: “Acceleration means moving faster through academic content. Students speed up their progress through the existing curriculum to complete a prescribed program in a shorter time period. Included within acceleration models are early school beginning, grade skipping, ungraded classes, continuous progress, self-paced instruction, telescoping the curriculum, extracurricular programs, concurrent or dual enrolment, credit by examination, correspondence courses, high-school courses for credit, extra load, seminars for college credit, early admittance to post-secondary programs, and honours programs” (Winzer, 2008, p. 306).

Ability Grouping: “Ability groupings refer to changing the environment to bring students who are gifted into contact with each other. The assumption is that students who are gifted need interaction with those who share their interests and concerns; that is, social and emotional support from a group of true peers—simultaneously a student’s intellectual and chronological equals—to maintain a positive self-concept and intellectual interaction and to transform abilities into productive reality” (Winzer, 2008, p. 308).

Mentor Programs: “Mentorship has been recognized as one of the most effective organizational configurations to help students who are gifted to realize their potential (Winzer, 2008, p. 310). Career exploration, guidance, and development programs, personal growth programs, and content-based programs are the three most common mentorship programs. “Career exploration, guidance, and development programs are cost-effective and serve as a liaison between the school and the community (Winzer, 2008, p. 310). “Personal growth mentor programs stress self-awareness in any area; many programs lead to higher student aspirations” (Winzer, 2008, p. 310). “Content-based programs focus on enrichment in an area of interest to a student (Winzer, 2008, p. 310).

Enrichment: It’s not always possible to place a student into a separate class dedicated to accelerated learning. “Enrichment programs, which provide special activities in the general classroom setting, are the solution” (Winzer, 2008, p. 312). “Enriched experiences focus on adjusting the breadth and depth of the curriculum, the tempo and pace at which the curriculum is introduced, and the kind and content of material that is presented. Activities involve a broader range of skills and deeper understanding than the regular curriculum, and are designed to challenge and interest children while focusing on their unique patterns of strengths and weaknesses” (Winzer, 2008, p. 312-313).

Strategies For The Classroom

The following steps can (and should be used) for all students.

(1) “Establish an environment that shows clearly that intelligent thought, analysis, and creativity are valued” (Bennet, et al 2008, p.134).

(2) “Encourage students to discover and develop their special abilities. Provide the time, space, materials, and opportunities for them to do this at the sacrifice, if necessary, of the laid-on curriculum” (Bennet, et al 2008, p.134).

(3) “Provide opportunities for students to interact with adults, other students, and with various experts so that they will be challenged, not just to know about things, but about people, and so they will learn to see their own place and their responsibility in the human connection” (Bennet, et al 2008, p.134).

(4) “Create an atmosphere where risk-taking, speculation, and conjecture can be undertaken safely” (Bennet, et al 2008, p.134). “Trial and error are part of learning and that the only real failures in a classroom are those that erode self-esteem” (Bennet, et al 2008, p.134).

“It is pointless to conduct any assessment unless students have acquired knowledge skills, and understandings that are worth assessing.” ~Howard Gardner

“I was slightly brain damaged at birth, and I want people like me to see that they shouldn’t let a disability get in the way. I want to raise awareness – I want to turn my disability into ability!”

~ Susan Boyle, Music Artist.

Bennet, S., Dwort, D., & Weber, K. (2008) Special Education in Ontario Schools (6^th ed.).4

St. Davids, Canada: Highland Press.

Winzer, M. (2008). Children With Exceptionalities in Canadian Classrooms (8^th ed.). Toronto,

Canada: Pearson Prentice Hall.

Thursday, 23 May 2013

Severe and Multiple Disabilities - Interventions

By Jeanette, Lynn, Jennifer and Shea

Medical

Examinations are done as early as possible for the child who is severely or multiply disabled to determine the causes and/or nature of the disability.

Therapy

Physical, Occupational and Speech and Language Therapists will be involved with the child to help them develop their body coordination, hand skills, physical skills, fine and gross motor skills, muscle relaxation and speech and language. Equipment and adaptive devices assist individuals of all ages to improve the quality of life and enrich education.

