Title

Reaching/ Teaching Youth Especially at Risk: Youth Who are Gifted and Twice Exceptional

Location

Harborside Center East and West

Strand #1

Social & Emotional Skills

Strand #2

Academic Achievement & School 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.

Format

Poster Presentation

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

This document is currently not available here.

Share

COinS
 
Mar 3rd, 4:00 PM Mar 3rd, 5:30 PM

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.