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Post on 18-Jan-2015

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This ppt was created for my GT class and incorporates several ideas for working with GT students.

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  • 1. 2+2=5 or 3, 0r When Gifted Just Doesnt Add Up By: Heather Ehlschide
  • 2. 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?
  • 3. Now for the Hard Part
    • If my student is so gifted, what IS the problem?
  • 4. Common Difficulties
    • Gifted students may struggle with perfectionism.
    • Gifted students may struggle with masked disabilities.
    • These struggles may lead to underachievement.
  • 5. Perfectionism
    • The constant demand on ones self or others for perfect, flawless performance
  • 6. Perfectionism
    • Does it stop the learner from attempting new or difficult tasks?
    • Does it create problems in relationships with others, especially peers?
  • 7. Perfectionism
    • Is persistent, disabling fear evident in the learner?
    • Is the learner able to use this trait as healthy motivation?
  • 8. 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
    Intellectually Gifted ADHD
  • 9. 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
  • 10. Masked Disabilities
    • Resources are available to meet the needs of students who require services on both ends of the special needs spectrum
    Visual and Performing Arts: Gifted Specific Learning Disability: Basic Reading
  • 11. Masked Disabilities
    • Although school counselors, teachers, and other school personnel may be helpful, a medical doctor is also an important resource
  • 12. Compounded Issues
    • Sometimes, the issues that have already been discussed may lead to other concerns
    Issues
  • 13. Underachievement
    • To fail to achieve the approximate level of performance, especially in school studies, commensurate with ones abilities as indicated by tests
    Performance Potential
  • 14. Underachievement
    • Situational: occasional occurrences when difficulty emerges
    • Chronic: recurring difficulties with regard to performance over time
    Potential Performance Performance Potential
  • 15. Underachievement
    • Situational underachievement may be addressed through short term counseling and or additional supports as warranted by the circumstances
    Potential Performance
  • 16. Underachievement
    • Chronic underachievement may take more intense counseling, family counseling, and direct intervention in areas such as the students executive function capacity or medical services to address a disability
    Failure
  • 17. 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.
    E xecutive Function Center
  • 18. Executive Function: Examples
    • Organization
    • Planning
    • Outcome Prediction
    • Time Management
    • Impulse Control
    TO DO LIST
  • 19. Tools To Enhance Executive Function
    • Agendas/Planners
    • Bulletin or Dry Erase Boards
    • Knowledge of learning style
    • Frequent, consistent communication with school personnel
        • PATIENCE!
  • 20. What Now?
    • Many students who deal with the issues discussed suffer in their social and/or emotional development
  • 21. Emotional Fallout
    • Lack of confidence
    • Lowered self-esteem
    • Anxiety
    • Feelings of inadequacy or helplessness
    • Depression
  • 22. Support without Enabling
    • Set and maintain high expectations to exhibit confidence in ability
    • Acknowledge and reward effort, not just end results
  • 23. Support without Enabling
    • Provide routine and structure to promote feeling of security
    • Stay positive and focused and avoid pity parties
  • 24. 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
  • 25. Social Difficulties
    • Feelings of isolation
    • Rejection by peers
    • Lack of connection
    • Missed opportunities
  • 26. Interject without Interfering
    • Network with others to find appropriate groups in which your child might participate
  • 27. 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
  • 28. 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
  • 29. Is This My Student?
      • Low self esteem
      • Problems with peer groups
      • Trouble accepting responsibility for failure
      • Trouble acknowledging facts of circumstances
        • Denial of failure