Educational

Children with Severe and Multiple Disabilities – also referred to as multiple exceptionalities will vary in severity and characteristics. These students require extensive ongoing support in more than one major life activity (Communication, mobility, independence, learning) to help them participate in integrated Community settings. An Individual Education Plan (IEP) would be carefully developed to show modification leading to educational, vocational, and psychosocial development. The greater the severity or impact on an individual the more detailed and precise the goals and objectives need to be.

Team Approaches

In order to effectively address the individual needs of the students with severe and multiple disabilities, educational programs need to incorporate a variety of components. These include, language development, social skills development, functional development, functional skills development (i.e. Self-help skills), and vocational skills development. A team of appropriate therapists (such as speech and language, physical, behavioural, occupational and recreational therapists) need to work closely with family members and teachers.

Curricula

In order to be effective, the educational curricula needs to incorporate a variety of components to meet the considerable needs of individuals with severe/multiple disabilities. Educational needs include language development, visual and auditory training, mobility training, and self-care skills. The psychosocial needs of these students include adaptive behaviour, group activities, life skills and socialization experiences.

Communication

Language is a major goal of effective communication and all aspects of development which includes physical, sensory, social and neurological.

Augmentive communication both receives and transmits messages in Aided approaches and Unaided approaches. (Winzer, 2008, p.508)

Unaided approaches rely on gestural communication which includes sign language, natural gestures, morse code, tactile sign, signal communication, tadoma, and amerind.

Aided approaches are operated by the individual to communicate their needs. With advancing technology children are able to Ipads, Gotalk, and vocaids to assist them in their communication needs. PIC’s (Pictorial Ideographic Communication) is another form of communication for children with severe multiple disabilities. These consist of pictures and or symbols that represent objects and actions.

Functional Skills

The goal in teaching students with severe or multiple disabilities is functionality.

Functional Skills – Those that will help a child get along in their current and future environments.

Self Help Skills – The ability to care for one’s self to help them achieve independence and self-sufficiency.

Waterloo Region District Board Program Design

One of the system directions is the support for placements of choice within the board for

students with special needs. The WRDSB affirms its belief that “every person can learn, has
unique abilities and needs, and is deserving of respect” in its Special Education Plan. According
to Section 2 of the WRDSB’s Special Education Plan “the board strives to provide educational
opportunities that encourage all students to develop their individual potential in the most
enabling setting”. The WRDSB adheres to the Ministry of Education’s Categories of
Exceptionalities and Definitions (1999). The Special Education Plan affirms that the school
board provides a broad range of services, programs and educational settings, from inclusionary
to congregated placements. Placement in a regular class setting remains “the placement of first
choice”. Participants talked with pride about the board’s support for the range of placements
within the WRDSB. Congregated class settings were seen as “an added opportunity” for
students and provided “intensive support”. (Waterloo Region District School Board, 2010, p. 23)

The student’s development is integrated and organized across the various developmental domains and goals are put in place. (Winzer,2008, p. 489)

Students in WRDBS have goals in each category and modifications are made to the goals in each school term. The categories are as follows:
1.      Cognitive/Academics
2.      Communication
3.      Integration
4.      Life Skills Independence
5.      Sensory, Physical, Motor Development
6.      Socialization Behaviour.
                                                                                      (Waterloo Region District School Board)

REFERENCES

Winzer, M. (2008) Children with Exceptionalities in Canadian Classrooms (Eighth Edition).

Toronto, Canada: Pearson Prentice Hall, pp. 501-512

Waterloo Region District School Board. (2010, 09 08). Operational Review of Special Education Service Planning and Delivery. Retrieved 05 23, 2013, from Waterloo Region District School Board: http://www.wrdsb.ca/wp-content/uploads/2012/08/WRDSB-Spec-Ed-Review-Final-Report-Sept-20-10.pdf

Waterloo Region District School Board. (n.d.). Waterloo Region District School Board. Retrieved 05 23, 2013, from Waterloo Region District School Board IEP Writer: https://iep.wrdsb.on.ca/

Additional sites:

http://islasdisabilitiesnotebook.wordpress.com/multiple-disabilities/

http://specialneedshandbook.wikispaces.com/Multiple+Disabilities

http://faculty.frostburg.edu/mbradley/EC/severeandmultipledisabilities.html

http://www.nsnet.org/start/severe.pdf

Severe and Multiple Disabilities – ASSESSMENT

By Jeanette, Jennifer, Lynn, and Shea

The assessment of children with severe and multiple disabilities is a great challenge to clinicians. It is extremely difficult to collect accurate data in the traditional methods of assessment. Clinicians need to use diverse means to study and determine a child’s disabilities. A multi-disciplinary approach needs to be used to assess the impact of the combination of disabilities, the possible causes, the possible outcomes, and the strengths of the child to cope. Ideally this is done through a team approach, consisting of skilled practitioners and care givers. It takes many hours of testing and observation.

