Social & Emotional Development of Intellectually Gifted Students - Essay Example

Social & Emotional Development of intellectually Gifted Students Name Institution Affiliation INTRODUCTION There are four categories of gifted programs namely creative, artistic, academic and intellectually. Intellectually gifted students are children with a very high degree of intelligence as documentable through identification process. An intellectually gifted student with disability only comes through in the right environment. These makes, it possible for gifted students to build their talent and potential surrounded by intellectual peers. It encourages flexibility, inquiry, and differences in addition to providing for modifications. A right environment means a place where the gifted are recognized for who they are without discrimination. Including a location where the gifted have a chance to be, accommodated, and supplied with resources to close any arising gaps in knowledge. In many cases, intellectually gifted students suffering with disabilities are most likely to have their emotional, social and educational needs remain undetected. Therefore, teachers or leading educators at times assume that their inconsistency in educational performance is because of failure to put adequate effort. These may result in students with exceptional cognitive abilities failing to advance or achieve their full potential. Resulting frustrations from unidentified disabilities and strengths are then, known to result to serious emotional and social issues. Majority of the cases to do with intellectually gifted students behavioral plans are, created as a measure of intervention. The measure itself only manages the behaviors but ignore the underlying disabilities, which continue unaddressed. To many of these gifted students school becomes frustrating and teachers, and parents they are caught up in a cycle of failure and un-expectation. There is need for collaboration between the classroom, parents, teachers, gifted educators, and special educators to identify intellectually gifted students and implement methodologies and strategies in order to address their diversity. Riley (2008) states it is important that the disabilities be, noted early on as the student began schooling to administer appropriate interventions. Early steps taken to intervene would prevent learning gaps. It is thus the purpose of this resource to provision a framework for identifying intellectual students with disabilities and select appropriate action plan and strategies to assist gifted intellectual students to achieve their full potential. RATIONALE One justification for creating an action plan is the consideration of how difficult it is to identify giftedness. Goodhew (2009), states that their different barriers of identification. One is the use of normal assessment procedures, which are, designed for regular students without personal disabilities; only make the odds even harder. Students who have giftedness do not always show signs of disability when compared to other students who are their peers. Students who are, gifted unfortunately in most cases are, wrongly classified as slow because of their disability. Lewis (2008), states that students who are, gifted in most cases usually show more strength in areas sometimes not visible to their peers or teachers. The unfortunate result is that these gifted students real talents are, masked by their skill inabilities. Professionals supporting students however also do play a serious part in the detriment of gifted students. Most teaching professions lack the skills to identify the characteristics of gifted students with the few who do failing to meet the needed standard. The failure in many schooling systems results in discouragement of gifted students from reaching out for higher education. Consequently, most gifted are forced in to the path of vocational training despite their amazing talents. Supporting this point of view states that Goodhew (2009), most gifted students with disabilities face the hardships of their true abilities never being, recognized therefore affecting their place in the school society and the wider community as well. However, what usually is the main problem Johnsen & Kendrick (2005), say is the segregation of the parents from the schooling process. It is thus of great importance to involve parents in the process of identification, which should be carried in a broad range of different areas. These areas include intellectual, creativity, academic, leadership, performing and visual arts including psychomotor abilities Treffinger (2008), asserts that to achieve success-gifted students should only be, compared with similar students with disabilities and not using assessments for regular students without disabilities. To achieve this, there is thus need to modify regular assessment methods for gifted students. Even more importantly Haynes et al., (2003), states that gifted students at most require adults who strongly believe in their abilities. Most preferred of the adult populace are teachers, who believe in their success and show not only the ability to but also the confidence in the gifted students. There is great need to explore the standard techniques of training professions to ensure they are ready and well equipped with skills that would foster success in gifted students with