Internetresources Here are some articles that might be of interest to those of you who teach giftedstudents in your classrooms or have Smarter Kidsgifted and talented. http://www.adifferentplace.org/internetresources.htm
EXCEPTIONAL CHILDREN -- EDUC235Ps general Objectives Describe each of the exceptionalities covered of each of the followinggifted/talented, learning disabled you would use to teach the lesson http://www.central.edu/education/REX/exceptionalchild.html
Extractions: (e-mail=ShahriariR@Central.edu) Dr. Rex Shahriari (LIB 222, N-W corner of the Ed. Dept.) Office: 6285114 Home: (641) 792-3885 Hours: 10:003:00: W, F Other times by appointment, or just drop in. T, R between classes. This course is a general survey of exceptional learners. It is intended to help you better understand and be sensitive to the needs of exceptional learners and their families and to contribute to their education in the least restrictive environment. Etiology, characteristics, identification, treatment, and educational needs of exceptional individuals will be covered. History, legal and ethical issues, and delivery of services will be discussed. In addition, the lifelong needs of exceptional people and special needs of bicultural exceptional children will be included. Special attention will be given to the needs and characteristics of the gifted and talented. The following exceptionalities will be included: The objectives of this course parallel several primary Teacher Education Program goals: GOAL 3: GOAL 4: GOAL 8: Develop collaborative relationships that enhance the teaching/learning experience. (8.12)
Temple Independent School District Designs lessons within, and across disciplines that teach strategies for nurturingcreative and critical thinking in gifted and talented students. http://www.tisd.org/profdev/orientation/gt/gt2.htm
Physical And Health Disabilities (10/2/2000) teach selfadvocacy. Participate in the activities of professional organizationsrelated to gifted and talented education. http://www.cec.sped.org/ps/perf_based_stds/gifts-talents_4-21-01.html
Extractions: Gifts/Talents Knowledge: Historical foundations of gifted and talented education. Models, theories, and philosophies that form the basis for gifted education. Laws and policies related to gifted and talented education. Relationship of gifted education to the organization and function of educational agencies. Issues in definition and identification of individuals with gifts and talents, including those from culturally and linguistically diverse backgrounds. Incidence and prevalence of individuals with gifts and talents. Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services. Impact of labeling individuals with gifts and talents. Potential impact of differences in values, languages, and customs that can exist between the home and school. Impact of the dominant culture on shaping schools and the individuals who study and work in them. Rights and responsibilities of students, parents, teachers and other professionals and schools related to exceptional learning needs.
OPLIN: OH! Teach / INFOhio > Curriculum Areas > Gifted Education teach / INFOhio Curriculum Areas gifted Education gifted talented Children Young Adults / Resources for 12 http//falcon.jmu.edu/~ramseyil/gifted.htm A http://www.oplin.lib.oh.us/index.cfm?ID=19-2190-2191
General Publications 2. Persson, RS (1999). How to teach(and not to teach) musical performance. Giftedand talented International, 10(1), 611. 12. Persson, RS (1999). http://www.geocities.com/bodybuilder_se/Research1.htm
Extractions: General publications Persson, R. S. (1989). The Swedish National Music Curriculum - A Survey. Stockholm: Centre for Research in Music Education (MPC) Publication Series, No. 11. 2. Persson, R. S. (1992). Imitator or Individualist? Reflections of Musical Talent. Stockholm: Centre for Research in Music Education (MPC) Publication Series. (InSwedish with English summary). 3. Persson, R. S. (1992). The Emotional Imagination: On the Conceptual Process of Musical Performance. Huddersfield: University of Huddersfield, Dept of Music, Series of Seminar Papers. 4. Persson, R. S. (1992). In the Shadows of Enchantment: On Performance Anxiety and Stress. Huddersfield: University of Huddersfield, Dept of Music, Series of Seminar Papers. 5. Persson, R. S. (1995). Musicae Doctor - Om forskningsanknytning och disputation i ämnet instrumentalmusik [Musicae Doctor - On the idea of research and examination for the doctoral degree in the field of musical performance]. Bulletin of the Centre for Research in Music Education. 6. Persson, R. S. (1995).
