Reaching/ Teaching Youth Especially at Risk: Youth Who are Gifted and Twice Exceptional
Format
Poster Presentation
First Presenter's Institution
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First Presenter’s Email Address
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First Presenter's Brief Biography
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Location
Harborside Center East and West
Strand #1
Social & Emotional Skills
Strand #2
Academic Achievement & School Leadership
Strand #1
Head: Academic Achievement & Leadership
Strand #2
Head: Academic Achievement & Leadership
Relevance
This proposal relates to the social/emotional skills and academic achievement issues facing gifted youth who are twice exceptional. Ways to reach and teach such youth will be shared.
Brief Program Description
Youth who have disabilities and are also gifted and talented are referred to as "twice exceptional". These youth may be gifted and have learning disabilities, ADHD, autism, hearing/vision loss, emotional, physical, or health related problems. Often, they are inadvertently excluded from programs for the gifted. The objective of this session will be to: explain appropriate accommodations that must be made during the assessment process. The target audience will be teachers and parents of such youth. The topic to be discussed will address why these youth are especially at risk and how academic strategies will build their social/emotional intelligences.
Summary
Practical strategies to reach and teach youth with special gifts and talents and also disabilities will be presented. For teachers from Georgia in the audience, these strategies will relate to TEKES. "Take home" learning opportunities for participants will be included. Metacognitive strategies specifically designed to provide deep understanding of factual knowledge along with preparation for richer inquiry will be complemented by providing students with a stronger awareness of how their own learning occurs. Strategies pertinent to differentiation of instruction for the gifted will be highlighted including developing independent project experiential learning opportunities. Renzulli, for example, points our that the successful use of such strategies will be shown to boost social/emotional development of youth who are gifted/twice exceptional.
Evidence
Evidence from field-tested research indicates the effectiveness of employing specific differentiated instructional strategies to boost not only in-depth understanding of academic content but as important such strategies develop social/emotional intelligence of gifted twice exceptional youth. Fortunately, researchers (e.g., Renzulli, Heacox, and Robinson) in the field have found that differentiation in the form of independent project work Is one of the best ways to make this differentiation work for gifted twice exceptional. Thus, the gifted may remain in the regular classroom with his/her peers while engaging in differentiation that occurs through changes in goals, objectives, and outcomes for a myriad of youth in the same class.
Learning Objective 1
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Learning Objective 2
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Learning Objective 3
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Biographical Sketch
Dr. Harris teaches the courses for gifted teacher certification and serves as the program co-ordinator. Dr. Holmes used differentiation of instruction with gifted twice/thrice exceptional students in a variety of middle and high school settings. Both engage in applied research in this field.
Keyword Descriptors
gifted, twice exceptional, social/emotional development, differentiation
Presentation Year
2015
Start Date
3-3-2015 4:00 PM
End Date
3-3-2015 5:30 PM
Recommended Citation
Harris, Paulette Proctor Dr. and Holmes, Audie L. Dr, "Reaching/ Teaching Youth Especially at Risk: Youth Who are Gifted and Twice Exceptional" (2015). National Youth Advocacy and Resilience Conference. 117.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2015/2015/117
Reaching/ Teaching Youth Especially at Risk: Youth Who are Gifted and Twice Exceptional
Harborside Center East and West
Youth who have disabilities and are also gifted and talented are referred to as "twice exceptional". These youth may be gifted and have learning disabilities, ADHD, autism, hearing/vision loss, emotional, physical, or health related problems. Often, they are inadvertently excluded from programs for the gifted. The objective of this session will be to: explain appropriate accommodations that must be made during the assessment process. The target audience will be teachers and parents of such youth. The topic to be discussed will address why these youth are especially at risk and how academic strategies will build their social/emotional intelligences.
