UQE97

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Education of Special Populations of Gifted Students Bureau of Exceptional Education and Student Services Division of Public Schools Florida Department of Education 2008
Education of Special Populations of Gifted Students Introduction IMPLEMENTATION GUIDELINES This manual provides a guide for a gifted endorsement course. Included you will find suggested resources, a list of prerequisite skills, objectives, components, activities, and assignments. It is understood that there will be flexibility in course formats (number of meetings, duration of each meeting) depending on the participants and nature of the instructional setting. The mastery must be equivalent to a 3-semester-hour course in a university setting (16 weeks/3 hours). Each participant must show evidence of mastery that could be held as a portfolio for each course. The courses have been updated with two central concepts, Infusion and Modeling. Infusion includes the following principles: • Required skills as excellent general practitioners • Diversity issues • Adult education principles • Technology and information skills • Differentiated curriculum • Appropriate assessment • Independent learning and research skills Modeling includes the following principles: • Facilitative practitioner • Reflective, ongoing self-assessment • Intake interview: pre-assessment, including knowledge base, skills, learning styles, interests, socio-cultural preferences • Formative evaluation • Gifted instructional strategies: compacting, contracting, creative productivity The facilitative practitioner should use the following effective strategies: • Process built into content • Examination of current issues and key concepts • Overview of multiple models • Networking with other instructors • Infusion of lower-level thinking; focus on higher-level thinking skills • Interactive and open-ended • Freedom of choice: constructivism • Flexible structure: complexity, pacing • Model effective strategies Special Populations Implementation Guidelines
Page 1: Education of Special Populations of
Page 5 and 6: This is one of five Gifted Endorsem
Page 7 and 8: This publication was initiated thro
Page 9 and 10: Special Populations of Gifted Stude
Page 11 and 12: The course is structured around top
Page 13 and 14: Resources Evidence of Mastery Learn
Page 49 and 50: Evaluation of Effective Programs fo
Page 51 and 52: Pre- and Post-test Questions for Sp
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Special Populations of Gifted Stude
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Special Populations of Gifted Stude
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Pre- and Post-test Answers for Spec
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Special Populations: Community Issu
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Learning Options and Activities:
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Diversity Focus in the NAGC-CEC Tea
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Standard 7. Instructional Planning
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Goals & Rationale Needs Equity Exce
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Figure B: Secondary and Tertiary Ci
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Special Populations Topic 2 TOPIC 2
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• Baldwin, A. Y., & Vialle, W. (1
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At the end of the day when school w
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To locate gifted kids, most schools
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• Is fluid—uses assessment proc
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to persist in gifted education prog
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Famous People with Disabilities ERI
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FAMOUS PEOPLE WHO ARE DYSLEXIC, con
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FAMOUS PEOPLE WITH MOVEMENT DIFFERE
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Gifted Children with Disabilities S
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look beyond the hearing efficiency
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unaware of the differences between
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SPECIAL NEEDS LANGUAGE RELIGION LAN
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• Retrieve and review the article
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6A-6.03313 Procedural Safeguards fo
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hearing authorized under subsection
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. An administrative law judge may b
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6A-6.03019 Special Instructional Pr
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Special Populations Topic 3 HO 4 Pr
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Series 9406. (EDRS No. ED388012) Re
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• Baldwin, A. J., & Vialle, W. (1
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explore the Internet to see where A
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students who could benefit from the
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students to practice their belief b
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Immigrant children can be easily ma
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Hispanic Gifted Students According
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Native American Gifted Although the
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Like other ethnic groups, there is
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Other Ethnic Groups Who Are Gifted
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Identifying and Serving Recent Immi
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Economic 1. Consider aspirations of
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Advocates for Success: Creating an
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Nineteen students were identified a
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Special Populations Topic 4 HO 3, c
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Identifying and Assessing Gifted an
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• • • • They enjoy intellig
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Cote, N. S. (1984). La Prueba River
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Special Populations Topic 4 HO 6 Br
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Special Populations Topic 5 HO 1 Co
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Florida Performance Standards for T
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Sample Checklist for Identifying La
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Special Populations Topic 5 HO 5 ES
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UNDERSTAND STUDENTS’ LANGUAGE NEE
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each weather element in the student
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did over the weekend. He can unders
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as an individual check for student
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Special Populations Topic 5 HO 8 Me
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students (Gallagher, 1979; Llanes,