ASSESSMENT OF HEARING

Children with multiple disabilities may not respond to auditory stimulus for a variety of reasons. They may not be able to hear or they are inattentive. Clinicians working with such children need to use a wide range of sophisticated techniques to assess their true auditory status. For these children, audiological assessment is divided into two major methods: electrophysiological and behavioural (Winzer, 2008, p. 498).

Electrodiagnostic procedures provide information regarding responses to auditory stimuli. They include electroencephalography-evoked (EEG) response audiometry. This is also known as auditory brainstem evoked response. By evaluating a child’s brainwave patterns, an estimate of hearing and loss can be made. This method tests the physical elements of hearing, not whether a child has the ability to interpret the auditory stimuli (Winzer, 2008, p. 498).

Behavioural testing gives further comparative results that may be used for prognostic purposes. These methods include observation of behaviour, reflex audiometry, and play audiometry. These methods involve watching children’s responses to sound and its source. Children over the age of two can be assessed using play audiomety as a technique to observe how a child performs an activity in response to sound (Winzer, 2008, p. 499).

ASSESSMENT OF VISION

Electrodiagnostic procedures assess the electrical activity of the optic pathway and occipital cortex of the brain. Behavioural measures include field tests that use objects and lights. Functional tests assess the visual behaviour of a child, such as tracking objects, using visual fields, and development of eye-hand coordination. (Winzer, 2008, p. 499)

PSYCHO-EDUCATIONAL ASSESSMENT

For children with severe and multiple disabilities psycho-educational assessment is a compilation of many separate but equally important goals. This type of assessment investigates and attempts to measure the child’s overall level of intellectual function, the child’s impairments, and the child’s strengths. These assessments should be ongoing and preformed on a regular (yearly) basis. This assessment data is used to develop an individual educational plan (IEP) and appropriate placement (Winzer, 2008, p. 499).

When assessing children with severe and multiple disabilities it is very important to consider the environment or setting the testing is taking place in. Adaptations may need to be made to create an environment that is as natural to the child as possible. The practitioner needs to establish a rapport with the child and the family. The testing needs to take into account the child’s abilities and if it is relevant.

In psycho-education testing, direct observation is the primary procedure. “Arena testing is an observational assessment approach in which people from several disciplines focus on their particular domains within the context of play. Activity-based assessment measures functional skills; collaborative ongoing assessment follows a child through a day's activities” (Pearson Education, 2010). Questionnaires and interviews conducted with parents and teachers are important indicators of a child’s strengths.

Educational assessments focus on functional areas of competence in the domains of communication, social behaviour, self-help, and independence skills.

STRUCTURE FOR PSYCHO-EDUCATIONAL ASSESSMENTS

Type of assessment	Purpose	Examples
Academic achievement	To identify level of performance, Identifying specific academic achievements	Achievement tests Diagnostic tests
Learning/thinking skills	To explore/assess skills used in learning and thinking	Concentration, memory, learning style, perception, questioning skills
Intellectual	To explore strengths/ weaknesses in learning. Identify current levels of intellectual functioning	Intelligence scales
Personality/emotional	To explore personal factors which may affect learning	Personality tests Self-esteem inventories
Behaviour	To explore behavioural factors affecting learning	Behaviour checklists and rating scales
Physical/medical (to be carried out by a medical practitioner)	To identify any physical/ medical problems that may interfere with learning	Neurological examination, vision, hearing, general medical examination

Source: Alberta Education (1994) Standards for Psycho-Educational Assessment (Desforges & Lindsay, 2010, p. 68)

REFERENCES

Desforges, M., & Lindsay, G. (2010). Procedures used to Diagnose a Disability and to Assess Special Educational Needs: An International Review. Retrieved May 19, 2013, from NCSE: The National Council for Special Education: http://www.ncse.ie/uploads/1/5_NCSE_Diag_Ass.pdf

Pearson Education. (2010). Children with Exceptionalities in Canadian Classrooms. Retrieved July 2012, from Pearson Education: http://wps.pearsoned.ca/ca_ph_winzer_children_8/66/16943/4337609.cw/-/t/index.html

Winzer, M. (2008). Children with Exceptionalities in Canadian Classrooms. Toronto: Pearson Prentice Hall.

