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Teaching Students Who Are Gifted and Talented. Programming for Students with Special Needs

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Teaching Students Who Are Gifted and Talented. Programming for Students with Special Needs DOCUMENT RESUME ED 442 237 EC 307 875 TITLE Teaching Students Who Are Gifted and Talented. Programming for Students with Special Needs. INSTITUTION Alberta Learning, Edmonton. Special Education Branch. ISBN ISBN-0-7732-1801-7 PUB DATE 2000-00-00 NOTE 366p. AVAILABLE FROM Special Education Branch, 10 Floor, East Devonian Bldg., 11160 Jasper Ave., Edmonton, AB T5K OL2, Canada; Tel: 780-422-6326; Fax: 780-422-2039. PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Ability Identification; *Academically Gifted; *Creativity; Curriculum Development; Definitions; Educational Philosophy; Elementary Secondary Education; Foreign Countries; Postmodernism; *Student Characteristics; *Talent; Talent Identification; *Teaching Methods IDENTIFIERS *Alberta ABSTRACT This guide is intended to help schools and classroom teachers in Alberta provide successful school experiences for gifted and talented students. Section 1 focuses on program administration, including Alberta legislation, policy, and regulations; district administration of programs; and school administration of programs. Section 2 identifies an emerging paradigm which views giftedness as having multiple forms and as being diagnostic, developmental and based more on performance than test results. Also considered are concepts of giftedness as defined by Sidney Marland, Joseph Renzulli, Howard Gardner, Robert Sternberg, Donald Treffinger, Francoys Gagne, Julian Stanley, John Feldhusen, and George Betts. Section 3 focuses on identification with emphasis on inclusive identification processes. Section 4 considers characteristics of creatively gifted students in the visual and performing arts and offers classroom strategies for developing these talents. Section 5 specifically discusses strategies for designing and implementing instruction, including curriculum modification and instructional strategies. Section 6 discusses post-modern theory, its impact on current educational practice, and implications for developing curricula for gifted and talented students. Forty-eight sample forms are appended. Also attached are suggested teaching resources, publishers' addresses, an annotated test inventory, and a listing of support networks. (Contains approximately 400 references.) (DB) Reproductions supplied by EDRS are the best that can be made from the original document. Teaching Students whoare Gifted and Talented U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY document has been reproduced as received from the person or organization originating it. Pt nare-ca5 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this docu- TO THE EDUCATIONAL RESOURCES ment do not necessarily represent official NIE INFORMATION CENTER (ERIC) position or policy. 1 2 BESTCPYAVAILABLE ALBERTA LEARNING CATALOGUING IN PUBLICATION Alberta. Alberta Learning. Special Education Branch. Teaching students who are gifted and talented. (Programming for students with special needs) ISBN 0-7732-1801-7 1. Special education Alberta. 2. Gifted children Education Alberta. I. Title. II.Series: Programming for students with special needs. LC3984.2.A3.A333 bk.7 2000 371.9 For further information, contact: Special Education Branch 10 Floor, East Devonian Building 11160 Jasper Avenue Edmonton, AB T5K OL2 Telephone: (780) 422-6326 in Edmonton or toll-free in Alberta by dialing 310-0000 Fax: (780) 422-2039 This document is intended for: Students Teachers Administrators Counsellors Parents General Public Copyright © 2000, the Crown in Right of Alberta, as represented by the Minister of Learning. Alberta Learning, 11160 Jasper Avenue, Edmonton, Alberta, T5K OL2. Permission is given by the copyright owner to reproduce the owner's original work for educational purposes and on a non-profit basis. Permission to reproduce third party material must be received directly from the third party copyright owner. 