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prehistoric era watch films on dino
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Special Populations Topic 6 HO 1 Un
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Remedial Strategies Dinkmeyer and L
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Special Populations Topic 6 HO 2 Wh
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Underachievement Among Gifted Minor
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Family-Related Factors and Underach
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SOCIAL FACTORS TABLE 1. CHECKLIST F
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TABLE 2. STRATEGIES TO ENHANCE ACHI
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Special Populations Topic 6 HO 5 In
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Interest Inventory for Gifted Stude
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these exceptionalities can be manif
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Code Terms Description Special Popu
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Dual Exceptionalities The ERIC Clea
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Gifted Students with Hearing Impair
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IMPLICATIONS FOR STUDENTS WITH DUAL
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Strategies for Teaching Twice-Excep
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Almost all of these behaviors, howe
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Teaching Children with Attention De
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GIVING ASSIGNMENTS • Give out onl
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Contact your local school psycholog
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BEFORE AN ADHD REFERRAL ASK, contin
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DSM-IV Diagnostic Criterion I Table
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solving mindset while manipulating
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hurt. She is crying. Can you tell M
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Even though they long for peer comp
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Table 2 Web Resources for Educators
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Individuals With Disabilities Act A
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DEFINITION Fortunately, since the r
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A mother discussed her son, Michael
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GIFTED CHILDREN WITH ASPERGER’S O
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SENSORY ISSUES Children with Asperg
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students become aware of their stre
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sloppy and disorganized. In middle
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PROVIDE A NURTURING ENVIRONMENT THA
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REFERENCES Baum, S. (1984). Meeting
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ADDITIONAL READING, continued Whitm
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WHAT ARE THE EDUCATIONAL IMPLICATIO
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RESOURCES FOR PARENTS REFERENCES An
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Gifted and Learning Disabled? It Is
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particularly likely to show giftedn
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GLOBAL GIFTEDNESS The notion of gif
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TOPIC 10 - SOCIO-ECONOMIC AND EDUCA
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• Do an online search for program
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True/False? 6. FUTURE EDUCATION 5.
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TOPIC 11 - DIVERSE FAMILY STRUCTURE
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Additional Resources: • Ford, D.
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Special Populations Topic 11 HO 1,
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Diverse Family Structures and Circu
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Special Populations Topic 11 HO 4 S
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TOPIC 12 - AGE ISSUES: YOUNG GIFTED
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• o Mentorships o Participation i
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Is It A Cheetah? Source: A speech g
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so much as a child who is operating
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Small Poppies: Highly Gifted Childr
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homogeneous group—and this miscon
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DEVELOPMENTAL DIFFERENCES IN HIGHLY
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Almost 43% of the children of IQ 17
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THE AWARENESS OF DIFFERENCE Emma is
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ISSUES IN THE IDENTIFICATION OF YOU
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might be gifted. However, they also
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In this, as in other issues in the
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CONCLUSION Highly gifted children
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Harrison, C. (1998). Giftedness in
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• • • • • • • • •
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Characteristics, Needs, and Curricu
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TOPIC 13 - GENDER Key Question: Why
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Evidence of Mastery: • Effective
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some smart young girls become self-
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Kline and Short (1991) found, in a
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Kline, B. E., & Short, E. B. (1991)
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Source: Endangered Academic Talent:
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Characteristics of Gifted LGBT (Les
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GUIDELINES FOR CLASSROOM ACTIVITY,
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• In small groups, develop a list
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Assessing Gifted and Talented Progr
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Special Populations Topic 14 HO 2 E
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Evaluating the Success of a Gifted
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Jacob K. Javits Gifted and Talented
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proposed priority follows: Comment:
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(d) Prepares, at the end of the awa
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Additional References and Resources
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Organizations, continued Council fo
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Group Strategies ROUND ROBIN • St
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Florida Department of Education Eri
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