⭐ EDN612 Diversity and Inclusion ⭐
UDL (Universal Design for Learning)
definition
Principles
Engagement
representation
Universal Design for Learning (UDL) = removal of student specific barriers to learning that allows flexibility to meet diverse needs of students in the classroom. Includes provision of multiple ways of accessing information, approaching learning tasks and engaging in learning
Autonomy, relatability, 'gamify' skillbuilding, movement
multimodal presentations, hands-on activity
Action and expression
Paper and pencil test, oral report/presentation, video, group project
Culturally responsible classroom practice
UDL in practice
Accessibility
Individualised teaching and learning practices
Increasing flexibility
Reduces stigma of getting 'special treatment'
Response to intervention (RTI)
Multi-tiered approach to early identification and support for individuals with specific needs (e.g. learning and behavioural)
Elements include: specific support (result of universal screening), ongoing assessment and adjustment in teaching, tiered instruction and parent involvement
Tier 1: high quality instruction based on screening process
Tier 2: Targeted interventions - targeted to match the specific needs of the students. Students will be considered for tier 3 is no or slow improvements are made
Tier 3: Intensive intervention and comprehensive evaluation. Targeted based on skill deficits
Examples: Use of a diagnostic tool (e.g. diagnostic assessments), classroom observation, learning plan is given at beginning of learning period
Examples: a student with a learning difficulty may get the help of an EA for some classroom tasks. Reasonable adjustments may be made for assessments such as more time allocation and assistive technology
Examples: Individuals may be considered for special education services (e.g. learning support, support classes)
Relationship over task
Cooperation > competition
Cooperative and collaborative over rote learning and repetition
Learning through observation, modelling and imitation
Strengths based approach
Group work > individual work
🏁MAIN IDEA: CULTURAL DIVERSITY🏁 Relates to the responsiveness of Australian educational institutions to the cultural diversity in schools, with a particular focus on teaching and learning of Aboriginal and Torres Strait Islander Peoples
Disability Discrimination Act 1992
Unlawful to discriminate on the basis of disability
🏁MAIN IDEA: INCLUSION 🏁
Relates to implementation of diverse teaching and learning practices to cater for a diverse range of learners
🏁MAIN IDEA: AUSTRALIAN POLICY AND LEGISLATION🏁
Provision of guiding principles and legal obligations for educational institutions to follow to ensure inclusivity in teaching and learning practices
Access and opportunity
Methods for the development of school standards for pupils and staff with disability
Amendment in 2009: related to unjustifiable hardship and reasonable adjustment
Salamanca Statement (1994)
SCSA adjustments
Recommendations outlined in 'Framework for Action on Special Needs Education'
'Building Inclusive Schools Strategy'
Broadening of the idea of inclusivity from just students with disabilities to inclusion for people in communities
Principles
Services are provided on a needs basis and operate within an inclusive framework
Adjustments provide access, participation and achievement
Services are multifactorial and coordinated so they can be flexible to meet specific needs
Disability Standards for Education 2005
Treatment of students on the same basis, with or without disability (main idea is equality)
Reasonable adjustments are made to modify learning environment or make changes to curriculum
The Right to Education Law and Policy Review Guidelines (UNESCO) 2013
Respect of a diverse range of leaner needs, abilities and characteristics. Elimination of discrimination in learning environment
Education opportunities are offered in formal, non-formal and informal settins
Unjustifiable hardship = adjustments that are likely to cause hardship by persons concerned, finacial cicumstance and faciltities
Populations at risk of persistent disadvantage
Single parents/guardians/carers
Indigenous Australians
People with long term health condition or disability
People with low educational attainment
Reasonable adjustment = ''a measure or action taken to assist a student with disability to participate in education on the same basis as other students'' (SCSA, 2019, p.1)
Outlines legal obligations and responsibilities for educational authorities and institutions
Students must obtain a diganosis from a health professional. Additional evidence for diasability can include: health reports, reading/writing standardised test scores and adjustments used for school assessments
