Download - Gifted Talented Presentation
2+2=5 2+2=5 or 3, 0r…or 3, 0r…2+2=5 2+2=5
or 3, 0r…or 3, 0r…When When
““Gifted”Gifted”Just Doesn’t Add UpJust Doesn’t Add Up
By: Heather Ehlschide
Congratulations! Your Student is Gifted!
• Who determines giftedness in the school setting?
• What qualifies a child for gifted services?
• When is a child eligible and/or served in their areas of identification?
• Where can I go for help and information?
•Why is important to know that a child is gifted?
Now for the
Hard Part…
• If my student is so gifted, what IS the problem?
Common Difficulties
• Gifted students may struggle with perfectionism.
• Gifted students may struggle with masked disabilities.
• These struggles may lead to underachievement.
Perfectionism• The constant
demand on one’s self or others for perfect, flawless performance
Perfectionism• Does it stop the
learner from attempting new or difficult tasks?
• Does it create problems in relationships with others, especially peers?
Perfectionism• Is persistent,
disabling fear evident in the learner?
• Is the learner able to use this trait as healthy motivation?
Masked Disabilities• Gifted students may
be “twice exceptional”
• Being gifted does not preclude one from having a learning disability or other impairments such as ADHD
Inte
llect
ually
Gift
edAD
HD
Masked Disabilities• Just as giftedness
often masks disabilities, disabilities may also mask gifts
• Search diligently for hidden talents within your student, especially if they have known disabilities
Masked Disabilities• Resources are
available to meet the needs of students who require services on both ends of the “special needs” spectrum
Visua
l and
Perfor
min
g
Arts:
Gift
ed
Spec
ific Le
arni
ng
Disab
ility
: Bas
ic R
eadi
ng
Masked Disabilities• Although school
counselors, teachers, and other school personnel may be helpful, a medical doctor is also an important resource
Compounded Issues
• Sometimes, the issues that
have already been discussed
may lead to other
concerns…
Underachievement• To fail to achieve
the approximate level of performance, especially in school studies, commensurate with one’s abilities as indicated by tests
Performance
Potential
Underachievement• Situational:
occasional occurrences when difficulty emerges
• Chronic: recurring difficulties with regard to performance over time
Potential Performance
Performance
Potential
Underachievement• Situational
underachievement may be addressed through short term counseling and or additional supports as warranted by the circumstances
Potential Performance
Underachievement• Chronic
underachievement may take more intense counseling, family counseling, and direct intervention in areas such as the student’s executive function capacity or medical services to address a disability
Failure
Executive Function:What Is It?
• Executive Function is the ability to do all that it takes to keep your mind on what you are doing in order to accomplish a given task.
Execu
tive
Funct
ion C
ente
r
Executive Function:Examples
• Organization• Planning• Outcome
Prediction• Time
Management• Impulse Control
TO DO LIST
Tools To Enhance Executive Function
• Agendas/Planners• Bulletin or Dry Erase
Boards • Knowledge of
learning style• Frequent, consistent
communication with school personnel
•PATIENCE!
What Now?• Many students
who deal with the issues discussed suffer in their social and/or emotional development
Emotional Fallout• Lack of confidence• Lowered self-
esteem• Anxiety• Feelings of
inadequacy or helplessness
• Depression
Support without Enabling
• Set and maintain high expectations to exhibit confidence in ability
• Acknowledge and reward effort, not just end results
Support without Enabling
• Provide routine and structure to promote feeling of security
• Stay positive and focused and avoid “pity parties”
Support without Enabling
• Communicate with parents and school counselors in regard to seeking professional counseling and/or medical attention if a downward spiral continues or worsens despite efforts to improve
Social Difficulties• Feelings of
isolation• Rejection by
peers• Lack of
connection• Missed
opportunities
Interject without Interfering
• Network with others to find appropriate groups in which your child might participate
Interject without Interfering
• Make your classroom a haven for your student and peers with whom he/she is able to connect
• Promote a safe and nurturing learning environment for students
Is This My Student? Poor test performance
Achieving at or below grade-level expectations in one or all of the basic skill areas: reading, language arts, mathematics
Daily work frequently incomplete or poorly done
Superior comprehension and retention of concepts when interested
Is This My Student? Low self esteem
Problems with peer groups
Trouble accepting responsibility for failure
Trouble acknowledging facts of circumstances
Denial of failure
The Next Step• If you
acknowledged traits that you see in your student in four or more of the described characteristics…
There AreResources Available
• Cindy Stone Guidance Counselor
• Central City Elementary, KY
• 270-754-4474
There AreResources Available
• Western Kentucky University Center for Gifted Studies
• Dr. Julia Roberts; Director
There AreResources Available
• Kentucky Association for Gifted Education• www.wku.edu/kage
•The Kentucky Association for Gifted Education (KAGE), officially organized in 1979, is a non-profit volunteer
group of parents, teachers, administrators, other educators, and all citizens interested in being advocates for appropriate educational opportunities for gifted and
talented youth in Kentucky.
There AreResources Available
• NAGC: the National Association for Gifted Children
• www.nagc.org
There AreResources Available
• Supporting Emotional Needs of the Gifted
• www.sengifted.org
There AreResources Available
• Misdiagnosis And Dual Diagnoses Of Gifted Children And Adults: ADHD, Bipolar, OCD, Asperger's, Depression, And Other Disorders by James T. Webb, Edward R. Amend, Nadia E. Webb, and Jean Goerss
There AreResources Available
• Teaching Teens With Add and Adhd: A Quick Reference Guide for Teachers and Parents by Chris A. Zeigler Dendy, M.S.
Questions?
2+2=5 2+2=5 or 3, 0r…or 3, 0r…2+2=5 2+2=5
or 3, 0r…or 3, 0r…When When
““Gifted”Gifted”Just Doesn’t Add UpJust Doesn’t Add Up