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SESS - Teaching Exceptionally Able and Dual Exceptional Students Inclusively: An Introduction for Primary Schools

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Teaching Exceptionally Able and Dual Exceptional Pupils Inclusively

An Introduction for Primary Schools

SESS

Aims:

• To enhance the quality of teaching and learning with particular reference to the education of children with special needs;

• To design and deliver a range of professional development initiatives and supports for school personnel;

• To consolidate and co-ordinate existing professional development and support.

SESS Work – Models of Support

• Dialogue with Teachers

• Supports Scheme (Funding)

• Supports Scheme (Support)

• School-Based Seminar Delivery

• School Visits

• SESS-Designed Courses

• SESS Conferences

• Initiatives and Projects

• Production of Resource Materials

• Website Development

• On-line CPD Courses

• eLearning Options

• Teacher Exchanges / Visits

• Use of External Providers


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SESS

• SESS Designed and Delivered Courses• SESS Supported Online Courses• SESS Events Calendar• SESS eLearning• SESS On-line Book Library• Middletown Centre for Autism Courses • SESS Projects• Other SESS Events• College and University Courses• Professional Development Relevant to Special Needs Assistants (SNAs)• Other Professional Development Needs

SESS Resources

Session A:Topic 1. What do we mean by ‘Exceptionally Able’

and ‘Dual Exceptional’?‘What are we talking about?’

Topic 2. Assessment, Identification and Needs‘How do we find out who they are?’

Session B:Topic 3. Teaching Exceptionally Able and Dual

Exceptional Pupils Inclusively‘How do we teach them’

Content


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Topic 1

‘Exceptionally Able’‘What are we talking about?’

Qualitative Descriptions:> 130 very superior 120-130 superior110-120 high average90-110 average85-90 low average

Perspective 1: Intelligence Quotient (IQ)

(Intelligenz-Quotient, William Stern, 1912)


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E=mc2

Linguisticintelligence

Logical mathematical intelligence

Visual spatial

intelligence

Bodily kinaesthetic intelligence

Musical intelligence

Intrapersonal intelligence

Interpersonal intelligence

Multipleintelligence

Naturalisticintelligence

Perspective 2: Multiple Intelligences

Gardner, H. (1995). Reflections on multiple intelligences.

Perspective 3: Renzulli’s link between Ability and Achievement

High Ability Creativity

Task Commitment

(Renzulli, 1998)

Giftedness

Perspective 4: Higher Order Thinking (‘HOT’)

‘cognition operates on ascending levels of complexity’

Higher Order Thinking

(Bloom’s ‘Revised Taxonomy’: Anderson & Krathwohl, 2001)

Creating

Evaluating

Analysing

Applying

Understanding

Remembering


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Perspective 6: ‘Stretch Zone’ [‘Zone of Challenge’]

Comfort Zone

Stretch Zone(learning zone)

Panic Zone

Vygotsky (1978)– ‘Zone of Proximal Development’

Definition: NCCA (2007)

… students who require opportunities for enrichment and extension that go beyond those provided for the general cohort of students.

It should be noted that good practice for exceptionally able students is also good practice for all students…

Definition: NCCA

• Approximately 5-10% of the school population may be exceptionally able …

• A minority will be profoundly exceptionally able, possibly 0.5%...

• No single that defines exceptional intelligence levels but the following can be used:

o Able: IQ 120-129o Exceptionally Able: IQ 130-169o Profoundly Able: IQ 170+


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Why ‘Special’?

• Dispel the myths• Realise potential • Avoid under-identification• Avoid under-achievement• Entitlement to an appropriate education (e.g.