disability. However, it is important to state that teaching gifted students with disabilities in most cases demands ability to adapt to significant variations of students with different disability (Lewis, 2008). it is important not to categories a student as disabled instead despite their specialty all students who are different should be regarded as gifted and programs should be restructured and reformatted to fit accordingly. To make the process fast and less costly it is possible to use standard programs for regular students as templates and use customize them for each gifted students individually (Treffinger, 2008). These may involve programs like enrichment, acceleration, and group technique. The wonderful thing about the 21st century is, technological development allows for desirable complex aids that reach out to overcome many difficulties. These include the use of computers, sign language, hearing aids, magnifiers, and visual aids, tape recorders that can make it possible for a student to reach and use learning settings. Malfa et al. (2009) observes that services for gifted students should be, pre-planned, consistent, and rightly embedded in their day-to-day school experiences. A pull together program component would be a great place to start for the students if it is in place. However, it is important to state that gifted students with disabilities are continuously, gifted day to day. Though it is good to ensure gifted students are integrated and together with other students it is important that a differentiated curriculum be followed consistently (daily) in the class. Smutty et al (1997), notes that as long as there is differentiation a normal class can meet 60% of a gifted students need. However, 30% to 35% of the gifted students need additional support for example program offerings, special projects, and academic competitions. This applies even in areas where classrooms and differentiations are available. Ten percent of the gifted student populace requires support away from the regular class environment for example subject acceleration, skipping grade, and simultaneous enrollment. Where enrichment is present, it is important to note it is, not classified as a gifted program but a right to all students. Enrichment should not thus be, provided to high ability or potential students alone. However, enrichment should instead involve all students including gifted students. Gifted students with disability like regular students should receive rigorous, high quality and appropriate challenges too. To achieve such heights an action plan for gifted students with disability should be, written with utmost care. ACTION PLAN Under the Australian law, there is a stipulation that calls for the development of an action plan also known as IEP (individual Education plan) aimed for the development of gifted students. The plan recognizes though in a school the principle is usually the one in charge of the development of the IEP he or she is open to delegate the same to teachers. At the very start when a student is, identified as gifted and placed in a special education program. One teacher usually takes over the responsibility of co-coordinating the implementation and development of the student IEP or action plan. However, notes that it is better if a team approach is, followed when creating an IEP and most important the goal needs to be goal oriented. Scott et al (2013), states that the IEP process is made up of the following stages; 1) is gathering of information,2) is the setting of the direction, 3) is the development of the IEP 4) it the implementation 5) is the review, evaluation and updating of the IEP. Figure one represents an overview of these five stages. FIRST STAGE: ASSESSMENT The first step in creating a credible usable action plan for a gifted student with intellectual disability is gathering information. A teacher is, expected to collect information, which most of the time can be, found in the student’s records. Lewis (2008) notes to save time the best way is to start with the student’s record. Gathered information most of the times have to do with the student’s academic achievements, school behavior, attendance, communication skills, dislikes, likes, talents, social skills, social skills, problem solving skills, mobility, learning style and personalized equipment. This kind of information not only supports the teacher but it also helps other staff refine their understanding of the student. The best sources of information are, retrieved from the student’s needs and strengths, parents, current works, teachers and others. Teachers however can also collect further information through observation of the gifted student with intellectual disability. By just observation of the students, the teacher is able to learn how the student responds to written word and verbal word. The teacher can tell how the student uses language, how he or she organizes him or herself in relation to materials and time. The teacher can tell how the student performs in a group or team activities. These also involve how the gifted student, responds to visual, auditory, individuals, and verbal cues. The teacher can tell with ease the effect of the impact of environmental variables such as sound, temperature, and light, the design, and arrangement of the classroom, time of day, color and schedules and routine. It is further possible