Problems Of The Gifted If we have educational programs which teach the gifted at their Ronald T. Zaffannadn Nick Colanglo, Counseling with gifted and talented Students, gifted http://www.geocities.com/Athens/3682/giftedproblems.html
Extractions: Problems of the Gifted For permission to quote or reprint, contact Leigh Kimmel That mentally deficient students need special help, no one denies. But many people forget entirely those students on the opposite end of the intelligence spectrum. Gifted students suffer unnecssarily in their life at school, having trouble with intrapersonal conflicts, interpersonal relationships, schoolwork and forming appropriate social role modles. Although some things are being done to remedy this situation, more needs to be done to prevnt the waste of fine young minds. The gifted are usually defined as those scoring above 120 or 140 on standardized IQ tests. However, there are many gifted students, such as those who have a special aptitude for music or mechanical work, who may not show up well on standardized tests. Recognizing this, we may define the gifted as those who possess an outstanding aptitude for some area of human endeavor. Unfortunately, the gifted often suffer psychological trauma because they are different from average students. They do not fit neatly into the social patterns of the school, and thus they are percived as problems by all concrnd with them. Thus the giftd find thmslvees entrappd in a whol tangled wb of psychological difficulties which can have long-lasting repercussions. Firstly, the giftd suffer from intrapersonal problems; that is, problems within themselves. As they are not like other students, they have strong feelings of isolation and are bored by the activities enjoyed by most students. As they have no peers to relate with, they often have troubl seeing any reason why they should conform to the standards of their non-gifted classmates. In general, their needs are not being met.1 These feelings of detachment from the bulk of society leads to a welter of self-esteem. problems. Such problems can be deadly, for they frequently spur suicidal tendencies in the sensitive gifted.2
Mathematics - Lesson Plans Webquests LEVEL/SUBJECT K5, (gifted talented) Primary mathematics 1 through 3. Originallyplanned for gifted students, but IS A FUN ACTIVITY THAT ALLOWS A teach http://www.edhelper.com/cat197.htm
Gifted Education | Program Overview prepared to teach gifted and talented students and,; finally, at the most The facultywho teach specifically in the area of education of the gifted are http://curry.edschool.virginia.edu/gifted/overview.html
Extractions: Rotating Images of Curry The Educational Psychology-Gifted program is designed to prepare individuals to apply relevant principles to practical problems faced by educators in the design and implementation of programs to meet the needs of gifted and talented children and young adults and to conduct research and evaluation studies in this field. In the Educational Psychology-Gifted program students are: Academic and Professional Experiences: Students who pursue the Master's degree or Doctoral degree will be provided with: introductory and advanced courses in the area of education of the gifted core of courses in related areas (e.g., learning, development and assessment)
Extractions: FAQs General Overview Gifted and Talented Technology Denison State School opened as a new, multi-age school in January 1997. Situated in Emerald, it was constructed on the same campus as, and shares some buildings with Capricornia School of Distance Education. Denison's predicted enrolment in 2001 is 300 primary and 50 preschool children. A full day preschool program operates. As a new school Denison State School has the advantage of establishing school structures which recognise the latest research developments into how students learn most efficiently and effectively. The school is set in 5 hectares of grounds, comprising lush trees and landscaped gardens and is fully air-conditioned, providing the students and staff with a pleasant environment in which to learn and teach. Computer facilities include two networks, one for student use and one for administration. All buildings are linked to both networks. A mini computer lab exists in the library for use by students and staff.
Gifted Children Focus On Excellence and they have not found anyone with appropriate knowledge to teach them 6920704 Fax212-692-0715 Copyrights 1997-2003 by gifted talented Publications, Inc http://www.gifted-children.com/excell.htm
Extractions: Front Page* News* What's New* Guest Book* ... Form If you want to share something that you think is very special or truly excellent and should be recognized, praised, or encouraged, please tell us. My daughter, Moujan is about 5 years old.She is very smart. She learnt to read Persian language when she was 3.She can read books easily and write now.Her doctor recommanded me to test her IQ, so she passed a Wechsler test under a psychologist exam. She was gifted! her score was 134.she started learning English as a scond language and her progress is faster then others. I am looking for a special school for her in foreign contry. Please advise me to find a appropriate school. e-mail: msaderi@negareh.com I am a grandpearent my grandson is a very smart child and I would like to fine out if he could get a grant to get in to a school for the gifted, he lose his father from canser and has 3 brothers and 4 sisters his mother cant aford to send him to a spical school i am 83 and on social security so we would like some help if theres any out there thank you let me hear from any one by email On Monday April 15, 2002
Online Resources - General Links general Links. Online book and technology reviews; ideas for tough to teach topics; OnlineSchoolyard resources on grant writing, gifted education, LD/ADD, lesson http://www.atpe.org/TeachersToolbag/lgen.htm
LCPS Gifted And Talented Program Overview Center for talented Youth (CTY), Johns Hopkins University. Good gifted programs teachstudents that they have the major responsibility in deriving the http://www.loudoun.k12.va.us/instruction/gt/giftedprogram.htm
