Gifted and Talented Learners
How well do you accommodate them in your classroom?
Who are gifted and talented?
According to Friend and Bursuck, “Gifted and talented children and youth who possess demonstrated or potential high-performance capability in intellectual, creative, specific academic and leadership areas or the performing and visual arts" (2012).
Characteristics of individuals who are gifted and talented
Their social and emotional skills can very greatly as well depending on the person. Some are well liked and emotionally healthy were as others are unpopular and are at risk for serious emotional problems. Many are sensitive to others' feelings, feel they have an obligation to help others, and tend to join community service activities. They hold high expectations for themselves as well for others which can lead to frustration, isolation, or alienation if they do not live up to their expectations (Friend & Bursuck, 2012).
On the other hand, there is a group of individuals that are considered gifted underachievers. This group's characteristics are they might not turn in homework, do poorly on tests, and achieve under grade level. Yet, they learn quickly when interested, are creative, and view their projects as they view themselves (Friend & Bursuck, 2012).
Types of assessment
Most common form of assessment that has been used in the past.
-Standardized Test (ISAT)
-Classroom assessments (chapter test)
Accommodations in least restrictive environment (LRE)
Curriculum compacting- "Teachers assess students’ achievement of instructional goals and then eliminate instruction on goals already met" (Friend & Bursuck, 2012, p. 247).
Acceleration- These students may skip a grade or complete the standards for two grades in a single year. In high school, acceleration may relate to a specific subject which means taking advanced course or courses (Friend & Bursuck, 2012).
Enrichment- " is an instructional approach that provides students with information, materials, and assignments that enable them to elaborate on concepts being presented as part of the standard curriculum and that usually require high levels
of thinking" (Friend & Bursuck, 2012, p. 248).
Differentiation- Designing multiple ways for students to reach an understanding of material.
-Flexibility to foster peer and social relationships among students
-Assist for successful transitions
-Improve learning environments for students needs
- Special Schools
-Classess offered throughout the year
Chicagoo Area Mensa. (2014). Gifted Children’s Resource Guide: Programs and Classes. Retrieved from http://www.chicago.us.mensa.org/kids/programs.php
Davidson Institute for Talent Development. (2014). Gifted Ed State Policies: Illinois. Retrieved from http://www.davidsongifted.org/db/state_policy_illinois_10015.aspx
Friend, M., & Bursuck, W. (2012). Including students with special needs: A practical
guide for classroom teachers. (6th
Gifted and Talented Students. (n.d.). What is Differentation? Retrieved from http://managinggiftedandtalentedstudent.weebly.com/differentiation.html
Illinois State Board of Education. (n.d.). Retrieved from http://www.isbe.net/career/html/gifted_resources.htm
National Society for the Gifted & Talented. (2014). Retrieved from http://www.nsgt.org/
The Queensland Association for Gifited & Talented Children. (2014). Policy statement: Curriculum provision to students with diverse learning needs. Retrieved from http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-diverse-needs.pdf