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An exceptional student is defined as any child who requires special instruction or related services to take full advantage of an educational program. Exceptionalities can be physical, mental, emotional, social, or educational. Students with disabilities along with gifted students are considered to be exceptional, gifted students are known as “twice exceptional” or “2e”. These children are considered exceptional both because of their intellectual gifts and because of their special needs. Gifted student’s learning needs can It is common for twice exceptional students to find school frustrating and deal with low self-esteem. Twice exceptional students have been categorized in three ways; students who are gifted but also have subtle learning disabilities, …show more content…
Gifted students can suffer from self-esteem issues from bullying. This can lead to a child with depression and a lack of confidence. 2e learners may face difficulty making and/or keeping friends. In order to boost a child’s esteem and assist in the friend making process, the child can connect to his or her peers through sports and outside activities. Twice exceptional students may also face guilt for having intellectual gifts that their peers do not possess. Teachers with gifted students can help a child with this problem by asking them to volunteer to assist a fellow student in an area they may be struggling in. On the other hand, some gifted students may struggle with perfectionism. This can be an issue for a student because in striving for perfection can be time consuming, tiresome, and in extreme cases, bad for one’s health. Along with perfectionism comes unrealistic expectations. Twice exceptional students have a tendency to be harsh critics of themselves. To deal with perfectionism and unrealistic expectations, parents should avoid correcting every small mistake the child makes. Many gifted learners struggle with organization and attention. These students may become frequently distracted and have messy work spaces. Teachers and parents can encourage organization by using written charts and calendars to aid in tracking the student’s homework assignments and progress. Gifted students may come off as energetic children but they often become exhausted quicker than their peers. Parents should make sure their child is eating well at home and at school as well as getting enough
Ryser, G. R., & McConnell, K. (2003). Scales for Identifying Gifted Students. Waco, TX: Prufrock Press.
New York: Cambridge University Press. Ryser, G. R., & McConnell, K. (2003). Scales for Identifying Gifted Students. Waco, TX: Prufrock Press.
Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum. Exceptional Children, 35(2), 8–17.
Gifted and talented programs are intrinsically valuable to many children’s education as they provide a system in which all students involved are engaged, challenged, and intellectually stimulated. In "How People Learn", Donovan, Bransford, and Pellegrino (1999) stress the importance of each student being given reasonable and appropriate goals based on his or her level of understanding and competency (p. 20). Gifted and talented programs help institutionalize the attempt to meet all student’s needs by providing uniquely appropriate challenges which aim to keep every student engaged, thus receiving the best chance at success. Although there are many valuable and important aspects of gifted education, there are also significant issues rooted in the base of America’s gifted and talented programs, one of which I will address throughout this paper. In my opinion, the most notable problem which troubles gifted and talented programs is the system by which students are selected to join their school’s gifted and talented program.
The man with the most impact that changed history was Thomas Paine. He created a pamphlet called Common Sense . Not only did he have an impact he had a somewhat negative life. His burial was very awful. Paines beliefs in religion was different from other people. That belief caused him to create a book the age of reason.
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
Based from the information provided by VanTassel-Baska, et. Al. (2009), gifted and talented students face the same issues as their regular peers but they have different way of viewing these issues and it affects them differently as well. The book discussed different issues that gifted learners face and recommendations on how to address these issues were also available for teachers, administrators and other school personnel. Also, Carol Strip Whitney (2011) in her book entitle Helping Gifted Learners Soar discussed stress as a factor that can distract and overpower anyone including gifted learners and for the gifted learners, there are many reasons and causes of stress. In this reflection, I will focus on two causes of stress, which are gifted learners as social capital and issues related to race and achievement.
Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Upper Saddle River, NJ: Pearson.
I have had students with autism, communication disorders, and Down syndrome, just to name a few. I have, of course, had plenty of typically developing students as well. . 3. What is the difference between a'smart' and a'smart'? How has the diagnosis and assessment of students with exceptional needs changed over time?
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
A child’s proper growth depends greatly on their nutrition and health. A healthy diet is essential to the developing child. Food should never be used to reward, punish, or bribe a child. Instead children should have three healthy meals with snacks in between. It is also important for children to have good self care behaviors (including bathing, washing hands, brushing teeth), and adequate sleep.
This means the students in gifted are missing out on key practice for assignments that are not corresponding with the lesson. Another reason the gifted program is taking time away from class, is because students who attend the program are missing out on the classes they might be struggling in. Plus, if a student is not completing homework and getting repetitive bad scores on a test, should that student be allowed to miss double period and attend the program? In some cases, students are above level, have good grades, are doing well on test, and keeping up in all their classes.
There is a hierarchy of stages of friendship, and because of their advanced mental age, gifted students are typically farther along their hierarchy than their age related peers. If gifted students were accelerated, they would now be in classes with other children who have similar mental age, which would provide an environment to foster more friendships. In turn, this could help to reduce the risk for avoidant personality disorders and depression, which are common among gifted
Winebrenner, S. (2003). Teaching strategies for twice-exceptional students [Electronic version]. Intervention in School and Clinic, 38. Retrieved March 4, 2004, from http://search.epnet.com/direct.asp?an=EJ659359&db=eric