Extractions: Frequently Asked Questions Overview Entrance Requirements ... Resources Welcome to Loudoun County Public Schools overview of gifted and talented programs! This guide is designed to answer your questions about our offerings. The goal of each program is to serve the special needs of students whose mental development is accelerated beyond their peers, or who have exceptional ability or talents in a specific subject area or a visual/performing arts field. All students benefit from instruction that challenges them to reach meaningful academic goals. Gifted students sometimes need additional challenge. In education, as in life, one size does not fit all. Programs for the gifted and talented are designed to help these students meet high expectations. In Loudoun County, we want all students to stretch for appropriately high standards. What is a stretch for one child may not be for another. For additional information, please call the Gifted and Talented Program Supervisor or Specialist at 703-779-8944, or E-mail gifted@loudoun.k12.va.us
St. Paul's Way General Information What We teach The Curriculum. We encourage and teach the pupils how to developtheir own individual research skills for independent learning. http://www.stpaulsway.org/gen_curriculum.htm
Extractions: Additional Support Sporting Aims and Provision School Uniform ... How to Find Us What We Teach: The Curriculum The School complies fully with DFEE regulations with regard to the National Curriculum. We teach a broad and balanced curriculum throughout Key Stages 3 and 4. In line with our status as a Visual Arts Specialist College , there are additional opportunities for pupils to pursue their interest in visual arts, photography, textiles and media work. KEY STAGE 3 - YEARS 7, 8 and 9
EDSP 5410: Advanced Practicum In Gifted Education Information Page competencies required for teaching gifted and talented learners (see Plan and teacha class or cluster of economic environment on the field of gifted education. http://webct.courses.unt.edu/public/EDSP5410MS/
Extractions: Enrollment Information EDSP 5410. Advanced Practicum: Gifted and Talented. 3 hours. (3 hours per week for 12 weeks) Demonstration in a gifted and talented educational setting of professional competencies during a minimum 110 hours of supervised practicum experiences. Responsibility for development and implementation of educational plans for gifted and talented learners. Teacher role identification and relationships are examined in structured seminars. Prereruisite(s): EDSP 5150 , and , or consent of instructor This three-credit course provides supervised experience in teaching gifted, talented, and creative students through application of knowledge, skills, and competencies acquired in previous gifted education courses. After completing this course, practicum participants will be able to: Differentiate curriculum and teaching to meet the special needs of gifted students including special population or diverse gifted learners. Modify instructional activities based on self-evaluations, personal reflections, gifted students' reactions, suggestions from practicum supervisor, and interaction with colleagues in gifted education. Identify and utilize personal strengths in teaching gifted students.
Expert Advice: Jerome J. Schultz, Ph.D. 3. How have others tried to teach her in the past Please note This Expert Advice area of FamilyEducation.com should be used for general information purposes http://www.familyeducation.com/experts/advice/0,1183,23-28122,00.html
Extractions: Q. A co-worker asked me to teach her 14-year-old how to read. She's reading on a 2.5 grade level. What are some ways I can help her without boring her to death with children's books and games? Where do I even begin helping her with comprehension and phonics? A. In order to teach this girl how to read you need to know what her problem is. That means knowing the cause of her reading disability. Here is a checklist to consider in answering this question. 1. Has she been taught poorly or has she moved from school to school? If this is the case, then she might benefit from a modified "adult literacy" program. This means that she would be taught to read in a systematic fashion, with the assumption that there are no real barriers, such as learning disabilities or mental retardation, to her acquisition of reading skills. In this case, you could use almost any good reading text from a public school and get her vocabulary words from her daily life, and from the newspaper, and magazines that she might like. For ideas about how to teach phonics, you might try two excellent books by Patricia Cunningham:
Home Language Math Science Social Studies The Arts No matter where you live, or teach, you will lesson plans for teaching gifted andtalented students. related learning disabilities, kids who are gifted but who http://members.tripod.com/66inc/IEAMembershipGateway/specialed.html
Extractions: No matter where you live, or teach, you will encounter students with exceptional abilities in one or more areas of academics. You may struggle with the question of how to challenge that student, or you may think you do not need to provide any differential instruction. This WebQuest is designed to inform you of the characteristics and needs of the gifted student, and to provide some resources for working with the gifted child and his or her family.
Durham Elementary TAG focus at Durham is to teach all students Students are identified as intellectuallygifted with a Students are identified as academically talented in reading or http://www.ttsd.k12.or.us/schools/dur/staff/butcher/tag/
Extractions: TAG Services It is not enough to have a good mind. The main thing is to use it well. Rene Descartes General Information Online Reources General Information The instructional focus at Durham is to teach all students at their instructional level and rate. We work together to help every child demonstrate growth in academic performance, self esteem, social responsibility, and physical well being. TAG Services support and compliment the classroom teachers in meeting this challenge. Services include: Identification Students are identified as intellectually gifted with a score of 97%ile or above on a Nationally Standardized test of mental ability and supporting behavioral evidence. This school district tests its entire population in grades 2 and 7. Students may be tested on an individual basis if referred. Students may also be tested by a liscenced psychologist privately. Students are identified as academically talented in reading or math if they have a pattern of scores at the 97th %ile and above on state tests or nationally normed achievement tests, and supporting behavioral evidence.