Severe and Multiple Disabilities

By Jeanette, Jennifer, Lynn, and Shea

Children who have severe or profound disabilities fall under the category of pervasive developmental disorders. They function well below their age group and include multiple disabled children. These children are behind developmentally in two or more areas. There are countless mixtures of impairments, with some that are harder to manage than others. When dealing with multiple disabilities we cannot just focus our attention on one disability alone, we must look at the whole picture and how the child is affected by all disabilities.

Definitions

Multiple Exceptionalities are defined by the Ministry of Education as follows.

A combination of learning or other disorders, impairments, or physical disabilities that is of such a nature as to require, for educational achievement, the services of one or more teachers holding qualifications in special education and the provision of support services appropriate for such disorders impairments, or disabilities. (Ministry of Education, 2001, pg A20)

According to the definition from the American IDEA – students with severe handicaps are generically defined as those who may possess severe language and/or perceptual/cognitive deprivations, and evidence abnormal behavior, such as failure to respond to pronounce social stimuli; self-mutilation; self-stimulation; manifestation of intense and prolonged temper tantrums; and the absence of rudimentary forms of verbal contact. (U.S. Federal definition 20 USC 1401 (7))

Multiple disabilities refer to a combination of impairments (such as mental retardation-blindness, or mental retardation- physical disabilities) that causes such severe educational problems that the child cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf –blindness.

Educators have their own list of terms for a severe and multiple disabilities including: multisensory impaired multiple dependent handicapped, and dual sensory impairment.

Multisensory impaired: a term that describes children with sight and hearing handicaps.

Multiple dependent handicapped: children who are severely mentally handicapped and who also have sensory and/or other physical handicaps.

Dual, sensory impairment: those whose disabilities are a complex of auditory, visual, communication and language factors, often accompanied by other conditions that interfere with their learning.

Prevalence

The prevalence of severe and multiple disabilities are difficult to determine because of interpretation of definitions, the fact the one child may be registered for several services with several different agencies, and when students are included in the numbers for their primary disability. Prevalence rates for children with severe and multiple disabilities form less than 2% of the population of any given chronological age.

Causes

·         40% by unknown causes;
·         20% by perinatal causes in which painful deliveries account for a significant part;
·         10% by postpartum causes (meningitis, encephalitis);
·         30% by prenatal causes (embryo and fetal conditions, deformities, genetic causes) (4).

Categories

Primary disability: is referred to as the major condition that causes a child to differ in learning or behaviour.

Secondary disabilities: is referred to as other conditions that arise or are present.

Etiology

There are extensive causes for multiple disabilities some of which include genetics, maternal rubella, birth traumas, meningitis, encephalitis, chromosomal disorders, and Usher’s syndrome.

References

Islas, S. (2012, November) Disabilities Notebook. Retrieved May 21, 2013, from

http://islasdisabilitiesnotebook.wordpress.com/multiple-disabilities/

Ministry of Education. (2001). Special Education A Guide for Educators.

Retrieved May 21, 2013, from

http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf

Winzer, M. (2008) Children with Exceptionalities in Canadian Classrooms (Eighth Edition).

Toronto, Canada: Pearson Prentice Hall, pp. 489-495.

SPECIAL HEALTH CARE NEEDS – PREVALENCE, CATEGORIES AND ETIOLOGY

By: Andrea, Felesha, Kristina and Lee Ann

DEFINITIONS

It is very difficult to define special health care needs, as there is such a wide variation of such disorders; many of these display overlapping conditions (Winzer, 2008, p. 395).

