Chapter 10 - Teaching Students with Special Needs in Inclusive Settings, 5th Edition.doc

Chapter Ten: Teaching Students with Special Gifts and Talents Multiple-Choice Directions: indicate the appropriate response to each item below 1. The vast majority of children and youth who are gifted spend most of their school day in a. special schools b. special classes c. general education classrooms d. resource rooms P266, A, D1 2. Children and youth with special abilities a. are an overrepresented group of students b. are an underidentified, underserved, and often inappropriately served group c. are guaranteed special services in all provinces d. none of the above P257, R, D1 3. Students with special abilities who are culturally different a. are overrepresented b. are often not identified c. typically do not fall within the gifted range d. none of the above P263, R, D1 4. Which of the following components is included in Renzulli’s three-ring conception of giftedness? a. above-average ability b. task commitment c. creativity d. all of the above P259, R, D1 5. Gardner and Hatch’s (1989) theory of multiple intelligences comprises _____ areas of ability. a. nine b. six c. eight d. five P259, R, D1 6. Most researchers agree that giftedness results from a. genetic influences b. environmental influences c. a combination of genetic and environmental influences d. none of the above P260, R, D1 7. The majority of students who have gifts are identified by a. their parents b. general education teachers c. special education teachers d. individuals within the community P263, R, D1 8. Three general practices used in programs for students with exceptional abilities are a. curriculum compacting, advanced placement, and credit by examination b. telescoping curriculum, combined classes, and grade skipping c. acceleration, enrichment, and special grouping d. mentorships, correspondence courses, and early entrance into college P270, R, D1 9. Nine-year-old Tameka has been identified as intellectually gifted in the area of mathematics. To accommodate this special ability, she is currently working on algebraic equations in her general education class. This reflects the practice of a. acceleration b. alternative grouping c. enrichment d. special grouping P270, A, D2 10. _____________________ refers to techniques that provide topics, skill development, materials or experiences that extend the depth of coverage beyond the typical curriculum. a. curriculum compacting b. telescoping curriculum c. advanced placement d. enrichment P270, R, D2 11. Sixteen-year-old Ravi works with his peers on an activity of mutual interest (e.g., photography). This arrangement is known as a. enrichment b. curriculum compacting c. cluster grouping d. heterogeneous grouping P270, A, D2 12. When using co-operative grouping, the teacher should a. expect the student who is gifted to assume leadership in the group b. be careful that the bulk of the work does not fall on the student who is gifted c. watch that other students do not mimic the behaviour of the student with special gifts d. not assign the student who is gifted to such a group P272, R, D1 13. A helpful assessment technique used in many school systems is a. portfolio assessment b. genetic assessment c. Renzulli assessment d. Clark differentiated student production P263, R, D1 14. Which of the following statements reflects a common misconception about giftedness? a. Students who are gifted are socially inept. b. Most students who are gifted like school. c. Most students who are gifted are well adjusted. d. Students who are gifted perform at a remarkably high level without special education of any kind. P257-258, R, D1 15. Which theorist developed a model that comprises seven kinds of intelligence? a. Clark b. Renzulli c. Smith d. Gardner P259, R, D1 16. A differentiating characteristic of giftedness is a. reduced ability in comprehension b. advanced comprehension c. inability to generate creative ideas d. unusual aloofness in social interactions P262-263, R, D2 17. Classroom behaviours of gifted children include a. non-participation in class discussions b. dislike of debating issues c. asking a lot of questions d. difficulty understanding abstract concepts P264, R, D2 Matching Directions: Match the following accelerative options with the appropriate descriptors. a. combined classes b. curriculum compacting c. mentorships d. telescoping curriculum e. subject matter acceleration 18. Matt is a fifth-grader with exceptional ability in the area of linguistics. He attends a sixth-grade language arts class each day even though he is not assigned to the sixth grade. P270, A, D3 19. Abbie is currently completing the ninth grade in one semester. P270, A, D3 20. Eric works with a marine biologist after school twice each week as a part of his special studies program at school. P270, A, D3 21. Sara is allowed to move at a faster rate through the content in her 7th grade math class. P270, A, D3 22. Jake is a sixth grader who attends