Evidence retained for 4 years after student has graduated yr12
Adjustment types
Rest breaks
Extra working time
Extra time at student's discretion
Special formatting of test papers: large print, braille, black and white print
Oral/sign support
Support person: reader/scribe
Use of computer assisted technology
Modification to the environment (separate supervision, furniture adjustments, lighting)
Access to medication
Adjustments outlined by SCSA for timed assessments are guided by principles outlined in the Disability Standarrds for education 2005 and disability discrimination act 1992
Equal Opportunity Act 1994 (WA)
Prohibits discrimination on the grounds of impairment in the area of education
Impairment: defect or disturbance in the normal structure or functioning of the body, brain or any illness that impairs thought processes, perception of reality, emotions or judgement
Inclusive practices in teaching and learning
Recognition of student differences
Caters for differences in individual interests, experiences, learning styles, preferences
Develops student ability for autonomy in learning
Uses authentic tasks and allows time for exploration
Emphasis on development of meaning and understanding rather than just completion of tasks
Involves cooperation, communication, negotiation
Ensures no student is excluded
Defines what is meant by 'disability' including total or partial loss of mental or physical function, disorder or malfunction that results in differences in learning and a disorder, illness or disease that affects thoughts, perception, emotions and judgement
Examples: customisation of resources and activities, modification of presentation medium, providing assistive or adaptive technologies, making additional information about courses available for students and families and monitoring adjustments as time progresses
Preparation to make adjustments includes: encouragement of early disclosure of disability, gathering evidence of need, considering each student individually and consulting with the student and others
Inclusive Schools
Flexible management procedures with cooperation of staff to allow for appropriate arrangements for support
School curricula should be flexible to meet the needs of students with additional support provided to allow participation in the curriculum
special needs education to be integrated into research and development programmes including curriculum development
Training for pre-service teachers for teaching students with special needs
External support services: e.g. advisory teachers, educational psychologists, speech and occuational therapists
Racial Discrimination Act 1975, compiled again in 2015
Documented plans
Support document that outlines teaching and learning practices tailored for specific students
Addresses teaching and learning adjustments that are to be made in the classroom
Students that require documented plans include students who require an attendance policy, behaviour management in schools and schools plus resourcing informed practice (students with disability)
Unlawful for discrimination of persons including restriction to fundamental freedoms based on race, colour, descent or national or ethnic origin
Unlawful to refuse use or access of any place that are available to members of the public or section of the public
Student Populations
EAL/D (English as an additional language or dialect): students with backgrounds of limited English exposure, students beginning schooling at a later age with limited formal schooling in literacy or early disrupted schooling, children who need assistance in the mainstream classroom and children arriving from overseas
Beginning English: some print literacy in 1stlanguage
Classroom visual and gestural support, scaffolding**
Emerging English: Growing degree of print literacy and oral language in English
Classroom explicit language and content teaching by specialist EAL/D and mainstream teachers
Developing English: further developing English of print literacy and oral language competency
Classroom focus on specialised communication including writing
Consolidating English: sound knowledge of spoken and written English + increasing competency in academic language
Classroom explicit teaching for topics culturally laden in literature or history
Other Classroom practices
Student centred learning that engages students with their needs and interests
High level of peer-to-peer and teacher interaction
Focus on authentic and purposeful language and HOW to use language
Emphasis on meaning over form