3 INTRODUCTION TO THE SERIES Programming for Students with Special Needs is a series developed in response to a needs assessment survey conducted by the Special Education Branch of Alberta Learning in the spring of 1992. The information provided by survey respondents has been used to guide the nature and content of the series. The respondents indicated the need for practical suggestions about instructional strategies, classroom management, preparing individualized program plans and understanding the nature of special needs. They also requested information about special education resources. The following books are included in the series. The information in each book is interrelated and can be used to provide instruction to all students. BOOK 1 TEACHING FOR STUDENT DIFFERENCES Highlights strategies for differentiating instruction within the regular classroom for students who may be experiencing learning or behavioural difficulties, or who may be gifted and talented. It includes ideas for varying instructional time, the learning environment, resources, materials, presentation, assignments and assessments to accommodate students with diverse needs. This book contains instructional strategies arranged by core subjects as well as by categories of differences; e.g., learning disabilities, behaviour disorders, and gifted and talented. A variety of useful forms to assist teacher planning is found in the appendices. BOOK 2 ESSENTIAL AND SUPPORTIVE SKILLS FOR STUDENTS WITH DEVELOPMENTAL DISABILITIES Includes: developmental checklists for communication skills; e.g., receptive, expressive, social, articulation and vocabulary checklists for gross and fine motor development, including colouring, graphics, manuscript printing and cutting charts and checklists which provide a continuum of life skills by domain (domestic and family life, personal and social development, leisure/recreation/arts, citizenship and community involvement, career development) checklists for mathematics, reading and writing to Grade 6 an annotated list of teaching resources. BOOK 3 INDIVIDUALIZED PROGRAM PLANS (IPPS) Contains a process for IPP development and strategies for involving parents. This book provides information on writing long-term goals and short-term objectives along with case studies and samples of completed IPPs. It addresses transition planning and features forms and checklists to assist in planning. BOOK 4 TEACHING STUDENTS WHO ARE DEAF OR HARD OF HEARING Includes information on the nature of hearing loss and the various communication systems which may be used. The book contains information on amplification, educational technologies, program planning and teaching strategies. BOOK 5 TEACHING STUDENTS WITH VISUAL IMPAIRMENTS This resource offers basic information to help provide successful school experiences for students who are blind or visually impaired. The information in this book addresses: the nature of visual impairment educational implications specific needs instructional strategies the importance of orientation and mobility instruction the use of technology. BOOK 6 TEACHING STUDENTS WITH LEARNING DISABILITIES (LD) This resource provides practical strategies for regular classroom and special education teachers. Section I discusses the conceptual model and applications of the domain model. Section II includes identification and program planning, addressing early identification, assessment, learning styles and long-range planning. Section III contains practical strategies within specific domains, including metacognitive, information processing, communication, academic and social/adaptive. Section IV addresses other learning difficulties including attention-deficit/hyperactivity disorder and fetal alcohol syndrome/possible prenatal alcohol-related effects. The appendices contain lists of annotated resources, test inventories, support network contacts and blackline masters. Programming for Students with Special Needs is not intended to be a complete authority on the many disciplines associated with the education of students with special needs. In providing instruction to students with special needs, staff should utilize the support services available in their jurisdictions. 5 ACKNOWLEDGMENTS Alberta Learning gratefully acknowledges the many teachers, other individuals and groups who have provided advice and feedback over the course of the development of Teaching Students who are Gifted and Talented, including the following: Calgary Board of Education, the principal writers The Centre for Gifted Education, University of Calgary All the individuals and groups who reviewed the field-test draft and provided thoughtful suggestions and comments The staff of the Special Education Branch of Alberta Learning for their contribution to the development, production and distribution of this document Members of the Special Education Advisory Committee representing: Alberta Association for Community Living Alberta Associations for Bright Children Alberta Home and School Councils' Association Alberta School Boards Association Alberta Society for the Visually Impaired Alberta Teachers' Association Autism Society of Alberta College of Alberta School Superintendents Council for Exceptional Children (CEC), Alberta Federation Learning Disabilities Association of Alberta Premier's Council on the Status of Persons with Disabilities University of Alberta, Department of Educational Psychology. TABLE OF CONTENTS Introduction 1 Section 1: Administration of Programs for Students who
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