Education Act 1998 and EPSEN Act 2004))• Unique social and emotional needs

“… students who require opportunities for enrichment and extension that go beyond those provided for the general cohort of students” (NCCA, 2007)

‘Dual Exceptionality’ (Dual Exceptionality, Double Labelled; Twice Exceptional; 2X; 2e; Dual or

Multiple Exceptional - DME)

High ability, with disability that affects some aspects of learning. e.g. Dyslexia; Dyspraxia; ADD; Asperger's Syndrome; Hearing and Visual Impairment

• Disability may mask Ability - e.g. Dyslexia masking reasoning

• Ability may mask Disability - e.g. Asperger’s Syndrome

Dual Exceptionality – Strengths and Challenges

• superior vocabulary • highly creative • resourceful • curious • imaginative • questioning • problem-solving ability • sophisticated sense of humor • wide range of interests • advanced ideas and opinions • consuming interest

• easily frustrated • stubborn • manipulative • opinionated • argumentative • written expression • highly sensitive to criticism • inconsistent academic performance • lack of organization and study skills • difficulty with social interactions

Some Strengths Some Challenges

(Gifted Students with Disabilities. An Introductory Resource Book. Colorado Department of Education.)


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Topic 2

Assessment‘Who are they are, and what are their needs’?

Assessment Handout 2, Session A: Questionnaire

Assessment?

‘Seek to know the child, not the label’

A Continuum of Assessment Methods

Assessment in the Primary School Curriculum: NCCA


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Assessment and the Planning Cycle for the Student with EA / DE

The Planning Cycle

Gathering Information

Consultation and

Interpretation

Planning and

Intervention

Ongoing Review

The Planning Cycle – Roles and Responsibilities

Responsibilities?

Gathering Information

Consultation and

Interpretation

Planning and

Intervention

Ongoing Review

Risk of Under-identification

• Where there are specific learning disabilities

• Where there are sensory or physical impairments

• From disadvantaged and marginalised background

• Where English is not the first language

• Where pupils do not fit stereotypical profiles of ‘exceptionally able’


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What does Assessment Tell Us?

Assessment provides essential information in relation to:

• a student’s development

• sharing information with parents / relevant personnel

• matching the student’s learning to the curriculum

• the effectiveness of the teaching programme

• progress / achievement

Assessment Processes?

Formal Testing

Standardised Norm Referenced Tests

Criterion-Referenced Assessment

Diagnostic TestingGlossary of Terms used in Assessment – www.sess.ie


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Formal Testing - Attainment

Examples of tests generally used in-school• Wide Range Achievement Test 4th Edition (WRAT-4)• Cognitive Abilities Test - 3rd ed., 2003 (CAT3) • Wide Range Intelligence Test (WRIT)• New Non-Reading Intelligence Test (NNRIT)• Verbal and Non-Verbal Reasoning (GL Assessment)

Example of test used by psychologists• WIAT-IIUK

- Co-normed with the WISC–IVUK

Teacher Observation - Indicators

• Shows superior reasoning powers • Persistent intellectual curiosity• In-depth interests• Markedly superior in written and/or spoken vocabulary• Reads avidly • Learns quickly and retains easily• Shows insight into arithmetical problems• Shows creativity or imaginative expression • Demonstrates responsibility and independence• Sets high standards • Initiative and originality in intellectual work• Has social poise • Appear easily bored, arrogant or socially inept

Teacher Observation - Perceptions and Profiles

Profiles of Gifted and Talented Students

Betts’ and Neihart’s six profiles of gifted and talented students are “Not intended to describe any one child completely”

“Personality is the result of life experiences and genetic makeup. All gifted children are not affected by their special abilities in the same way”

(Betts and Neihart 1988)


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Perceptions and Profiles

1. The Successfuls• Have learned the system - no behaviour problems• Are identified • Attainment limited to system expectations - may

underachieve in college and life

2. The Challengings• Highly creative and divergently gifted – rich inner-life• Frustrated, obstinate, tactless, sarcastic, low self-esteem• Often unidentified - at risk

3. The Undergrounds• Mostly girls in puberty• Have lost their interests and passions – want to conform• Were ‘pushed’ in school and home – feel insecure

Perceptions and Profiles

4. The Dropouts• Have not been identified, interests not met• Angry and dropout• Divert to out of school interests

5. The Double Labelled• Disability masks ability• Often not identified• Schools often focus on weaknesses rather than strengths