Those withhealth impairments display serious problems such as heart trouble, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, pediatric aids, and allergies. Other needs include those resulting from children suffering from abuse or neglect (Winzer, 2008, p. 394).

Physical disabilities refer to health impairments affecting a student’s mobility and/or motor skills; some examples include cerebral palsy, muscular dystrophy, and spina bifida (Winzer, 2008, p.396).

Musculoskeletal Impairments involve impairments of bones or muscles that make movement difficult (Winzer, 2008, p.397).

Neuromuscular diseases involve impairments with cells in the spinal cord, motor nerves and functions between nerves and muscles (Winzer, 2008, p.397).

Those who are technology dependent require technological devices to aid with their disabilities; some of these devices include a heart monitor or ventilator (Winzer, 2008, p.397).

Those who are medically fragile require specific special health care and/or equipment throughout the day (Winzer, 2008, p. 397).

PREVALENCE

The prevalence of those with special health care needs is extremely difficult to measure for many reasons. These include differing methods for data gathering among provinces, which may lead to different results. Also skewing results is the wide variety of impairments and existing definitions for these conditions, and also the tendency for them to overlap with other disorders. It is known, however, that for whatever reason, special health impairments are increasing among students. (Winzer, 2008, p. 397).

CATEGORIES AND ETIOLOGY

Allergies

Allergies refer to an altered reaction with a substance; some of these reactions can be life threatening. There are many known allergens, which can be divided into groups of inhalants (dust, pollen) contactants, (metal, cosmetics), injectants (bee stings, bites), and ingestants (food, drugs). Students with allergies may require an Epipen, and thus, educators will need to know procedures for its use. Allergies may be atopic (hereditary) or non-atopic (non-hereditary). This latter type of allergy is the result of one’s previous experiences with an allergen. Allergies are very common and affect about 1 in 5 students in Canada (Winzer, 2008, p. 406).

Arthritis

There are a variety of arthritic conditions, which are characterized by joint inflammation. In children, this disease is called juvenile arthritis. Kids often suffer from joint pain, eye or respiratory infections, enlarged spleen and heart tissue inflammation. The worst kind of arthritis is juvenile rheumatoid arthritis, which involves the heart muscles and is potentially fatal; this form affects more girls than boys. The cause of arthritis is not known and there is no known cure (Winzer, 2008, p. 415).

Asthma

Those with asthma suffer from lung problems, and often experience wheezing or breathing difficulties. Asthma involves an abnormal reaction following contact with a variety of environmental allergens. Students experiencing an asthma attack may require immediate attention to avoid serious complications. These kids may also require an inhaler, for which educators will need to know procedures for its use. The cause of asthma most likely carries a genetic and/or environmental component. This chronic disease is the most common ailment among today’s children, affecting twice as many boys as girls (Winzer, 2008, pp. 406-407).

Cancer

Cancer involves abnormal cell growth. While kids generally experience better outcomes with this serious illness than do adults, it is still a large cause of child death in Canada – with about 2/3 of cancer deaths being leukemia. The causes of most childhood cancers remain unknown (Winzer, 2008, p. 402).

Cerebral Palsy

This condition is characterized by floppy muscle tone and impaired motor ability. Kids may also display intellectual and developmental delays, speech, visual and auditory problems. It is caused by a brain injury before, during or after birth. Therapy may be helpful, though there is no known cure (Bennet et al., 2008, p. 180).

Child Abuse

Child abuse is a continuing problem in Canada, which results in physical and/or emotional harm. Child abuse includes physical and sexual abuse, and/or neglect and emotional neglect. Signs of abuse include aggression, depression, self-mutilation, alcohol and/or drug abuse (Winzer, 2008, p. 409). Educators will need to be aware of the signs and reporting procedures of suspected cases. There are a variety of possible causes for child abuse including the cycle of abuse theory, or parental drug and/or alcohol abuse. Kids with special needs, especially those with behavioural disorders, are at a higher risk of being abused (Winzer, 2008, p. 411).

Cystic Fibrosis

While affected students are not intellectually impaired, this disorder impairs lung, digestive system and many organ functions. These children will often battle repeated lung infections and thus may be frequently absent from school, and may have difficulty thriving. They will also likely require inhalers and extra snacks throughout the school day. Cystic Fibrosis is a genetic defect affecting about 1 – 1800 North American Caucasian births. There is no cure (Winzer, 2008, p. 398).