Teaching using body language, clear and concise instruction, checking of instruction acknowledgement and understanding, increased thinking time and pair-work
SCSA recommendations
Identify level of language proficiency using an EAL/D progress map
Use cultural understandings by inviting students to share cltural and linguistic knowledge and experiences to create an inclusive space
Build shared knowledge by supporting the learning of the context of concepts to establish the 'everyday' Australian context
Make the procedures and assessment expectations of the learning environment explicit
National Aboriginal and Torres Strait Islander Education Strategy 2015
Aboriginal and Torres Strait Islander students
Indigenous learning in the classroom
''All Aboriginal and Torres Strait Islander children and young people achieve their full learning potential and are empowered to shape their own futures and are supported to embrace their culture and identity as first nations peoples''
Principles
Achieve potential: High expectations held by teachers and schools
Equity: access to the same educational opportunities and outcomes as all Australians
Accountability: Education systems are help accountable for actions, are transparent and reponsive
Cultural recognition: histories, values, language and cultures are acknowledged and valued
Relationships: relationships value community cultural knowledge, wisdom and expertise and demonstrate trust and respect
Pertnerships: Indigenous peoples are engaged in decision making, planning, delivery and evaluation of school procedures and policies
Local approaches: educational outcomes are achieved through local approaches for unique and diverse communities
Quality: policies, practices, programs and partnerships are inclusive of the needs of Indigenous young people and their families and are informed by knowledge, evidence and research
Closing the Gap OUTCOME 5: ''Aboriginal and Torres Strait slander students achieve their full learning potential
Target: By 2031, increase the proportion of Indigenous peoples aged 20-24 attaining year 12 or equivalent qualification to 96%
Drivers: school attendance, retention rates, students at or above NAPLAN minimum requirements, mean scores in PISA test
Disaggragation: States/territories, remote areas, socioeconomic status, gender, disability status
Points of focus
School and child readiness
Attendance
Transition pathways to post secondary schooling options
Literacy and numeracy
Tackling absenteeism
Operate flexibility with students
Consider student aspirations, content and delivery
Help students develop sense of security and affirmation (mentoring and tutoring strategies)
Create an inclusive classroom culture
Integrate culture and practices into teaching and learning
8 ways of learning: story sharing, community links, deconstruct/reconstruct, non-linear methods, hard links, use of symbols and images, non-verbal practices, learning maps
Form strong relationships between schools, teachers, students and communities
consult elders in the community to ensure content is Indigenous or sensitive to Indigenous learners
Consideration of family and cultural commitments
Learning through performance, authentic learning
Learning context specific skills (rather than abstract)
Learning through observation and imitation
Learning through trial and error
Orientation to people rather than task
Successful communication envionments
🏁MAIN IDEA: LEARNING DIFFICULTIES AND DISABILITY🏁 Relates to the identification of barriers to learning and implementation of student-specific strategies to negotiate these barriers
Space
Feelings
Lighting
Visual
Acoustics
Limit external noise
'soft' sound quality without too much reverb
Allocate quiet areas for work
Teacher's face well-lit
Avoid harsh bright lights or dark spaces
Appropriate seating with allocation for personal space
Layout allows ease for movement
Comfortable temperature
Adjustable furniture to suit specific physical needs
Respect that all students have a right to be 'heard'
Clear expectations for turn-taking (speaking and listening)
Recognise negative feelings and put in measures to limit escalation of behaviour
Teach a range of strategies for behaviour regulation - think about feelings and express appropriately
Teach Vocab to describe, accept and acknowledge feelings
Use symbols to aid oral and written presentation
Use photographs to define activity areas
Label equipment with pictures and words
Have a visual planner which can be arranged to show structure of the lesson/activity
Have a visual timetable of the week
Use colour coding to categorise information
Language
validate appropriate behaviour by describing it