to tell how the gifted student responds acts when there are different number different people in the area. The teacher can with ease measure how the student responds to the teacher’s presents or peers presence-giving insight on his or her attitude towards authority. Further assessments include additional observation plus samples of work done by the student. These include diagnostic tests, medical assessments; teacher created testes; psychological assessment; educational assessment; observation of the gifted student daily routine and vocational/ living skills assessment. However, it is important to ensure that the student parents are, consulted prior to further assessment. These ensure that the parents beforehand are aware of what their child would participate in as well. It would be a great opportunity for the teacher to explain how the student would benefit and further more point out the expected outcomes. SECOND STAGE: DIFFERENTIATION & RESOURCES To achieve differentiation collaboration is the best approach. These means, that the IEP development should be a don by those who know the student best and those who will be working with the student directly. However to achieve success they IEP development should at all stages stay within the principle of teamwork. This way it is possible to achieve effective monitoring and allocation of resources. To achieve the greatest success in differentiation there is great need for the team to vary according to the individual student needs. Members of the team at this stage should include the parents the teachers and the teachers advisors these should also include the guidance counselor and corresponding support personnel and special education staff (Gutstein & Sheely, 2002). As the student advance to higher levels of education, similar adjustments should be, followed. Without collaboration, it is impossible to ensure that everyone is in a common path to understanding the student’s interests, needs, and strengths. Reason is each of the support persons teachers included have different perspectives however, it is by bringing the perspectives together that the team is able to develop a complete understanding of the student enabling successful differentiation and strategy for reaching the needs of the students. The resulting outcome of a team approach makes it possible for the team to meet the students need. In the team framework, it is possible to differentiate the strengths, needs, and interests of the students. By sharing information, the team can evaluate the student’s behavior more accurately. Even more important the team would be able to decide actionable goals built on the expectation on student by the teacher. As a team, it would be possible to suggest appropriate methods of education and interventions including creating ideas, integrating support services into the classroom. STAGE THREE: BUILDING THE ACTION PLAN In stage three, the developing of the action plan actually defines the students Needs and strengths. Many issues can however influence the physical, educational, intellectual, emotional, cultural, and social needs and strengths of the gifted student. Understanding these factors the interested parties can actually use them to influence the student to learn. By establishing the strengths of the student it is then possible to use or employ the same strengths to banish the students weakness Johnsen & Kendrick (2005), states that by understanding the student the program benefits a lot. The statements in the action plan of the students student strengths and needs describe the observable factors that influence the areas of learning for the gifted student. These demonstrate the areas that need more support and the areas that require little or no support. However, even more important at this stage is the writing of goals. Teachers and all the support staff are, expected to be, of the action plan process. The reason for this being the case is, goals encourage students to be more focused and motivated by learning Goodhew (2009), adds that teachers themselves benefit a lot from the same goals in developing learning activities customized to fit the strengths, needs and interests of the student. Goals further enhance accountability giving every person a place of reference against which they can measure achievement (Ambrose et al, 2013). Equally, goals facilitate the team or parents involved with communication and further support collaboration. Goals constitute the greatest predictions based on the strengths of the of the students needs. Lewis, (2008) notes that goals are not promises but targets reflecting the overall expectations in curriculum policy document. It is however, important to note that not all goals are, met at the same time as expected. The reason for these depends upon the students’ abilities. While some students show a lot of extraordinary abilities others may show delay in progress and thus affect the meeting of initially projected goals. However, with consistency all goals are, met with a little modification. Learner’s outcome/ expectation Learner’s outcomes are usually expectations statements, which show the skills and knowledge the student should not only develop but also be able to demonstrate. Expectations represent students moving from their level of on entry, while expectation represents met goals after the students have completed