UQE97

Resources
Evidence of
Mastery
Learning Options
and Activities
Guiding
Objectives
Topic 7
Key
Questions
Castellano, J. A., & Diaz, E. I. (2002).
Reaching New Horizons: Gifted and
Talented Education for Culturally and
Linguistically Diverse Students. Boston:
Allyn and Bacon.
Written
reflection
on
biography.
Read a biography and recount the
story of an eminent person who had
a physical disability, reflecting on the
obstacles he/she had to overcome.
Identify the
reasons
that gifted
students
with
disabilities
are underrepresented
in gifted
programs.
(GT1K4;
GT1K7)
Why are
students
with
physical
disabilities
underrepresented
in gifted
programs?
Twice-Exceptional: Physical Matrix
Topic 7, continued
Gross, M. U. M. (2004). Exceptionally
Gifted children. London: Routledge
Falmer.
Written
reflection
on
simulation
of physical
disability.
Extended Activity: Simulation of a
physical disability. Each of these
options requires a guide to support
the student and prevent accidents.
Special Populations Matrix Topic 7, continued
Kay, K. (2000). Uniquely gifted:
Identifying and meeting the needs of
the twice-exceptional student. Gilsum,
NH: Avocus.
Options include:
• Wheelchair–students will use
a wheelchair at three different
places: a restaurant, a mall, and
a store;
• Blindfold–students need to
obtain different objects around
the room while blindfolded;
• Earphone–block sound with
music through earphones and
attend a presentation. Write a
reflection on these simulation
experiences.
21
Little, C. (2001, Summer). A Closer
Look at Gifted Children with Disabilities.
Gifted Child Today, 24(3), 46–53.
(EDRS No. EJ632555)
NEA/NAGC (2007). The Twice Exceptional
Dilemma Guidebook. National
Education Association/National
Association for Gifted Children.
Retrieved from http://store.nea.org/
NEABookstore/control/
productdetails?&item_id=1152X00
Discuss
strategies
and
programming
needs
for gifted
students
who are
twiceexceptional.
(GT4K2
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