Gifted & Developmentally

Advanced Students
Inclusion II
By: Jenna Chisholm, Emily Ives, Jill Matheson, and Meg Sawler

Definition
There is no universally
agreed upon definition but
Sidney Marlands definition
is commonly used.
There is a universal
understanding that being
gifted means to be
superior in some way to
the average.
Gifted, talented, creative,
and leadership are all
categories of gifted
students.

Characteristics
One characteristic they have in common is that the ability to absorb
abstract concepts, to organize them, and effectively apply them
appropriately compared to the average youngster.
There are physical, social/emotional, academic, and ethical
characteristics of students who are diagnosed as gifted.

Behaviour
The assumption that gifted children who are not
challenged become disruptive in the classroom
may be true in some cases but is not true in all
cases.

Counter Narratives
The newest HGT program: It sees adoption of an HGT
program as something that will benefit all students in the
school. Much like other inclusive practices that open
classrooms up for all students through creating multiple
entry and exit paths to a lesson or giving students choice in
their own learning, this ["school's goal is to create
intentional and effective learning environments for all
students]. (p.14)
The common language used around LD and HGT serves
to justify the existence of separate programs and to justify
finding new ways of segregating students in school. (p. 7)

Counter Narratives
A principal of one of the HGT programs was
cited as saying [they are very different children
They are very intense.This is a safe place for kids to
be, and ask their weird questions and make up their
strange games]. Her use of they and their
indicates a group set apart from other children,
different from the norm in some way and
obviously different from other intense children
who ask weird questions and make up strange
games. (p.8)

Counter Narratives
When some students are in the lead because
of parental pressure the rest are behind. This
preserves inequality in the educational
system. (p.9)

Strategies for Teachers

Strategy

Descrip.on & Implementa.on

Sophis'ca'on

Provide students with the theories and

concepts which underlie class content.

Novelty

Allow students to explore curriculum from

a new perspec've.

Authen'c Problem Solving

Apply knowledge/skills to unique

situa'ons in their own lives.

Independent Studies

Students select something they are

interested in to explore and learn.

Telescoping

Using overlap of curricula in mul'ple

grades, actually comple'ng two curricula
in one year.

Compac'ng

Teacher provides assignments and

students can work on unfamiliar material
and then advance to enrichment
ac'vi'es.

Strategies for Teachers Continued

Strategy

Descrip.on & Implementa.on

Ability Grouping

Pair students of similar intellectual levels

if possible which helps with emo'onal
and social support and provides
intellectual s'mula'on.

Mentor Grouping

Partner students a community member so

they can explore skills and knowledge in a
hands-on, real life seIng.

Open Ended Assignments

Provide students op'ons so they can

complete an assignment designed and
based upon their learning interests.

Tiered Assignments

Students have the op'on to choose the

level of diculty, and choose the level of
assignments they will complete.

Myth Busters!

Definition of Gifted: Children who give

evidence of high performance capability in
areas such as intellectual, creative, artistic,
leadership capacity, or specific academic
fields.

Myth or Fact?

Myth

There is no universally agreed upon definition.

Strategy for teachers- Authentic Problem Solving:

Apply knowledge/ skills to unique situations in
their own lives.

Myth or Fact?

Fact

Gifted students must constantly be challenged

and kept busy or they will get lazy.

Myth or Fact?

Both

Some gifted students might get bored, but they

wont necessarily get lazy- just like other
students.


There are four categories of gifted students.

Myth or Fact?

Fact

Gifted, talented, creative, and leadership.


Strategy for teachers- Ability Grouping: Pair
students of similar intellectual levels if possible
which helps with emotional and social support
and provides intellectual stimulation.

Myth or Fact?

Fact


All children/people are gifted and talented.

Myth or Fact?

Myth

All students are unique individuals with areas of

strengths. Each has a valuable contribution to make
and deserves an education that helps him or her
reach his or her potential, but not all students are
gifted and talented.

Strategy for teachers- Open Ended Assignments:

Provide students options so they can complete
an assignment designed and based upon their
learning interests.

Myth or Fact?

Fact

Approximately 2% of the disabled population is

gifted.

Myth or Fact?

Fact



Gifted and talented students come from advantaged
homes.

Myth or Fact?

Both

Some gifted and talented students do come from advantaged

homes and the education system has often been able to identify
and serve many of these children. However, many gifted and
talented students come from less advantaged backgrounds and
may not be as readily identified. Being familiar with
characteristics of giftedness- even those such as behaviours
which may present in a more negative light - may help give better
indication as to what is going on in these cases and how we
might help develop their strengths.

One characteristic Gifted children have in

common is the ability to absorb abstract
concepts, to organize them, and effectively apply
them appropriately compared to the average
youngster.

Myth or Fact?

Fact

Conclusion & Questions

References
Hutchinson, N. L. (2013). Inclusion of exceptional
learners in Canadian schools: A practical handbook for
teachers Pearson Education Canada. 71-76.
Johnsen, S. K. (2004). Identifying gifted students: A
practical guide Prufrock Press Inc.
Young, K. (2010). LD and the rise of highly gifted
and talented programs: Examining similar
rationales across decades and designations.
Disability Studies Quarterly, 30(2)