Hierarchy of questioning beginning with an open-ended question then move to more closed yes/no or forced alternative questioning. Use direct and meaningful questions
Encouragement of discussion
provide picture/object clues
teach phrases to use when joining in
Make sure there is turn taking and listening by other students
Be explicit with the purpose of fidscussion
Role-play techniques
Teaching new words, signs and symbols
Definition: family or function
Phonic links: say it, sign it, write it, clap it out
Conceptual links: touch it, do it, act it out
Grammatical links: link to other nouns, verbs, adjectives, prepositions
Visual links: see it, draw it, picture in head
Learning disabilities
Identification: discrepancy b/n potential and achievement. Failure to profit from typical instruction, however, IQ is average or above
Affective domain: self-esteem and motivation. Leads to a downward spiral of low confidence and isolation from classroom activities. Rejection from peer groups
Neurodiverse classrooms include children diagnosed with dyspraxia, dyslexia, ADHD, dysgraphia, dyscalculia, specific language impairment (SLI), autism, Tourette syndrome among others
Decreased attention time/ hyperfocus
Increased processing time
Variable reasoning skills
Varying memory@ problems with working memory required for complex problems, short term memory loss
Reduction in oral communication, reading, writing, spelling e.g. problems with phonological awareness, orthographic processing
Variable math skills
Problems with socialisation including reading social cues
Variable motor skills: gross motor (coordination of large m/s groups, difficulty running, dressing, walking), fine motor (poor and slow handwriting, holding of pencil differently, hand tires quickly)
Understanding specific needs is essential for planning lessons
Problems with sequencing (flipping number order, spelling errors, confuse event order when retelling a story)
Problems with abstract concepts - jokes, puns, sarcasm, understanding only the literal meanings of words
Organisational difficulties: have difficulty piecing together information, do poorly on essay type questions, have difficulty keeping organisation of work tasks and materials
Classroom techniques for learning disabilities in reading, writing and comprehending
Pre-teach vocab and concepts
State the objectives for outcomes of the lesson and reason for learning the concept
teach mental activities for listening: mental notetaking, questioning, reviewing
Provide study guides and worksheets
Provide transcripts of videos and films
Provide lecture outlines
Use visual representations
Flash cards
colour coding of notes
teach acronyms to memorise lists
give explanations in small steps to shorten listening time
leave a pause between each step and ask students to repeat steps back to the teacher
Be concise with verbal information and make sure it is direct
Accept alternate forms of information sharing: written report, diagrams, chart/graph/table, photo essay, review of films, demonstration
Give cues to scaffold questioning and wait for response
Give rules for classroom discussions
find texts that suit student ability
Allow students to access texts with visual and oral aids or allow peers to read out texts to other students
Shorten amount of time required reading
allow extra time for reading
Give texts with larger text
State the objective for reading a text and relate it to previous experiences
use a formal requiring less writing: MCQ, programmed material, T/F, matching
Encourage shared note taking
Use manipulatives
Provide templates and worked examples of completed work
Student populations
🏁MAIN IDEA: STUDENTS WITH PHYSICAL AND SENSORY DISABILITY 🏁 Relates to the informed practice of teachers in the implementation of accommodations for students with these types of disability
TBI: Head injury which impairs learning and behaviour
Physical disability including orthopedic disability: cerebral palsy, spina bifida, clubfoot, absence of limbs, polio, bone TB, fracture, burn
Health impaired students: asthma, epilepsy, HIV/AIDS, reduced strength, diabetes, heart conditions, haemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anaemia
cerebral palsy: prevalent in school aged children, permanent and non-progressive, results from a lesion to the brain post-birth, 23-44% cognitive impairment, vision and hearing impairments also prevalent. Disturbance of motor Fx (paralysis, weakness, lack of coordination, involuntary convulsions), altered muscle tone (hyper/hypotonia, athetosis, ataxia)
Spina bifida: neural tube defect in which the spinal column does not enclose the spinal cord. high risk of infection and paralysis, hydrocephalus. Symptoms include paralysis, lack of bladder control.