a non-graded classroom so that he is exposed to older, more mature academic models. P270, A, D3 Short-Answer/Short-Essay 23. Identify two common misperceptions that the general public and many school personnel have about students with gifts. P257-258, R, D1 24. Describe two differentiating characteristics of students who are gifted in each of the following functions: a. cognitive function b. affective function c. physical/sensing function d. intuitive function P260-262, R, D1 25. A collection of student-generated products that reflects a student’s quality of work is called a ________________. P263, R, D1 26. Name 3 suggestions for dealing with social-emotional needs of students who are gifted. P278-279, R, D1 27. Identify 6 classroom behaviours exhibited by gifted students. P264, R, D1 28. Figures generally underestimate the number of students who are gifted who also have ________and who are from culturally and linguistically diverse backgrounds. P260, R, D1 Essay Questions 29. Children and youth from many culturally diverse groups are often underrepresented in classrooms and programs for the gifted. Describe procedures, using content presented from the text that will minimize this underrepresentation. P265, R, D1 30. As a new teacher, you have been employed in an inclusive school setting. The philosophy in this setting is that all educators bear the responsibility for educating diverse students. Indicate how you plan to accommodate the needs of students who are gifted in your class. P 265, A, D3 31. Indicate how you plan to accommodate the socio-emotional needs of students who are gifted in your class. P278-280, A, D2 32. What are the questions offered by Kitano (1993) to guide teacher planning for students who are gifted? P274-275, R, D1 Chapter Ten Multiple Choice 1. C 5. C 9. A 13. A 17. C 2. B 6. C 10. D 14. A 3. B 7. B 11. C 15. D 4. D 8. C 12. B 16. B Matching 18. E 21. B 19. D 22. A 20. C Short-Answer/Short Essay 23. Answers will vary; refer to pages 2257-258. Misperceptions include the following: People with special intellectual gifts are physically weak, socially inept, narrow in interests, and prone to emotional instability or early decline. Children with special gifts or talents are usually bored with school and antagonistic toward those who are responsible for their education. Students who have a true gift or talent will excel without special education. They need only the incentives and instruction that are appropriate for all students. 24. Answers will vary; refer to pages 260- 262. a. Cognitive Function Extraordinary quantity of information; unusual retentiveness Advanced comprehension Unusual varied interests and curiosity High level of language development High level of verbal ability Unusual capacity for processing information Accelerated pace of thought processes Flexible thought processes Comprehensive synthesis Early ability to delay closure Heightened capacity for seeing unusual and diverse relationships, integration of ideas, and disciplines Ability to generate original ideas and solutions Early differential patterns for thought processing Early ability to use and form conceptual frameworks An evaluative approach toward oneself and others Unusual intensity; persistent goal-directed behaviour b. Affective Function Large accumulation of information about emotions that have not been brought to awareness Unusual sensitivity to the expectations and feelings of others Keen sense of humour—may be gentle or hostile Heightened self-awareness, accompanied by feelings of being different Idealism and a sense of justice, which appear at an early age Earlier development of an inner locus of control and satisfaction Unusual emotional depth and intensity High expectations of self and others, often leading to high levels of frustration with self, others, and situations; perfectionism Strong need for consistency between abstract values and personal actions Advanced levels of moral judgment Strongly motivated by self-actualization needs Advanced cognitive and affective capacity for conceptualizing and solving societal problems Leadership ability Solutions to social and environmental problems Involvement with the “meta-needs” of society (e.g., injustice, beauty, truth) c. Physical/Sensing Function Unusual quantity of input from the environment through a heightened sensory awareness Unusual discrepancy between physical and intellectual development Low tolerance for the lag between their standards and their athletic skills Cartesian split—can include neglect of physical well-being and avoidance of physical activity d. Intuitive Function Early involvement and concern for intuitive knowing and metaphysical ideas and phenomena Open to experiences in this area; will experiment with psychic and metaphysical phenomena Creative approach in all areas of endeavour Ability to predict; interest in future 25. portfolio 26. Any three from page 278-279 27. Answer will vary; refer to page 264. Behaviours may relate to giftedness related to cognition, academics, creativity, leadership ability, or visual or performing arts ability. 