6. The Autonomous Learner• Have learned the system – independent and self directed• Use it for new opportunities rather than conformity• Accomplished, recognised, affirmed

Other Indicators

• Parent Referral• Student self-referral• Checklists• Work Samples / Portfolios• Case History


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Social and Emotional Needs

SESS Primary Schools Seminar :Examples of issues provided by teachers

“Challenging behaviour in class. Seems bored all the time. Constantly interrupts other in their work while hers will be finished long before”

“Problems arising include boredom, unwillingness to complete activities which they consider boring, problem of teachers trying to motivate them”

“Need to develop social skills, and discipline issues”

“Excellent reader, intelligent answers and input. Often looks bored despite other children looking very engaged”

“Pupil can become disruptive when finished the work earlier than others. Has little respect for children considered ‘less able’”

Social and Emotional Needs:

Emotional or social development will not be commensurate with:

1. Academic development or cognitive ability2. Physical growth3. Skills may not develop evenly

Asynchronous Development

• May feel ‘different’ but may not understand why • Tend to play less with own age• Interests may be very different to those of peer group -

may have few (understanding) friends• Pupils may seek the company of older pupils or adults

because levels of interest are similar• Peers may isolate pupil who presents as arrogant,

superior, or a ‘know-it-all’• May suffer from loneliness and isolation

Social and Emotional Needs:Peer and Adult Relationships


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Possible response to high adult expectations:

1. Motivation becomes extrinsic 2. Need to perform best causes

stress3. Develops a fear of failure4. Thinking and creativity inhibited5. May opt out as avoidance

strategy

Possible response to need for peer approval:

1. Goes ‘underground’2. Is successful socially3. Does adequately in school but

underachieving4. Progress inhibited at third level5. May opt out as avoidance

strategy

Social and Emotional Needs:Scenario of Parent/Teacher Expectations Vs

Need for Peer Approval

Social and Emotional Needs:Self-Criticism / Perfectionism

‘Problem Perfectionism’ (‘dysfunctional perfectionism’) – two main types

1) Social prescribed:

• Parental perfectionism• Authoritarian parenting• Stringent expectations• Identity/self-worth tied to

achievement or pleasing of others

• Fear of disappointing others.

2) Self-orientated:

• Early academic experiences• Parental perfectionism• Authoritative/supportive

parents• High self-standards

Self-Criticism/Concept and Dual Exceptionality

What students cannot do (due to disability) may be more emphasised than abilities.

Self-Concept Ideal SelfLack of self-efficacy/self-esteem; Loss of self-confidence


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Self Criticism/Concept – EA Pupils with ASD/Aspergers

Students may have problems that are specific to the syndrome/spectrum:

Likely to have greater difficulty with peer relations because they lack ‘theory of mind’- they have to be taught to see others’ viewpoints

Interests tend to be very narrow and may be slightly (sometimes very) obsessive

May be inflexible in their thinking which inhibits them both in learning and socially

Social and Emotional Needs:Emotional Intensity

Five areas in which children who are exceptionally able may be supersensitive:

1. Intellectual2. Psychomotor3. Sensual4. Imaginational5. Emotional

Supporting the Social and Emotional Needs of the Exceptionally Able Student

• Support in becoming creative and adventurous learners • Teach them to embrace risk and see failure as a learning event• Assist in developing autonomy• Develop and support social interactions with peers - use co-operative grouping and learning• Teach metacognitive skills• Use Assessment for Learning strategies• Develop resilience and happiness by applying the principles of positive psychology• Teach appropriately using differentiation


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Session A:Topic 1. What do we mean by ‘Exceptionally Able’

and ‘Dual Exceptional’?‘What are we talking about?’

Topic 2. Assessment, Identification and Needs‘How do we find out who they are?’

Session B:Topic 3. Teaching Exceptionally Able and Dual

Exceptional Pupils Inclusively‘How do we teach them?’

Content

Handout 1A

Ken Robinson Commentary

(www.ted.com - Ken Robinson says schools kill creativity)

What next……….!


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Thank You!

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