Celebrating ability and disability: - AAEGT


Celebrating ability and disability: - AAEGT

Celebrating ability

and disability:

Developing talents in the GLD

student with the assistance of ICT

Wendy Stewart

GLD Definition

• "GLD/2e students are those who possess

an outstanding gift or talent and are

capable of high performance, but who also

have a learning disability that makes some

aspect of achievement difficult."

(Montgomery County Public Schools. 2002)

• Potential incompatibility of extraordinary

talent with significant learning problems

GLD Identification

• Identification either gifted (possibly

frustrated when LD not recognised and


• or LD (negative spillover effect, remediation

is frustrating)

• or "average" (unidentified)

GLD Characteristics - Strengths

• Good problem solving, reasoning and

critical thinking skills

• Superior ability in forming concepts,

abstract reasoning, using a large

vocabulary, creativity, spatial strengths


GLD Characteristics - Deficits

• Deficit in understanding or using language

• Poorly organised

• Poor sequencing skills

• Poor visual or aural memory

• Untidy handwriting

GLD Characteristics - Affective

• Delayed social skills

• Low self esteem and low sense of efficacy

as a learner

ICT - General Issues

• Flexible learning environment, whole world of

knowledge, remove "glass ceiling" from learning

• Challenging, engaging or loss of motivation and


• Teachers - computers for drill/practice or word


• Access and Gender issues, Software availability

• Students: self-directed, good time management

skills, actively engaged, highly motivated;

information managers (access, assess, organise

and present information)

ICT – On-line opportunities

• Internet availability - access homework


• Virtual Education - Distance and on-line

education, outside of teachers' abilities moe

knowledge, own pace, own time - Cost!

• On-line Mentors/subject specialists - face to face

for some areas e.g. hands on projects (web cams,


Differentiation in the Gifted

Classroom using ICT

• Student oriented, more student choices

• Learning in the proximal zone, challenging,

engaging, intrinsically motivating

• Independent (own pace), individualised, interactive

(contact with peers or mentors), interdisciplinary,

intuitive (Barr, 1990) inquiry based, ceiling removed,

room to negotiate

• Less "chalk and talk", teacher as facilitator. Access

to Mentors and peers with similar interests and

abilities (Skype, Wikis, Blogs, Chat room)

Differentiation in the Gifted

Classroom using ICT

• Curriculum compacting, accelerated learning,

enrichment, open ended assignments and


• Emphasis on developing thinking abilities - Critical

and Creative Problem solving opportunities, use

of HOTS, synthesis of new information. Robotics,

Multimedia - problem solve, program, creativity,

new product

• Socratic principles, Team learning

Teaching the GLD student

• G&T instruction: areas of strength (interdisciplinary,

interactive {smart board = involving emotions}

complex, challenging, holistic, compact curriculum,

acceleration, enrichment, mentors, HOTS, abstract

ideas, rigorous high standards of thinking )

• Classroom organisation: flexible, collaborative,

group discussion, production of alternative


• Interest based independent studies, real world

problems, real audience for presentation of results,

variety of instructional strategies

Teaching the GLD student

• Teacher Identification and nurture of gifts =

Greater student effort, motivation and

perseverance = addresses socio-emotional

needs (Gifted first, learning disabled


• Address social and emotional needs with

Counselling, personal support and

advocacy skills, establish a safe

environment for discussion of problems

Teaching the GLD student

• Explicit and targeted instruction in phonological

awareness, phonics and decoding, Multi-sensory


• Support or accommodations for areas of weakness -

specifically teach skills and compensatory strategies

e.g note-taking, test-taking skills, organisation, time

management, goal setting, persistence, selfdirection,

self-evaluation, social skills

• Strategies - mnemonics, visual imagery,

highlighters, teach others, emphasise what is

important to take from lesson

Teaching the GLD Student

• Structure assignments using a timeline for

each step

• Untimed tests

• Alternatives to writing

• Teacher models thinking aloud, promote

the use of HOTS, uses taxonomies

Teaching the GLD Student

Assist with organisation


• Use organisers, subject folders, study



assignment, revision notes, clarification of

knowledge, connect prior knowledge with

new information (re-visit)

Teaching the GLD student

• Avoid - generalised remedial instruction,

rigid task guidelines, withholding

organisational assistance, rote learning,

forced oral reading, text-based instruction,

only teacher directed activities

Other technology

• iPods, MP3 players, electronic spellers,

recorders, cameras, hand held organisers,


ICT issues

• Teacher prejudice, emphasis on


• Flexible access

• Extra access time


• Open ended, students go beyond the

classroom walls, demonstrating superior


• Multimedia!

• No challenges = lose motivation, disengage

• Electronic books


• Office suite

Software to improve writing quality:

grammar/spell check, outlining, word

prediction, mind-mapping

Citation version 9.0, Clicker - Version 5,

FreeMind, IHMC CmapTools v.4.0.3,

Inspiration - Version 8, LetMeType,

SuperNova 7.0.3,Talking Word Processor -

Version 8.0, Word Talk, Write: OutLoud,

WYNN Reading & Writing Software -

Version 3.0

Software to read the screen: screen

reader, text-to-speech, listen to text,

math reader

Second Speech Centre - Version 3.0, Ace Buddy - Version 3.0, AIMS

Reader 2.5, Clip & Talk 2.0, Connect Outloud - Version 2.0,

DSPEECH 1.5.9, HELP Read, Horloge Parlante 2000 - Version 5.30,

ICanEmail, Internet Explorer Page-Reader Bar, JAWS - Version 7.10,

Key2Speak, MathPlayer - Version 2.0, Narrator, NaturalReader, PDF

Magic Pro - Version 3.0, ReadingBar for Internet Explorer - Version

2.0, ReadPlease - Version 2003 , SimpleText, Speaking Calendar -

Version 6.6.8, Speaking Email Deluxe - Version 6.0.1, Speakonia -

Version, Speegle, Talking Calculator , Talking E-Mail - Version

4.06, Talking Word Processor - Version 8.0, Text-To-Audio - Version

7.0, TextAloud MP3 - Version 1.499 , TextAssist - Version 4.0,

Thunder 1.0.19, UK Speaking Clock - Version 10.4.1, WeatherAloud -

Version 1.36, WebbIE 1.2 , WordWeb Pro - Version 3.1, Window-Eyes

- Version 5.5, Write: OutLoud , WYNN Reading & Writing Software -

Version 3.0

Dictation software: writes what you

say, speech recognition, speech-to-text

• Dictation 2005 - Version 4.4

• Dragon NaturallySpeaking Version 9.0 – Standard


• IBM ViaVoice Personal Edition Version 10

• Microsoft Office 2003 / XP Speech Recognition

• Ultra Hal Assistant - Version 6.0

• VoiceAssist - Version 2.1

• Wave To Text - Version 4.0

Uses – Alternatives to writing

• communication, contact

• blogs

• wikis

• story boards

• construction of own graphic organiser (autonomous learning

promoted, deeper learning)

• web page

• 3D models

• design own computer game

• formulation of personal timetable

• rubrics


• Accurate understanding of student

understanding of both content and process

• Provide objectives, study guides, glossary,

rubric, memory strategies, EXAMPLES OF


• Grade on current skill level and personal


GLD/2e children "must be

viewed as being 'at promise'

rather than 'at risk'.

Neilsen (2002, p. 93)

Dawson College,

Adaptech Research Network

3040 Sherbrooke West

Montreal, Quebec,

Canada H3Z 1A4


Wendy Stewart


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