accommodations collaboration within a multidisciplinary healthcare team, muscle stretching and strengthening exercises, careful positioning, use of assistive devices for walking, wheelchair use, commuinication devices, stabilisation tools, grasping aids, creation of boundaries, modification of toys and equipment, MOVE curriculum
accommodations: use of wheelchairs, braces, crutches, walkers, catheters, assistance in dressing and toileting
muscular dystrophy: progressive atrophy of muscles, difficulty walking and other movements
Accommodations: facilitate movement, provide emotional support to family and child, encourage children to be as active as possible, avoid lifting or pulling children by limbs
Epilepsy: chronic repetition of seizures triggered by psychological, physical and sensory factors. Generalised seizure (loss of consciousness, stiff m/s), absence seizure (brief loss of consciousness, staring blankly)
accommodations: during seizures, keep calm, ease child to floor, put something soft under head, turn gently to side, do not attempt to restrain movements, allow child to rest until consciousness returns
Classroom practices
Be aware of medical conditions and treatment plans (IHCP: Individualized health-related needs and procedures)
Individualise instruction to greatest extent using IEP
Promote student independence: self-review strategies, opportunities to experience success and failure, reasonable expectations set, embrace unique interests and abilities, foster independence
Collaborate with team to implement comprehensive educational, physical and medical plan (special educators, physiotherapists, occupational therapists, recreation therapists, speech-language therapists, school nurses, councilors and therapists)
Appropriate modification of the environment and classroom equipment
Behavioural: positive reinforcement for on-task behaviour, teaching self control, modification of instructional activities
Follow medical guidelines for students: be aware of medications, plan for seizures, establish emergency procedures, move and position students, adapt for chronic medical conditions
Know how to use assistive technology (aids for daily living, augmentive or alternative communication, computer access, seating and positioning, service animals, aids for vision impaired, hearing impaired, wheelchairs and mobility aids, vehicle modifications
Definitions
🏁MAIN IDEA: STUDENTS WITH INTELLECTUAL DISABILITY🏁 Relates to the acknowledgement and therefore level of assistance these students will require in a classroom environment. Focusses on cognitive, life and social skills for development
Mild intellectual disability (IQ 55-70): students can profit in a mainstream classroom with aid of curriculum modification and supportive services. secondary school academic programmes may serve to be a challenge
moderate intellectual disability (IQ 40-55): needs support to learn independent life skills, self care and basic academic skills. supervised independence possible
severe intellectual disability (IQ 25-40): part time/full time support required. limited independence. self help and social skills emphasized, some life-long assistance likely needed
Profound intellectual disability (IQ<25): student may learn basic self care and communication skills but limited skill development. full time education assistant needed
Deficits in cognitive functioning results in significant sub-average general intellectural functioning
classroom implications
Student characteristics may include: limited problem solving, attention spans, abstract thinking and memory. Students may show limitations in conceptual, social and practical skills, motivation
Determination of levels of support
Intermittent: 'as-needed', usually during transition periods
Limited: supports provided consistently over time
Extensive: regular involvement. not time limited
Pervasive: supports provided consistently across environments. Potentially life-sustaining supports
Instructional strategies to foster independence and self-reliance as a primary goal
Delayed cognitive development including: literacy and numeracy skills 3 years below age group, easily distracted, difficulty with academic subjects, delayed speech, difficulty remembering
Difficulties with appropriate social behaviors: difficulty understanding and expressing emotions, immature and compulsive bahviour
Delayed adaptive bahvour: appears clumsy, frequent loss of personal items, requires support with personal care and hygiene skills
Difficulty understanding abstract concepts: confusion with abstract and figurative language, interprets language literally, enjoys routine and repetitive tasks
Low self-esteem: fear of risk associated with trying new things, easily distracted, vulnerable to peer pressure and embarrassment
teaching strategies
Use of direct instruction: real-world academic skills, functional skills that apply directly to specific contexts, generalise skills to various situations and other environments
Break down tasks into smaller components, teach in smaller 'break-out' groups or 1-on-1 if possible
Use a variety of modes of teaching, e.g. auditory supports
Design content delivery and contexts to suit student interests and strengths
Provide many opportunities in different scenarios to practice skills
Change learning tasks by simplifying, condensing, combining or grouping or by using special coding
Use high interest/low vocab sources
Give more concrete assignments on related topic