their trainings. Usually outcomes can be, written every eight weeks or six weeks in line with the school calendar. However, there is need for reviewing and updating as necessary. Every gifted student with disability deserves the right to an opportunity to reach expected outcomes (Ambrose et al, 2013). Most Gifted students with intellectual disability most of the time the outcomes are usually similar or the same across board. However, expected outcomes can be, modified from those in the curriculum strategy document or substituted with new individual student needs and strength. Resources The resources picked or decided upon together with the laid down strategies should be, designed by the goals and the expected learner outcomes. It is however, important to consider for all those involved parties they need to be present and party to the decisions made. With the involved stakeholders deciding on whether to acquire the requested resource as recommended or not; the action plan is expected to recommend material resources, strategies and methodologies needed to assist the students quest in acquiring, retrieving and storing skills and knowledge. Transition plan Being that gifted students are different and thus demand diverse attention. It is important to create a transition plan for gifted students with disability when moving from one level to the other in terms of grade or from secondary to higher education system. Ambrose et al (2013), notes that a school board should be well coordinated long before the movement to prepare the students in realizing a great transition. An incredible transition plan involves modification to orientation of existing programs connected to institutions in post secondary institutions, community partners, in order to enable students to get access to higher education and the support, which take advantage of the stated option. Create a Monitoring Cycle The most effective way to utilize the monitoring cycle is by, ensuring a consistency in the practice carried out on in regular cycles (Johnsen & Kendrick 2005). The teachers role is to reflect on the on the students results, Improvements and achievements. The results should direct the strategies needed to modify, strategize, and accommodate different kind of resources to be, used. It is the responsibility of the teacher to update the action plan, in collaboration with other team members. It is the duty of the teacher to identify using the results collected the criteria for evaluation using the program applied by, the student. Collected students achievement assist supporting teachers, staff and other personnel involved with the student reach a more accurate judgment and thus make more applicable recommendations and decisions about the future. The teacher should use the report to check on the overall progress of the student towards the process of meeting expectations. The collected information would also help in readjusting the action plan or the IEP for a better performing plan. FOURTHS STAGE: IMPLEMENTATION The fourth stage involves the implementation of the Action plan. The first step in this stage is sharing the action plan with the student, school staff, other involved professionals, and parents. A teacher should go ahead to carry out a review of the action plan with the principle in charge and the staff to come reevaluate implementation as laid out in the action plan. There is need to meet with parents and the corresponding student to discuss and explain every stage of the action plan in order to further discuss how the parent will be, involved to ensure success of the outlined plan(Ambrose et al, 2013). Putting the Action plan into practice All the teaching members involved with the gifted student should go ahead and translate the Action plan by considering the students interests, needs, and strengths in line with his achievement levels (Eisenberg et al., 2011). Together the teacher and his team should come up with daily plans guided and in built on a timetable for use by other educational assistants and other supporting staff. By using organizational learning strategies like, organizational groupings and available resources the teacher will see to it that the student achieves his or her daily goals and in time the entire plan and the main goal and projected outcomes. STAGE FIVE: ACTION PLAN REVIEW The people involved with the monitoring of the student progress and achievements need to keep checking the necessity of every stage of action in the action plan. This sets ground for reevaluation allowing for updating and scrapping of ideas that have become obsolete. To achieve these, the team of people involved should also consider other stages in the Action process to come to a conclusive conclusion. Where need be the members of the team at times may come to the decision to update the action plan to fit to the current situation at hand? Similarly, the teacher can adapt and modify their own sample to integrate if they feel it is, the missing adjustment that would make the difference. Evaluation Evaluation during implementation should be continuous and progressive (Johnsen & Kendrick 2005). Like in monitoring cycle, there is need for a formal update and review of the action plan once or twice every educational reporting cycle. However, the team members should consistently assess monitor and evaluate the student’s progress to