Sped Gifted Report

ACCOMMODATION
and
MODIFICATION
Gifted and
Talented
ROWENA A. OPOC
Reporter
SPECIAL EDUCATION PROCESS
Pre-referral Implementation
Development of the IEP
Referral
Review- Re-evaluation
Eligibility
Evaluation
GIFTED AND TALENTED
ACCOMMODATION MODIFICATION
Giftedness
in a student can be defined as ‘ those whose potential is
distinctly above average in one or more of the following
domains: intellectual, creative, social and physical.’
(New South Wales Department of Education and
Communities, 2011).
Talented
student is a student ‘ whose skills are distinctly above
average in one or more areas of human performance.
(New South Wales Department of Education and
Communities, 2011).
GENERAL CHARACTERISTICS OF
GIFTED LEARNERS
- Set them apart from their peers.
- Remember all children are different and may be
stronger in some areas and weaker in others.
- Keen powers of observation.
- Learned or read very early, often before school age.
- Reads widely and rapidly.
- Well- developed vocabulary
- Has great intellectual curiosity.
- Absorbs information rapidly
GENERAL CHARACTERISTICS OF
GIFTED LEARNERS
- Very good memory
- Have the ability to concentrate deeply for prolonged
periods.
- Very good powers of reasoning and problem solving.
- Have intense interests.
- Possess unusual imagination.
- Have a great interest in "big" questions
- Very sensitive
- Very concerned about rights and wrongs, concerned
about injustices.
TYPES OF GIFTEDNESS
SUCCESSFUL
This is the traditional understanding of gifted children:
they’re good at school. “Successful” gifted children are obedient
in class, do homework without a lot of prompting, test well, and
may become perfectionists.
AUTONOMOUS
Autonomously gifted children are strong leaders and
creative thinkers. They seek opportunities to pursue their
interests.
TYPES OF GIFTEDNESS
CHALLENGING AND CREATIVE
Challenging and creative students are generally the
opposite of “successful” gifted children. They may harbor
extraordinary creative gifts as writers, composers, artists,
photographers, graphic artists, or fashion designers.
UNDERGROUND
While many children’s giftedness is discovered in their
primary years, some students may slip through the usual
testing. Others don’t even manifest their giftedness until their
middle school years.
TYPES OF GIFTEDNESS
POTENTIAL DROPOUT OR AT RISK
These students require the most sensitivity and patience.
They may come from an unstable home environment or a culture
which discourages academic excellence or gifted education
(especially for girls).
Doubly Exceptional
Doubly exceptional (or 2E) children are those who are
gifted and who also exhibit a learning or physical disorder. The
disability may hide the gift, or the gift may overwhelm the
learning/physical challenge, leaving one or the other undetected.
TEACHER
- The effective teaching of G&T children is not very different
from effective teaching generally
- Good teaching is good teaching irrespective of the student
- Provide Positive relationships
- Teachers have to be in the same boat as the student
- Flexible in use of time
- Focus on creative process
- Modify classroom environment
ACCOMMODATION FOR GIFTED STUDENTS
GROUPING
 Group gifted students with other gifted students or

higher- level learners.
 Do not group gifted students with lower-level
students for remediation
CURRICULUM
 Explore concepts in depth
 independent studies
 time for free reading
 Compare different points of view
 creative expression and thinking
 Compact curriculum
 Avoid drill and practice activities
ENVIRONMENT
 flexible seating arrangement
 extra curricular activities
 reading materials
 environment where ideas are accepted
 environment that encourages creativity
 high mobility
 adult mentor
CLASSROOM MANAGEMENT
 alternatives for students who complete work
 students make choices in their learning
 students set their own learning goals provide opportunity to
work towards those goals
ASSESSMENT
 Evaluate students individually
 gifted students take an assessment before starting a new unit
to see what information is already familiar to them
MODIFICATION FOR GIFTED STUDENTS
LESSON MODIFICATION
 Acceleration or enrichment of content
a) ask open-ended questions to stimulate higher order thinking
skills and express opinions
 require thinking skills such as comparison, synthesis, insight,
judgment....
 questions included in class discussions and assignments
 Use Bloom’s taxonomy of six levels of thinking to develop lesson
content Knowledge, Comprehension, Application (lower level
more literal and less complex thinking) vs. analysis, evaluation and
synthesis
LESSON MODIFICATION
 Acceleration or enrichment of content
a) ask open-ended questions to stimulate higher order thinking
skills and express opinions
 require thinking skills such as comparison, synthesis, insight,
judgment....
 questions included in class discussions and assignments
 Use Bloom’s taxonomy of six levels of thinking to develop lesson
content Knowledge, Comprehension, Application (lower level
more literal and less complex thinking) vs. analysis, evaluation and
synthesis
ASSIGNMENT MODIFICATIONS
Curriculum Compacting allow students to reduce or skip standard
assignments in order to pursue alternative assignments or
independent projects
HETEROGENEOUS COOPERATIVE
LEARNING
 suitable for tasks that involve critical thinking and open-ended
activities
 gifted students will help stimulate discussions
SCHEDULING MODIFICATIONS
 Homogeneous cooperative learning
Gifted students grouped together
 suitable for task that includes drill and practice such as - math
computation - answering comprehension questions about a
novel
Teaching Strategies for Gifted and
Talented Students
Grouping Allow student to set Identify Activities When
Together goals Interest Inquiry-Based
Finish Early Make Learning Fun
Learning
Project-Based Freedom to Move Many reading Encourage Tech

Choice Assignments Learning About Materials Usage
20% Time
Avoid Rote Challenging Differentiated Academic Don’t Single Out

Learning Assessments Curriculum Risk-Taking Student Gamification
WHAT YOU SHOULD DO WITH GIFTED
STUDENTS
1. Take your own education to a higher level
If much of the information discussed here is new to you, then it
would be best to further develop your understanding of gifted
students.
2. Identify which areas they are most gifted in

As discussed above, gifted students are not necessarily gifted in all
areas.
STUDENTS
3. Include additional curriculum-approved units
Over the years, a number of curriculum units have been developed
and approved which are tailor-made for gifted students.
4. Create collaboration between gifted students

Isolating gifted students away from the rest of the class is never a
good thing if done all the time.
STUDENTS
5. Rounding off
Just remember, every student is different, regardless of whether
they are gifted or not.
WHAT YOU SHOULD NOT DO WITH GIFTED
STUDENTS
1. Expect perfect behavior
Just because they are gifted academically, does not mean that these
students will be developed in all other ways.
2. Fail to give them suitable supervision

Just because a student is gifted and can work through questions and
problems on their own, it doesn’t mean that they will do it.
STUDENTS
3. Make them assistants to your lessons
This is in no way approved by education boards as it can do the child
a lot of harm. It can lead them to quickly feel different and isolated
from their peers, as if they don’t belong.
4. Expect high performance across all subjects
Every student is different and their mind may work best at solving
certain problems. For example, they might take to mathematical
problems far more easily than those involving the written word.
STUDENTS
5. Assign them extra work when finishing early
You might think that doing so is helping to advance their learning.
However, this can be quite far from the case. Assigning them more
work is, in essence, punishing them for being smart.

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ACCOMMODATION

 Group gifted students with other gifted students or

Project-Based Freedom to Move Many reading Encourage Tech

Avoid Rote Challenging Differentiated Academic Don’t Single Out

2. Identify which areas they are most gifted in

4. Create collaboration between gifted students

2. Fail to give them suitable supervision

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