Adapt assessment format, use of assistive technology to complete assignments and assessment, divide assessments into parts, allow for additional time, read or clarify questions, provide prompts, highlight key words
Use of a baseline initial assessment
Planning of learning materials in collaboration with child's stakeholders e.g. parents
Refer back to 16 elements of explicit instruction
ASD and ADHD
ASD: differences in social skills, communication and behaviour - behaviour may become repetitive or highly focussed
Altered receptive communication: challenges with communication via non-verbal prompts (facial expression, body language)
Altered expressive communication: varied delays in language development, others may be proficient in vocab, however, have trouble expressing thoughts and feelings
Social interaction: ASD students may find trouble in understanding social cues and unspoken rules
repetitive movements, vocalisations, routines and rituals
Strong interests, attachment to objects
Altered sensory processing which may result in unexpected bahvioural responses
May pose challenges with executive functioning
Classroom techniques
helping in prioritising tasks with first/then board
Reward chart
Provision of a visual schedule of the day or activity
Provide structure in the day
Offer options to engage in quieter activities
Use a 'positive behaviour support' approach to let students experience success with behaviour. Positive reinforcement and rewards
Modifications to the classroom environment: Reduced noise, lighting, teaching materials
Understand reasons behind challenging behaviour rather than focussing on the bahaviour itself --> address the issue in a posititve way, teach the student self-soothing techniques, develop supportive routines to minimise outbursts, encourage the student to be successful. Teachers look for patterns in time of day, linking to activities or environments and other students
Attention Deficit Hyperactivity Disorder (ADHD) : neurobiological condition
consistent patterns of inattention, impulsivity, hyperactivity
Interferes in life at home, academic, social and work envirionments
Signs and symptoms in a child may include: persistent daydreaming, forgetfulness, squirming or fidgeting, talking too much, making careless mistakes or unnecessary risks, having trouble resisting temptation, trouble taking turns, difficulty getting along with others
5 C's parenting framework: connection, composure, compassion, collaboration and consistency
classroom techniques
allow wait time after impulsive response for correction
teach stop-think-do
Clear, structured classroom activities
Reduce sources of distraction in the environment
Utilise lists and prompt cards
teach time management skills and set goals within manageable timeframes
Explicit teaching strategies
Teach daily self-reflection practices
Use extrinsic motivation
Build positive relationships with parents and caregivers, read relevant assessment reports, seek out information from reputable sites and disability coordinator
Mental Health Disorders
🏁MAIN IDEA: SUPPORTING STUDENTS WITH MEDICAL AND MENTAL HELATH NEEDS🏁 including recognition of risk factors affecting students as well as supportive factors and ensuring the safety of students
Diabetes: Type 1, type 2
accommodations: scheduling of snacks, knowledge of how to manage BGL fluctuations, accommodate access to drinks and toilet breaks, address lunchroom eating issues, address circumstances such as classroom parties, be aware of medical emergency contacts
asthma: wheezing and coughing, SOB, chest tightness, fatigue caused by trigger in environment, physical activity. Medications can cause impairment in memory and attention, hyperactivity, anxiety, depression, drowsiness
accommodations: modification to physical activities, access to inhaler and knowledge of student's asthma action plan, plan for absenteeism if asthma not controlled
Juvenile Rheumatoid arthritis: stiff, swollen and painful joints, enlarged lymph nodes, painful and limited movement, impairment of vision, inflammation of the pericardium
accommodations: extra opportunities for movement and stretching, limit high-impact participation in PE, give additional time to move between classes throughout the day
cancers: leukemias, lymphomas, brain tumours. Requires treatments of chemotherapy, radiation, immunosuppressants, surgeries. Side effects of treatments include: nausea and vomiting, fatigue, weight gain/loss, mood swings, facial puffiness, problems with fine and gross motor skills. High incidence of school absence
accommodations: assist in providing work to do at home to keep up if possible, development of a reintegration plan when child returns to school
Programmes offered by the child and adolscent health service at Perth Children's Hospital --> liason programmes help transition students back to school and provide ongoing support for students in school
ADHD (covered below in physical and sensory disorders)
Anxiety disorder (excessive feelings of anxiety and worry over a sustained period of time)
Major depressive disorders (sustained depressed moods, loss of interest in activities, trouble sleeping, feelings of worthlessness)
Conduct behaviours: antisocial behaviours, repetitive and persistent behaviour, violation of others rights
risk factors
Individual: birth complications, diffcult temperament, low IQ, receptive and expressive language difficulties, poor social skills
