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SPED 109ICT and
SPED
GiftednessMultiple
Intelligences
What is “gifted”?
• Highly gifted children tend to be those who demonstrate asynchronous development. Due to their high cognitive abilities and high intensities they experience and relate to the world in unique ways. These children are often found as a result of extremely high scores on an individually scored IQ tests, generally above the 140 IQ range. Others may be prodigies in areas such as math, science, language and/or the arts. Profoundly gifted children can score in excess of 170 IQ.
ONE ASPECT WHICH SETS APART GIFTED STUDENTS FROM THEIR FELLOW CLASSMATES IS THEIR ABILITY TO MAKE CONNECTIONS WHICH OTHERS OFTEN FAIL TO SEE.
Widely read Intensity for learning within subject
area(s) Prefers independent work Asks many probing questions Absorbs info quickly with limited
exposure Requires little or no drilling Displays leadership qualities Shares knowledge “answers too
often” Has large vocabulary Generates large number of ideas or
solutions to problems Applies knowledge to unfamiliar
situations Provides many written or oral
details Benefits from rapid rate of
presentation Has knowledge about things peers
are unaware of Offers unusual or unique responses
Linguistic Intelligence
• It is a well developed verbal skills and sensitivity to the
sounds, meanings and rhythms of words.
The indicators of linguistic intelligence are manifested by persons who:
o Ask a lot of questionso Have a good vocabulary, enjoy
talking, can spell easilyo Pick up new languages easilyo Enjoy playing with wordso Enjoy reading, love stories, jokes,
riddleso Like to writeo Can talk about language skills
Logical-Mathematical Intelligence
• It is the ability to explore patterns, categories and relationships by
manipulating objects or symbols and to experiment
in controlled, orderly ways.
The indicators of logical mathematical intelligence are manifested by persons
who:
• Want to know how things work
• Are interested in “if...then” logic
• Oriented towards rule-based activities
• Play with numbers, enjoy solving problems
• Love to collect and classify objects
Musical Intelligence
• It is the ability to enjoy, perform or compose a musical piece, as well as, produce and appreciate rhythm, pitch and
timber.
The indicators of musical intelligence are shown by
persons who:• Have sensitivity to sound patterns, hum or move rhythmically
• Capture the essence of a beat and adjust movement patterns according to changes
• Have a good sense of pitch• Hum tunes, can discriminate
among sounds• Play with sounds, remember
tunes and sound patterns
Visual-Spatial Intelligence• It is the ability to
perceive and mentally manipulate a form or object, perceive and
create tension, balance and
composition in a visual or spatial
display.
Some indicators of visual-spatial
intelligence are manifested by persons who:
Some indicators of visual-spatial
intelligence are manifested by persons who:
• Like to draw, doodle, sketch• Have a keen eye for detail• Like to take things apart,
like to build things• Have a good sense of
relating parts to the whole• Enjoy puzzles, riddles• Remember places by
description or image
• Like to draw, doodle, sketch• Have a keen eye for detail• Like to take things apart,
like to build things• Have a good sense of
relating parts to the whole• Enjoy puzzles, riddles• Remember places by
description or image
Bodily-Kinesthetic Intelligence It is the ability to control one’s body movements and to
handle objects skillfully.
The indicators of bodily-kinesthetic intelligence are observed among persons
who:•Have a good sense of balance, good eye-hand coordination•Have sense of rhythm graceful in movement•Communicate ideas through gestures, body movements and facial expressions•Have early ease in manipulating objects•Solve problems through “doing”
Interpersonal Intelligence
It is the capacity to detect and respond appropriately to the moods, motivations and desires of other
people.
The indicators of interpersonal intelligence are observed in persons
who:• Demonstrate empathy towards others
• Act as mediator or counselor to others
• Relate well to peers and adults alike
• Are admired by peers, make friends easily
• Display skills of leadership• Work cooperatively with
others• Enjoy cooperative and
group activities
Intrapersonal Intelligence
• It is the ability to gain access to and
understand one’s inner feelings, values,
beliefs, dreams and ideas.
The indicators of intrapersonal intelligence are evidenced by
people who:
• Are goal-oriented, develop plans carefully
• Are confident of their own abilities and accept their limitations
• Do not need to be told what to do• Motivate themselves to engage in
projects• Work towards the achievement of
one’s goals• Communicate their feelings
NATURALIST
Naturalist Intelligence
•The person’s ability to identify and
classify patterns in nature.
The indicators of naturalist
intelligence are evidenced by people
who:• Can sort what animals and plants are edible or not
• Relates to the environment
• Are sensitive to changes in flora and fauna, weather patterns and similar environmental factors
EXISTENTIAL
•Sensitivity and capacity to tackle deep
questions about human existence
such as the meaning of life why do things
perish and how can one survive
suffering.
Existential Intelligence
Factors influencing determination of “giftedness”
• Socio-economic factors often lead to underreporting of some gifted.
• Gender issues- Female students less likely to be identified
• Misdiagnosis- ADHD, ODD, OCD, Mood disorders (Bi-polar or Depression)
• Terminology- exceptional vs. gifted vs. talented vs. special
• Wishful thinking (parents and even some teachers)
• Challenges arise from the difficulty in distinguishing “Academically talented” and “Gifted”
Labeling Issues
• Creates unreasonable expectations
• Tries to lock in life choices too early
• Behavior issues on the part of the “gifted” child
• Other students might focus on the different one (verbal and physical abuse)
Boredom in the classroom can be an issue for gifted students
Special accommodations should be made to address the boredom issue.
IDEA Suggests that children should be taught in the least restrictive environment.
Often the classroom is more restrictive than are other options.
NCLB requires proficiency in subject areas.
Often gifted students begin the class at or above proficiency levels.
Services for gifted students as opposed to “gifted program”
In many cases boredom can lead to “underachievement”
What should we do to meet the needs of gifted students?
• Gifted resource services• Acceleration (learn at own
pace)• Resource rooms [grouping]• Enrichment (able to learn
beyond grade level material)
• Differentiation (match studies to interests)
• Honors / Advanced Placement courses
• Mentorships • Summer and Saturday
Programs• Competitions• Independent studies (with
study skills)
Fin.
Presentation by:
Candice Santiago