Diabetes Mellitus

Type 1 diabetes usually occurs between 6 months and 25 years of age. This disease involves the failure of the pancreas to make sufficient insulin. Students will need insulin injections at least once a day for the rest of their lives. Diet and exercise will also have to be monitored throughout the school day. Type 1 diabetes is an autoimmune disorder and is a growing problem in Canada. It affects about 1 in 600 children under the age of 10. (Winzer, 2008, p. 400).

Limb Deficiencies

Loss of one or more limbs will result in a musculoskeletal impairment. In other words, body movements and functions will be impaired through causes not involving the brain. Some children are born without one or more limbs and thus have a congenital amputation. However, most kids suffering from loss of limb(s) were involved in some kind of accident (Winzer, 2008, pp. 413-414).

Muscular Dystrophy

The most common form of this disease is Duchenne’s muscular dystrophy (Bennet et al., 2008, p. 181). It involves the muscle tissue wasting away and being replaced with fatty tissue. Children with this disease will often suffer from muscle weakness, and are eventually confined to a wheelchair. Lifespan is usually shortened to 20 or 30 years. Duchenne’s is inherited through a recessive gene and usually affects boys rather than girls (Winzer, 2008, p. 414).

Pediatric Aids

Pediatric Aids is caused by the HIV virus, which significantly impairs the immune system. While affected students won’t necessarily require special education, they will often suffer from chronic health problems, such as frequent infections, hearing impairments and speech or language delays. Most kids with aids acquired it at birth; others acquired it as adolescents either sexually or through drug use; still others may have been infected through blood transfusions (Winzer, 2008, p. 405).

Scoliosis

Scoliosis is a spinal impairment, which involves an abnormal lateral curve in the spine. It is characterized with prominent shoulder blades, poor posture, uneven shoulders, and a flat back. It is the most common form of spinal curvature, which can adversely affect motor ability (Winzer, 2008, p.414). In most cases, according to Medical News Today (2010), the cause of scoliosis is unknown.(para 2).

Sickle Cell Anemia

This is a genetic disorder, and is more common in those with African or Hispanic ancestry. This disease results in defective hemoglobin and red blood cells; thus circulation is adversely affected and many organs do not receive adequate oxygen. Students may require medication, rest, blood transfusions, or oxygen therapy. Those dealing with this serious disease, often die in childhood. Sickle cell anemia is caused by 2 defective genes, and is not to be confused with the far less serious Sickle-hemoglobin C disease, which does not reduce one’s lifespan (Winzer, 2008, p. 404).

Spina Bifida

This condition is the result of the vertebrae not properly closing during prenatal development (Bennet et al., 2008, p. 181). There are many variations in the severity of this condition, some of which may be corrected after birth. The least severe form is also the most common and results in no visible impairment. The most severe cases may involve lower body paralysis and incontinence, and may be accompanied with hydrocephalus, where excessive fluid collects in the brain. While the cause of spina bifida is not known, it is thought that both heredity and the environment are involved (Winzer, 2008, p. 433). The Public Health Agency of Canada (2003), also advises pregnant women to make sure they are receiving an adequate intake of folic acid to reduce the incidence of spina bifida. (para. 4). About .1 to just over 4 babies worldwide are born with this condition (Winzer, 2008, p. 433).

Bennett, S., Dworet, D., Weber, K. (2008). Special education in Ontario schools ( 6th ed.). St. Davids, Canada: Highland Press, pp. 180-181.

Medical News Today. (2010). What is scoliosis? What causes scoliosis? Retrieved May 14, 2013, from http://www.medicalnewstoday.com/articles/190940.php

Public Health Agency of Canada. (2003). Congenital anomalies. What are we talking about?Retrieved May 13, 2013, from http://www.phac-aspc.gc.ca/fa- af/report/background-eng.php

Winser, M. (2008). Children with exceptionalities in Canadian classrooms (8th ed.). Toronto, Canada: Pearson Prentice Hall, pp. 394-415, 433.

