Gifted Talented Presentation

2+2=5 2+2=5 or 3, 0r…or 3, 0r…2+2=5 2+2=5

or 3, 0r…or 3, 0r…When When

““Gifted”Gifted”Just Doesn’t Add UpJust Doesn’t Add Up

By: Heather Ehlschide

Congratulations! Your Student is Gifted!

• Who determines giftedness in the school setting?

• What qualifies a child for gifted services?

• When is a child eligible and/or served in their areas of identification?

• Where can I go for help and information?

•Why is important to know that a child is gifted?

Now for the

Hard Part…

• If my student is so gifted, what IS the problem?

Common Difficulties

• Gifted students may struggle with perfectionism.

• Gifted students may struggle with masked disabilities.

• These struggles may lead to underachievement.

Perfectionism• The constant

demand on one’s self or others for perfect, flawless performance

Perfectionism• Does it stop the

learner from attempting new or difficult tasks?

• Does it create problems in relationships with others, especially peers?

Perfectionism• Is persistent,

disabling fear evident in the learner?

• Is the learner able to use this trait as healthy motivation?

Masked Disabilities• Gifted students may

be “twice exceptional”

• Being gifted does not preclude one from having a learning disability or other impairments such as ADHD

Inte

llect

ually

Gift

edAD

HD

Masked Disabilities• Just as giftedness

often masks disabilities, disabilities may also mask gifts

• Search diligently for hidden talents within your student, especially if they have known disabilities

Masked Disabilities• Resources are

available to meet the needs of students who require services on both ends of the “special needs” spectrum

Visua

l and

Perfor

min

g

Arts:

Gift

ed

Spec

ific Le

arni

ng

Disab

ility

: Bas

ic R

eadi

ng

Masked Disabilities• Although school

counselors, teachers, and other school personnel may be helpful, a medical doctor is also an important resource

Compounded Issues

• Sometimes, the issues that

have already been discussed

may lead to other

concerns…

Underachievement• To fail to achieve

the approximate level of performance, especially in school studies, commensurate with one’s abilities as indicated by tests

Performance

Potential

Underachievement• Situational:

occasional occurrences when difficulty emerges

• Chronic: recurring difficulties with regard to performance over time

Potential Performance

Performance

Potential

Underachievement• Situational

underachievement may be addressed through short term counseling and or additional supports as warranted by the circumstances

Potential Performance

Underachievement• Chronic

underachievement may take more intense counseling, family counseling, and direct intervention in areas such as the student’s executive function capacity or medical services to address a disability

Failure

Executive Function:What Is It?

• Executive Function is the ability to do all that it takes to keep your mind on what you are doing in order to accomplish a given task.

Execu

tive

Funct

ion C

ente

r

Executive Function:Examples

• Organization• Planning• Outcome

Prediction• Time

Management• Impulse Control

TO DO LIST

Tools To Enhance Executive Function

• Agendas/Planners• Bulletin or Dry Erase

Boards • Knowledge of

learning style• Frequent, consistent

communication with school personnel

•PATIENCE!

What Now?• Many students

who deal with the issues discussed suffer in their social and/or emotional development

Emotional Fallout• Lack of confidence• Lowered self-

esteem• Anxiety• Feelings of

inadequacy or helplessness

• Depression

Support without Enabling

• Set and maintain high expectations to exhibit confidence in ability

• Acknowledge and reward effort, not just end results

Support without Enabling

• Provide routine and structure to promote feeling of security

• Stay positive and focused and avoid “pity parties”

Support without Enabling

• Communicate with parents and school counselors in regard to seeking professional counseling and/or medical attention if a downward spiral continues or worsens despite efforts to improve

Social Difficulties• Feelings of

isolation• Rejection by

peers• Lack of

connection• Missed

opportunities

Interject without Interfering

• Network with others to find appropriate groups in which your child might participate

Interject without Interfering

• Make your classroom a haven for your student and peers with whom he/she is able to connect

• Promote a safe and nurturing learning environment for students

Is This My Student? Poor test performance

Achieving at or below grade-level expectations in one or all of the basic skill areas: reading, language arts, mathematics

Daily work frequently incomplete or poorly done

Superior comprehension and retention of concepts when interested

Is This My Student? Low self esteem

Problems with peer groups

Trouble accepting responsibility for failure

Trouble acknowledging facts of circumstances

Denial of failure

The Next Step• If you

acknowledged traits that you see in your student in four or more of the described characteristics…

There AreResources Available

• Cindy Stone Guidance Counselor

• Central City Elementary, KY

• Cindy.stone@muhlenberg.kyschools.us

• 270-754-4474

There AreResources Available

• Western Kentucky University Center for Gifted Studies

• gifted@wku.edu

• Dr. Julia Roberts; Director

There AreResources Available

• Kentucky Association for Gifted Education• www.wku.edu/kage

•The Kentucky Association for Gifted Education (KAGE), officially organized in 1979, is a non-profit volunteer

group of parents, teachers, administrators, other educators, and all citizens interested in being advocates for appropriate educational opportunities for gifted and

talented youth in Kentucky.

There AreResources Available

• NAGC: the National Association for Gifted Children

• www.nagc.org

There AreResources Available

• Supporting Emotional Needs of the Gifted

• www.sengifted.org

There AreResources Available

• Misdiagnosis And Dual Diagnoses Of Gifted Children And Adults: ADHD, Bipolar, OCD, Asperger's, Depression, And Other Disorders by James T. Webb, Edward R. Amend, Nadia E. Webb, and Jean Goerss

There AreResources Available

• Teaching Teens With Add and Adhd: A Quick Reference Guide for Teachers and Parents by Chris A. Zeigler Dendy, M.S.

Questions?

2+2=5 2+2=5 or 3, 0r…or 3, 0r…2+2=5 2+2=5

or 3, 0r…or 3, 0r…When When

““Gifted”Gifted”Just Doesn’t Add UpJust Doesn’t Add Up