Chapter 15: Accommodating Special Populations of Gifted Students through Tailored Curriculum Experiences

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Chapter 15 Accommodating Special Populations of
Gifted Students through Tailored Curriculum
Experiences

• EQ How do you accommodate students with dual
  exceptionalities in your gifted classroom?

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General Notes

• Gifted students are a heterogeneous group of
  learners within a high threshold level of general
  and specific ability.
• They vary from each other as much as they share
  similarities.

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2 Areas of Study

• Students who are multi-identified or twice
  exceptional, meaning they have a gifted label and
  either a learning disabled level or an ADHD
  label.
• Students who are underrepresented because of
  race, poverty, or geographical location.

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LD and AG

• Sometimes called twice exceptional learnersshow
  advanced capabilities, possess innate
  compensation strategies that tend to mask
  learning disabilities and gifts, and, when
  compared to their learning disabled counterparts,
  twice exceptional learners think and process more
  visually and creatively.

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LD and AG Cont.

• Gifted/LD have stronger and more productive
  extracurricular interests, lower self-esteem
  regarding academic endeavors, and caused more
  disruptions in school.

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According to Baum, Brody, Mills3 Main
Categories of Gifted/LD

• Students who are not identified as LD but are
  identified as gifted
• Students who are LD but not gifted
• Most underserved group and consists of those
  students who do not have a significant score to
  qualify for either service

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Strategies for Gifted/LD Students

• Use strengths to remediate weaknesses
• Teach students to use compensation strategies
• Use adaptive technology
• Allow different pathways for learning
• Provide choice, interest, and creative product
  options
• Use visual cues

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Strategies for Gifted/LD Students Cont.

• Focus on the main objective of a lesson
• Avoid making the student emotionally
  uncomfortable
• Modify and reduce the number of activities
  required to meet a standard
• Group the student with another capable peer

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ADHD and Gifted

• There have been an increased number of referrals
  of gifted students for ADHD in the past decade.
• Treatment of ADHD, when it is actually
  giftedness, may squelch potential achievement
  while forcing gifted students to conform to a
  more conventional rote system.

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Implications for Curriculum and Classroom
Management

• Seat students close to the teacher or with more
  attentive, less distractible, students.
• Provide behavioral modifications that reinforce
  desired behavior
• Maintain predictability and structure in the
  classroom
• Engage students in helpful classroom tasks
• Establish a cooling down or time-out area
• Teach organizational strategies

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Implications for Curriculum and Classroom
Management Cont.

• Keep a schedule of tasks for each day that a
  student can check off as completed
• Provide a management contract
• Teach gifted, ADHD students to self-monitor their
  behavior
• LOOK AT CHART ON PAGE 252

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Underrepresented Gifted Learners

• Gifted Minority Students
• Students of Poverty
• Rural, Disadvantaged Students
• Underachieving

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Why Underachieving?

• Unchallenging classroom experiences
• Peer pressure to conform
• Loneliness
• Family dynamics
• Personal issues
• Unrecognized deficits
• Nontraditional gifts or leaning styles
• Deficits in self-regulation
• Maladaptive strategies
• Social immaturity

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Strategies to Help Underachievers

• Focus on student strengths
• Remember the 3 Cs Choices, Cheers, and
  Challenges
• Place students with achieving peers
• Encourage a concerted effort between home, school
  and child
• Teach students to set goals
• Provide work that is meaningful and promotes new
  learning
• Reframe negative comments and beliefs
• Study eminent peoples failures
• Encourage extracurricular activities

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Curriculum and Programming

• Incorporate multicultural curricular
  modifications
• Provide hands-on activities
• Recruit minority educators
• Provide opportunities for interaction with like
  intellectual, ethnic peers
• Increase family involvement to gain support and
  raise expectations
• College planning is essential
• Use technology

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Reflection Discussion Question

• Think of a student you have that has dual
  exceptionalities or who is underachieving. How
  do you meet their needs?

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Preview

• Chapter 16 CCGL
• Peer Review of Unit April 11be prepared to share
  your unit.
• Action Research Proposal due April 4. Ms. Ervin
  will run class this night.