Dr. Viviene DeOkoroGifted Education Specialist-Consultant-Researcher

Deokoro Magnet Schools for the Gifted and TalentedJamaica, West Indies

To Determine: Competence level Learning Style Profile Dominant Intelligence(s) Gardner’s MI

Theory Mind Style Environmental Preferences Modalities Cognitive Style Ability Grouping Options:

(“unexpected and unexplained conditions occurring in child of average/above intelligence, characterized by a significant delay in 1 or more areas of learning” Mark Selikowitz) Example:

Dyslexia Dyscalculia Dysorthographia

Dysgraphia

Placing students together based on prior achievement/abilities in particular curricular areas.

(Kullik & Kullik 1991, Rogers- 2002)

FULLTIME Ability Grouping with regrouping for specificinstruction,

Mixed-ability cooperative groups Like-ability cooperative groups

Peer Instruction

Young Leadership

Who is Gifted

Viviene DeOkoro – 1994 states : “Children who are Gifted

and/or talented possess or demonstrate diverse

exceptional abilities and potential in one or more aspects

of culturally relevant human endeavour; encompassing the

domains of the intellectual, creative & productive thinking,

leadership, psychomotor abilities, visual & performing

arts, specific academic aptitude, heightened psycho-

spiritual awareness, street-smartness self-preservation &

survival skills, and any other ability deemed valuable to

their unique culture.

These children are at risk! and in danger of disengaging

from learning and underachieving if not identified, and

special provisions for differential instruction, emotional

and social support, experiences and opportunities put in

place in order for them to achieve their full potential”.

Viviene DeOkoro – 1994 states : “Children who are Gifted

and/or talented possess or demonstrate diverse

exceptional abilities and potential in one or more aspects

of culturally relevant human endeavour; encompassing the

domains of the intellectual, creative & productive thinking,

leadership, psychomotor abilities, visual & performing

arts, specific academic aptitude, heightened psycho-

spiritual awareness, street-smartness self-preservation &

survival skills, and any other ability deemed valuable to

their unique culture.

These children are at risk! and in danger of disengaging

from learning and underachieving if not identified, and

special provisions for differential instruction, emotional

and social support, experiences and opportunities put in

place in order for them to achieve their full potential”.

 Level IQ Range Prevalence

Mildly 115-129 >1:40Moderately 130-144 1:40 – 1:1000Highly 145-159 1:1000-1:10000Exceptionally 160-179 1:10000-1:1 millionProfoundly 180+ <1:1million

(Gross 2000)

A multifaceted approach to identification is important

Not simply a matter of IQ Testing; but ratherMultiple Criteria from various sources is

generally most effective.May use ONE. SOME or ALL of following: Behaviour checklist Teacher nominations Parent nominations Self nominations (well-hidden talent can be

observed)

Deokoro Identification Deokoro Identification ModelModel Standardized Tests (intelligence, academic, creativity

etc) IQ Testing Also EQ (emotional quotient) highly considered PQ (play quotient) observed in young children. Dr Stevanne Auerbach (AKA Dr Toy) Shows how

high play quotient with toys can nurture/strengthen and develop high creativity in young children)

“In pretend or make-believe play, imagination is given a full reign- this form of play stimulates the child’s inventive rather than imitative abilities.”

Singer and Singer

How Diagnostic How Diagnostic Assessment is Carried OutAssessment is Carried Out

Four Stages: Collection of information about child Examination (testing) of child Explanation of findings to parents Recommendation of an appropriate

management plan

Types of Test UsedTypes of Test Used

Tests of Intelligence Tests of Academic Achievement Test of other specific abilities

Examples of Formal Examples of Formal Instruments UsedInstruments Used

May include:

Stanford Binet Test Otis Lennon School Abiloity Test Weschler Intelligence Scale for

Children Teacher & Parent Observation

MUST be trained, (sensitized at least) and cognisant of the basic characteristics and needs of their Gifted students.

Must prepare themselves (and plan lessons) thoroughly before attempting to interface with Gifted children. They KNOW when we are NOT!

Must know the types of learning styles and interests of G/T students

Must know that Gifted students learn quickly & easily. This can easily lead to BOREDOM

Must be able to modify curriculum to meet the educational needs of their students

Know some of the several approaches that can be use i.e acceleration enrichment compacting differentiation

(Hasweh 2003)

Many gifted and T children (and adults) are mis-diagnosed by psychologists, psychiatrists, pediatricians, and other health care professionals. Most common mis-diagnosis are:

• Deficit Hyperactivity Disorder (ADHD) • Deficit Disorder (OD)• Obsessive Compulsive Disorder (OCD)

Mood Disorders such as:• Cyclothymic Disorder• Disthymic Disorder • Depression• Bi-Polar Disorder

When Is Giftedness a When Is Giftedness a Disadvantage?Disadvantage?

Giftedness is a disadvantage when members of a community fail to understand, acknowledge or provide appropriate schooling for such students. Queensland Education Policy Statement, 1993

Socio- cultural bias against high ability and high achievement

Stereotyped assumptions determining which gifts are valued

Failure to identify students exceptional potential (especially when masked by behavioural traits or compounding characteristics such as low socioeconomic circumstances, isolation, gender, non- English speaking background...)

Lack of access to appropriately challenging educational experiences.

“To neglect Gifted children, is to CREATE a time bomb and postpone the inevitable social upheaval and disaster”

(DeOkoro 2014)