28. disabilities Essay Questions 29. Answers will vary. The “Diversity Forum” checklist on page 265 offers suggestions for identifying the strengths of culturally diverse children. 30. Answer will vary; refer to page 265. Get to know students who are gifted early in the school year through interviews, portfolios of previous work, child-created portfolios, and dynamic assessment. Enlist parents as colleagues early in the school year by soliciting information and materials. Require students who are gifted to follow classroom rules and procedures while allowing them to explore and pursue their curiosity when appropriate. Include students who are gifted in the development of class procedures that emerge during the course of a school year. Explain the logic and rationale for certain rules and procedures. Use cluster seating arrangements rather than strict rows. Identify a portion of the room where special events and activities take place and where stimulating materials are kept. Develop lesson plan formats that include instructional ideas for students who are gifted. Consult teacher guides of textbook series for ideas for enrichment activities. Let students who are working in independent arrangements plan their own learning activities. Use contracts with students who are involved in elaborate independent study projects to maximize communication between teacher and students. Involve students in their own record keeping, thus assisting the teacher and developing responsibility. Use periodic progress reports, daily logs, and teacher conferences to monitor and evaluate students who are in independent study arrangements. Balance coverage of basic disciplines and the arts. Consult teacher/instructor guides of textbook series for ideas for enrichment activities. Incorporate internet-based activities into lesson. Acquire an array of different learning-related materials for use with students who are gifted. Include time for independent study; use independent study contracts. Teach research skills to students who are gifted to develop their independent study abilities. Use integrated themes for interrelating ideas within and across domains of inquiry. Include higher-order thinking skills in lessons. Allocate time for students to have contact with adults who can provide special experiences and information to students who are gifted. Avoid assigning regular class work missed when students who are gifted spend time in special programs. Manage classroom discussions so that all students have an equal opportunity to contribute, feel comfortable doing so, and understand the nature of the discussion. Use standard textbooks and materials carefully, as students who are gifted will typically be able to move through them rapidly and may find them boring. Make sure students who are gifted have access to the latest developments in microcomputers. Provide a range of options for demonstrating student mastery of curricular/ instructional objectives—for instance, consider a range of options for final product development. 31. Answer will vary; refer to page 278-280. Know when to refer students to professionals trained to deal with certain types of emotional problems. Create a classroom atmosphere that encourages students to take academic risks and allows them to make mistakes without fear of ridicule or harsh negative critique. Provide time on a weekly basis, if at all possible, for individual sessions with students so that they can share their interests, ongoing events in their lives, or concerns. Encourage the involvement of volunteers to assist in addressing the needs of students who are gifted. Provide opinions for developing differentiated products as outcomes of various projects or lessons. Have students consider intended audiences when selecting potential final products of their endeavours. Maintain regular, ongoing communication with the families of students who are gifted, notifying them of the goals, activities, products, and expectations you have for their children. Require, and teach if necessary, appropriate social skills to students who display problems in these areas. Work with parents on the personal development of students. Use different types of activities to develop self-understanding and decision-making and problem-solving skills. Teach students who are gifted how to deal with their “uniqueness.” Recognize that students who are gifted may experience higher levels of social pressure and anxiety. 32. Refer to pages 274-275. The questions are the following: Do the activities include provisions for several ability levels? Do the activities include ways to accommodate a variety of interest areas? Does the design of activities encourage development of sophisticated products? Do the activities provide for the integration of thinking processes with concept development? Are the concepts consistent with the comprehensive curriculum plan?