be able to know which part of the action plan is, in need of adjustments. These can include using and implement a recording system for demonstrating the students learning process. The teacher should check his or her work concerning the Action plan; by ensuring the action plan is accurate and it reflects the programming needs of the students. Equally, it is the duty of the teacher and the team, which is involved to ensure that the strategies outlined are effective and where they are not propose changes. It is important to keep track of the progress made by the student in alignment to the goal to see whether the student is meeting the expectations and is on track to reach the wanted outcome. If not what is the cause, leading the gifted student astray what has changed and can it be, mended, how? With this in mind further questions that come up address whether, there is new information addressing the need for the student program to be, adjusted (Avile et al., 2006). While evaluation the goals need to be, checked for accuracy so do the expected learning outcomes need to accurately be, positioned and aligned according to changing interests, needs and strengths. The teacher and the team involved should put emphasis in ensuring that they check whether the student demonstrates responsibility for his learning. The family involved should also participate in corresponding information about their child’s position to reinforce the action plan with new changes where need be. Conclusion At every stage of intellectually gifted students with disability there is, need for a special kind of attention. While this statement might have been, repeated many times before there is, need to repeat it to reiterate the need existent. The society as a whole is responsible and it is not the responsibility of the parent alone and the teachers but all those who are willing and capable. Gifted children despite the fact in some cases they seriously lack in ability they are in most cases endowed with extraordinary abilities in other areas different from their peers thus going beyond the dimension of a regular student’s classroom. As of such, there is great need to invest time and resources toward gifted students in order to be, assured of positive outcomes. This in most cases will involve students and teachers working together with the help of the entire teaching staff, school personnel, and most importantly the administration. An action plan must be, drawn to ensure all the stakeholders involved understand the reason to why working together is important. However, even more importantly the action plan should act as a guide to the involved parties to ensure they all progress in harmony. Similarly, the action plan becomes a consistent calendar, measure whether the gifted student will reach the goal and where not, guide in ensuring positive outcomes. The action plan to the gifted student is the certificate that promises action and even more importantly assures of a positive outcome. References: Ambrose, D., Sriraman, B. & Cross, T. (2013). The Roeper school : a model for holistic development of high ability. Rotterdam: SensePublishers. Aviles, A. M., Anderson, T. R., & Davila, E. R. (2006). Child and Adolescent Social-Emotional Development Within the Context of School. Child and Adolescent Mental Health, 1(12), 42-67. doi:10.1111/j.1475-3588.2005.00365.x Eisenberg, N., Damon, W., & Lerner, R. M. (2011). Social, emotional, and personality development. Hoboken, NJ: John Wiley & Sons. Goodhew, G. (2009). Meeting the needs of gifted and talented students. London New York: Network Continuum. Gutstein, S. E., & Sheely, R. K. (2002). Relationship development intervention with children, adolescents, and adults: Social and emotional development activities for Asperger Syndrome, Autism, PDD and NLD. London: Jessica Kingsley Pub. Haynes, N. M., Ben-Avie, M., & Ensign, J. (2003). How social and emotional development add up: Getting results in math and science education. New York: Teachers College Press. Johnsen, S. & Kendrick, J. (2005). Science education for gifted students. Waco, Tex: Prufrock Press. Kim. (2013). Creatively gifted students are not like other gifted students research, theory, and practice. Rotterdam Boston: SensePublishers. Lewis, J. (2008). Advocacy for gifted children and gifted programs. Waco, TX: Prufrock Press. Malfa, G. L., Lassi, S., Bertelli, M., Albertini, G., & Dosen, A. (2009). Emotional development and adaptive abilities in adults with intellectual disability. A correlation study between the Scheme of Appraisal of Emotional Development (SAED) and Vineland Adaptive Behavior Scale (VABS). Research in Developmental Disabilities, 12(2), 12-56. doi:10.1016/j.ridd.2009.06.008 Riley, D. (2008). Social & emotional development: Connecting science and practice in early childhood settings. St. Paul, MN: Redleaf Press. Scott, M., Kelly, L. & Battle, A. (2013). Principal as Student Advocate, The a Guide for Doing What's Best for All Students. Hoboken: Taylor and Francis. Smutny, J., Walker, S., Meckstroth, E. & Lisovskis, M. (1997). Teaching young gifted children in the regular classroom identifying, nurturing, and challenging ages 4-9. Minneapolis, MN: Free Spirit Pub. Treffinger, D. (2008). The talent development planning handbook : designing inclusive gifted programs. 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