Family: lack of affection, neglect, parent with mental illness, domestic violence, financial difficulties
Peer/school: academic failure, bullying, poor student-teacher relationships, peer norms (alcohol and drug use)
Community: social isolation, racism, disadvantage, violent neighbourhood
Life events: trauma, abuse, moving house/country, forced migration, death in family or friends group
supportive factors
Individual: good physical health, optimistic outlook, good attachment, strong social skills, good communication
Family: supportive and consistent parenting, stable family, low exposure to stress and violence
Peers/school: positive peer role models, sense of belonging, positive relationships with teachers, positive school climate
community: strong networks, economic security, access to services, strong cultural identity and pride
life events: availability of support, involvement with supportive adults
roles of teachers at school
mandatory reporting for evidence of abuse
Recognition of mood changes in students
Linking students with school counselor
Enable a safe classroom environment that is receptive to changes in student needs both academically and emotionally
Training programmes in Youth Mental Health First Aid to be able to recognise a psychological crisis
Link activities (e.g. research) with the topic of mental health to promote students to view helpful websites such as red dog institute and BeyondBlue
Physical safety of students in classroom environments and recognition of dangers
definitions
MAIN IDEA: GIFTED AND TALENTED EDUCATION
Gifted: innate ability with little to no training
Talented: innate but developed ability form support via training
Recognition of gifted students
strong curiosity
absorbs information rapidly with less repetition
excellent memory
long attention span
excellent reasoning and problem solving skills
intense interests
vivid imagination
intrinsically motivated to learn
interest in social and philosophical issues
concerned about fairness and justice
energetic
asynchronous development
well-developed sense of humour
perfectionistic
Prefers more mature texts
Cognitively, greater abstract thought, able to see cause-effect relationships, systematic and analyzing materials, fluent thinking including generation of possibilities and consequences, flexible thinking, critical thinking skills
Social traits include: formation of strong relationships with adults, heightened awareness (may lead to anxiety), sensitivity emotionally, missed social cues, fear of failure
teaching strategies for gifted and talented learners
Build positive relationships
let go of 'normal'
construct a curriculum based on individual interest
successful gifted: conforming, eager for approval, less likely to take risks
Challenging gifted: highly creative, frustrated, bored, questioning, rebellious
Underground gifted: deny abilities in order to fit in, may be insecure, quiet, avoid risk taking, resist challenge
Dropout gifted: resentful as they believe the system has failed to meet needs. may be disruptive and withdrawm
Double-labeled gifted: gifted with a physical or sensory disability or a learning difficulty. May become angry or frustrated, may feel powerless
Autonomous gifted: confident, independent, self-directed. Intrinsically motivated and willing to take risks. Good at setting goals and take responsibility for learning
Enrichment: learning activities to provide depth and breadth to regular teaching as a way of offering challenge
Acceleration: instruction that aligns abilities to the curriculum, differentiating the timing of introduction of content and rate of coverage
Classroom that supports taking risks
make use of student strengths
Encourage higher order thinking and questioning
Disabilities may include: autism, Asperger's syndrome, central auditory processing disorder, visual processing, auditory processing dyslexia, dysgraphia, significant learning difficulties, dyspraxia
For 'twice exceptional' students, they may require acceleration and content extension for strength accommodations, however, need compensatory strategies, specific SPED programs, small group direct instruction, differentiated instruction and counseling for remediation modifications/accommodations
Learning behaviours: will exceed in some areas but require help in others
Visual-spatial learners: show them rather than focus on speaking, give big picture problems rather than steps, avoid timed tests, teach to strengths, use assistive tech, give advanced work if they show evidence of grasping complex tasks, reassure them
Attention deficits: talk louder and faster with more gestures, reduce distractions with headphones, minimize visual distraction, use lists or mind maps, teach goal setting
Increase 'wait time' for student response to increase creative and critical thinking, variety of response and increase in confidence
Differentiated instruction is key with modification based on results
choice in learning and activities
compacting information to allow time for extension
offer 'challenges'
Learning contracts made with teacher/student/parent
RAFT assignment
Tier 2: increase complexity, cooperative grouping, provide real audiences such as experts, encourage solving real world problems, theme-based units
Tier 3: specific, targeted academic programming including compacted learning, project-based learning, problem solving and simulations, reduced emphasis on review and emphasis on group work