Embracing the Paradox: Effective Advocacy for GTLD Students

Karin Tulchinsky CohenWeinfeld Education Group, LLCNovember 8, 2010

Fermi Paradox Song

How does the concept of the paradox of GTLD serve to better explain who these kids are and what they need?

Paradoxa self-contradictory statement that at first

seems true : an argument that apparently derives self-contradictory conclusions by valid deduction from acceptable premises

It is a paradox that computers need maintenance so often, since they are meant to save people time.

As an actor, he's a —he loves being in the public eye but also deeply values and protects his privacy.

Why Paradox?

How is the whole concept of GTLD a paradox?

How does the paradoxical nature of GTLD affect how to effectively advocate for GTLD?

GOALS for the Workshop:

Analyze GTLD through the lens of a paradox

Discuss characteristics of GTLD students

Discuss program models for GTLD

Discuss strategies for effective advocacy for GTLD students

Personal Goals for this Workshop

What are your goals for being here today?

What would you like to gain from this workshop?

SKLD Characteristics

They may be able to actively participate in a class discussion, but unable to write a complete sentence.

They may be light years ahead in math reasoning, but unable to perform simple math computations.

Ask them about their favorite science or social studies topic and you may get bombarded with information, but ask them to read a book on the same topic and they may be unable to do so.

GTLD Characteristics, continued

Ask them to write a research paper on bridges and they may be unable to complete the assignment, but sitting on a table at home may be an elaborate structure that the same student built out of Legos or toothpicks that reflect his or her understanding of advanced concepts in physics, engineering and architecture.

Think of student you know that this pertains to- reflect and share.

SKLD Characteristics, cont’d.

Strengths of these students often include high abstract reasoning, strong vocabulary, strong visual-spatial skills, and high creativity, resulting in exceptional ability in science, the arts, and technical areas, including math reasoning.

Weaknesses of these students often include written language (including spelling), organization, reading decoding, and memory (including math computations).

What is Giftedness?

1. Perceptive2. Inquisitive3. Communicative4. Creative5. Resourceful6. Leadership7. Persistence

How does this view of giftedness include GTLD?

3 Types of GTLD:1. Identified as Gifted: Teachers say that the

child is gifted but not performing so child is not trying.

2. Identified with a Disability: Giftedness is masked. Educational focus is on weaknesses.

3. Giftedness masks the disability and disability masks the gift: The child appears average so what is wrong with being average. In reality, these kids are anything but average.

How many kids are we talking about?

Every student who is identified as LD or had a 504 or IEP, does not include students who’s disability masks the giftedness or who’s giftedness masks the disability

MCPS- 2% in whole population- 2,700 kids out of 135,00- missing lots of kids in that estimate

2-5% fit this criteriaThere is at least one child per classroom who is

a bright struggling student

History of MCPS GTLD ProgramMid 1980s- group of parents who’ s kids were in

GT program, Dr. Wave Starnes was a very progressive coordinator, wanted to help struggling GT kids

Engaged Special Ed office in dialogue1985- all got in a car went to Westchester County

in NY saw the only program, called the GT Handicapped Program, MCPS then started a pilot program

Javitz funded, became an on-going elementary through high school, at its peak 3 ES, 3 MS and 3 HS

History of MCPS GTLD Program, continued

Now it is 2 ES, 3 MS and 2 HSProgram was established because of parents

advocating tirelessly Identified someone in the school system who

wanted to make things happenPartnership with Special Education actualized the

programmingPopulation of this program is small, most are

served in home schools- but those who need dual program are identified and best served in GTLD

4 Best Practices- from Rich Weinfeld et al

Teach to the StrengthDirect Instruction in Areas of

NeedAdaptations and AccommodationsCase Management

4 Best Practices

1. Teach to the Strength:Providing gifted and talented instruction in the students area of strength, interest, passion, choice

2. Direct Instruction in Areas of Need:Opportunities for the instruction of skills and strategies in academic areas which are affected by the student’s disability

4 Best Practices, cont’d

3. Adaptations and Accommodations:

An appropriately differentiated program, including instructional adaptations and accommodations systemically provided to students

4. Comprehensive Case Management to coordinate all aspects of the student’s individual educational plan, on-going communication, proactive planning

MCPS ClipAs you watch the video clip think of

a paradoxical student that you know.

Would this program be a good fit for him or, her? Why? Why not?

Program Look-Fors

General Education Setting- rigor and support

Special Education Setting- rigorGifted Setting- support

Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging. From Teaching What Matters Most, Strong, Silver and Perini, ASCD.

Isn’t This Just Good Teaching?

GTLD programs improve best practices for all teachers

It is the right thing for all students.

For this population this is crucial.

Troy Brown

What is the price of only attending to the weaknesses?

What is Advocacy?

There are three main aspects of advocacy:

High degree of skill and knowledgeGives expert adviceSupports children

Effective Advocacy Includes:

Gathering expert information about the population and exemplary programs, CEC, 2E Newsletter, MCPS website, NAGC

Forming Coalitions and PartnershipsPlanning Necessary Action StepsParticipation in Meetings to Ensure

Implementation of Action StepsKnowing the Law, Policies, and

Community and School ResourcesSeeking Consultation and Training

OpportunitiesKnowing Yourself

Big Ideas to Consider:1. Students who do not appear gifted

at one point in their lives may be gifted at another point in their lives.

2. Being gifted does not mean a person is free from having issues and needs.

3. We bring our own “baggage” to the decision-making process.

4. Identify the gifts in as many people as possible rather than find the few people who are gifted in every way.

Future Thinking…

And now for a moment of reflection…Next StepsConsiderationsSupport Needed

“Not every child has an equal talent or an equal ability or an equal motivation, but children have the equal right to develop their talent, their ability, and their motivation.”

John F. Kennedy