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 (6th ed.).4
St. Davids, Canada: Highland Press.
Winzer, M. (2008). Children With Exceptionalities in Canadian
Classrooms (8th ed.). Toronto,
Canada:
Pearson Prentice Hall.
When I saw Susan Boyle's first audition for Britain's got talent I thought she was a bit quirky, but I never would have guessed she was slightly brain damaged at birth. It just goes to show when given a chance you can really shine. Way to go Susan.
ReplyDeleteOf course the whole Susan Boyle thing was engineered for maximum effect on TV, but it just goes to show it's what's inside that counts ... and that you never can tell what skills and talents people have just by looking!
DeleteRemember the case of the homeless man a year or so ago who became famous because he had a fabulous radio voice?? Who would have thought it to see him at the side of the road??
Never knew this about Susan Boyle! Awesome. And I do remember reading of the homeless man. These are my favourite kinds of stories.
DeleteSome of the students I have worked with aspergers I would considered gifted in their extremely high IQs it's exptremly difficult to watch these children in their attemp to make friends but they don't know how. Any suggest on how to teach children how to make friends?
ReplyDeleteI have been following a great website that gives practical advice for parents of children with Asperger's (AS) and High-Functioning Autism (HFA). The website is called My Aspergers Child. It’s a terrific resource to investigate. Here is a link to one of their articles: “Helping Your Aspergers Child to Make Friends: 10 Tips for Parents” http://www.myaspergerschild.com/2011/09/helping-your-aspergers-child-to-make.html
DeleteYou make an interesting point ... one must question the value of great intellect and advanced knowledge and understanding in the absence of positive social connections, empathy and the love for and of others. Have you ever heard of the book "Flowers for Algernon", or the movie "Charly"??
ReplyDeleteBefore taking this course I would not have considered Giftedness an exceptionality. Now though I can see how a Gifted student, if not properly stimulated, could almost fall through the cracks. As a result of severe boredom, distractive bevaviours can appear which may label the student, to teachers and students, as strictly having a behavioural problem.
ReplyDeleteI was the same Tanya.....I didn't think of it as an exceptionality either. My younger sister was in a gifted program in elementary school but It was only offered the one year due to the fact that it was only her and one other student in the program. She was reading at a grade 3 level when she was only 3 yrs old. She was bored all through elementary school but was lucky enough to have some amazing teachers that went the extra mile to keep her on track....even though she was way ahead of everyone else
DeleteI think an IQ test are certainly imperfect instruments and only one piece of the puzzle. The parents insight and instincts along with those of the child's teacher, can often be the most important pieces needed to understand the child's unique gifts.
ReplyDeleteRegarding Mary-Lynn's question:When researching PDA's, (personal digital assistants), I read of a strategy for kids with Asperger's to use these devices to help with social skills and making friends. Kids input a variety of common social phrases into the device, such as: "my name is ..., what is yours?"or "How was your weekend?". They can then review them. These devices can also be used to chat online, or to videotape social interactions. In addition, kids feel 'cool' when using them and showing them to friends, which can help them socially. In addition to these devices, I have also heard that the use of "social stories" can be very helpful to those dealing with Asperger's.
ReplyDeleteWhen I think of Gifted people with a Disability my mind always goes to the movie "My Left Foot". Christy Brown had cerebral palsy and he used his only controllable limb his left foot to paint and write. This movie always reminds me not to assume.
ReplyDeleteMuch like Stephen Hawking! He may not be able to walk or even speak any more but he is still a brilliant mind.
DeleteMany years ago I worked with a grade 2 student who had not yet been assessed as gifted but was clearly talented in her art abilities. At 8 years old she was sketching ¾ profiles of people that were accurate and lifelike. Her art skills were more advanced than most adults. However, this young girl struggled in many other areas of her school work. When I saw her love and strength in art, I began approaching her other subjects with as much spatial and visual cues as possible. A big light went off and she quickly began to understand key concepts. It was very inspiring and rewarding to see that small changes in how we teach each other can make such a huge impact.
ReplyDelete