Giftedness: Assessments

Giftedness: Assessments

By Lisa Raine, Jasmine Richardson, Karen Bravo-Elder, & Marjorie Ryles

“One of the major concerns in gifted education has been the problem of identification and its measurements correlates” (Winzer, 2008, p. 293). It is an inexact science. Assessment measures for giftedness, creativity, and talent are tests of mental ability, achievement tests, portfolios, observation, and teacher, parent, peer, and self-nomination. “There is little evidence to indicate that any one identification procedure is better than another” (Winzer, 2008, p. 295).

Tests of Mental Ability

“Individual IQ tests appear to be the best single method for identifying children who have superior cognitive abilities. The tests possess high validity as predictors of success in academic settings, and their scores are relatively stable over time” (Winzer, 2008, p. 297). “A shortened measure of an IQ test is highly desirable. There are two types of shortened intelligence tests. Those created independently and marketed as short tests and those that exist as short forms of already well established, more involved IQ scales. Scales such as the Wechsler Abbreviated Scale of Intelligence” (Winzer, 2008, p. 297).

Achievement Tests

“Achievement tests can be employed systematically to identify children with gifts and talents who are already achieving at a high level academically. These tests have been used very successfully to identify school children who are performing extremely well in specific fields, such as mathematics” (Winzer, 2008, p. 297).

Portfolios

“A portfolio is a type of performance test made up of continual collections of a student’s work” (Winzer, 2008, p. 297). “Portfolios include information selected by the student under the guidance of the teacher, as well as a series of statements that reflect a student’s thoughts about the contents. The portfolio will include work samples and projects, and may include the results of tests” (Winzer, 2008, p. 298). “Portfolios serve to examine the learning process as well as the outcomes of learning; they stress products rather than tests and test scores; and their use is appealing because of their instructional relevance” (Winzer, 2008, p. 298).

Observation

Observation of young children is an important method of assessment for giftedness. “A three-year old may be observed to tackle mathematical problems that are taught in grade 3” (Winzer, 2008, p. 298). This is another reason for parents and guardians to play and interact with their young children.

Teacher Nomination

“Teacher nomination has traditionally been, and remains today, a major method in the identification of students who may be gifted, talented, and creative” (Winzer, 2008, p. 299). “The paradox is that, accurate as teachers are in identifying students with potential problems, they are not very good at all in pinpointing gifted learners” (Winzer, 2008, p. 298). This may be because teachers may not be looking for the right things. Some teachers may rate one sex over another, some focus on conformist high achievers, and some may not focus enough on creative free thinkers. “One early study found that teachers were only 50% successful when requested to identify those students whom they considered to be gifted and talented” (Winzer, 2008, p. 298).

Parent, Peer, & Self-Nomination

“Parent nomination questionnaires are another economical means of identifying children who are gifted and talented. Parents see their children make up games and stories, invent and build things, solve problems, and create all sorts of products” (Winzer, 2008, p. 299). “Peer nomination is yet another method for initiating referral. Although experts in the field have been favourable in their attitude to this style, there is still a serious lace of research to support it” (Bennet, et al 2008, p.134). “Self-nomination is most effective with older students who display specific types of talents” (Bennet, et al 2008, p.134). Self-nominations are usually followed or accompanied by a teacher or parent nomination. Teachers and parents are sometimes the student starts to acknowledge or realize they are gifted.

Problems With Assessments of Giftedness

Identification and assessments in the areas of giftedness are riddled with problems. There are many unanswered questions regarding who is identified and how to identify individuals who may or may not possess giftedness. There are many individuals whose talent, creativity, and giftedness simply get overlooked for a variety of reasons. This is unfortunate because their skills go uncultivated.

~ Susan Boyle, Music Artist

Gifted Famous Individuals--retrieved from: http://www.ri.net/gifted_talented/character.html

· Albert Einstein was four years old before he could speak and seven before he could read.

· Isaac Newton did poorly in grade school.

· A newspaper editor fired Walt Disney because he had “No good ideas”.

· Leo Tolstoy flunked out of college.

Bennet, S., Dwort, D., & Weber, K. (2008) Special Education in Ontario Schools (6^th ed.).4

St. Davids, Canada: Highland Press.

Winzer, M. (2008). Children With Exceptionalities in Canadian Classrooms (8^th ed.). Toronto,

Canada: Pearson Prentice Hall.