LEARNERS WHO

ARE GIFTED AND

TALENTED
MEMBERS:
GUTIERREZ, NICOLE ANN
HERBILLA, HANNAH ANDREA
HILAGA, CHRISTIE ANNE
LANGIG, JOANNA

 OBJECTIVES
At the end of the lesson, the pre-service teachers are expected to:

·Distinguish learners who are gifted and talented;

·Identify the various additional needs learners might have;
·Discuss the characteristics of learners with additional needs;
·Identify the methods for teaching gifted students; and
·Share significant insight/s about the topics that have been discussed.

MOTIVATIONAL ACTIVITY
PICTOWORD
DTIFGE
LTAEENDT
LVSIUA
HNTTESIICKE
Learners who are gifted and
talented have higher abilities
than the average student.
These students require
special accommodations in
order to meet their
educational needs, posing a
unique challenge to teachers.
What is the difference between gifted and
talented?

The term giftedness refers to students with

extraordinary abilities in various academic areas.
However, talented focuses on students with
extraordinary abilities in specific ares.


There is also another way to

look into giftedness which was
conceptualized by Gardner in
1993.
 IDENTIFICATIONS
TO IDENTIFY THE GIFTED AND TALENTED
STUDENTS, ONE MUST DO THE FOLLOWING
LOCATE THE STUDENT'S DOMAIN OF
GIFTEDNESS
DESCRIBE THE STUDENT'S LEVEL OF
GIFTEDNESS
DESCRIVE THE STUDENT'S FIELDS OF TALENT
 LEARNING
CHARACTERISTICS
Not all learners will exhibit the learning
characteristics listed below. however,
these are the common manifestations
of gifted and talented learners. one
might possess a combination of
characteristics in varying degrees and
amounts.
 EXCITED ABOUT LEARNING NEW
HIGH LEVEL OF INTELLECTUAL
CONCEPTS
CURIOSITY
INDEPENDENCE IN LEARNING
READS ACTIVELY
GOOD COMPREHENSION OF
HIGH DEGREE OF TASK COMPLEX CONTENTS
COMMITMENT STRONG, WELL-DEVELOPED
KEEN POWER OBSERVATION IMAGINATION
HIGHLY VERBAL LOOKS FOR NEW WAYS TO DO
GETS BORED EASILY THINGS
CAN RETAIN AND RECALL OFTEN GIVES UNCOMMON
INFORMATION RESPONSES TO COMMON
QUESTIONS
 GENERAL EDUCATION
ADAPTATIONS
Learners who are gifted and
talented usually get bored since
they have mastered the concepts
taught in classes. fulfilling their
instructional needs maybe a
challenging task. These are some
suggested strategies for teaching
gifted students.
Teachers may give enrichment exercises that will allow learners to
study the same topic at a more advanced level

Acceleration can let students who are gifted and talented can move
at their own pace thus resulting at times to in completing two grade
levels in one school year.

open-ended activities with no right or wrong answers can be

provided, emphasizing on divergent thinking wherein there are
more possibilities than pre-determined answers.
Leadership roles can be given to gifted students since studies have
shown that gifted students are often socially immature.

extensive reading on subjects of their own interest may be

coordinated with the school librarian to further broaden their
knowledge.

Long-term activities may be provided, that will give the gifted

students an opportunity to be engaged for an extended period of
time.


LEARNERS WITH
DIFFICULTY WITH
SELF CARE

 Children with additional needs may

struggle with the basic activities of daily
deficits, including individuals with
intellectual disability or intellectual
development disorder (ID or IDD)
 IDENTIFICATION
young children suspected to have cognitive
deficits which manifest as difficulties with
self-care can be identified at a very young
age. The traditional approach to measuring
levels of severity of ID was determined
through the use of intellectual tests:

MILD LEVEL IQ 50-70

MODERATE IQ 35-50
SEVERE IQ 20-35
PROFOUND IQ BELOW 20
However, based on the definition provided by the
American Psychiatric Association (2013), using
measures of intelligence is only one aspect as
adaptive functioning also needs to be assessed to
identify if a child has an intellectual disability. in
place of IQ levels, the support needed by a person
with ID is used to determine the level or degree of
severity of the disability.
learning characteristics
Students who have difficulty with self-care
reach developmental milestones at a later
age. They learn to sit up, crawl, walk, and talk
later than other children. Due to cognitive
difficulties, children with ID may also have
deticits in reasoning planning, judgment, and
abstract thinking.
Adults with mild intellectual disability
eventually learn to be functional and
independent in society. On the other
hand, depending on the level of support
needed, a student with ID learns adaptive
skills at a slower pace, resulting in delay.
They benefit from modeling and can
imitate well.
Youths with intellectual disabilities are known to be friendly,
sociable, and are reported to have positive coping skills. A study
conducted by Carter et al. (2015) investigated the strengths and
positive traits of transition- age youth with intellectual disability
and/or autism, as reported by their parents. Using quantitative and
qualitative measures, the study yielded the following positive traits
of the youths:
(1) they have a positive outlook in life,
(2) shows positive relations with others,
(3) have active coping skills, and
(4) have acceptance coping skills. In this study, they found that the
youths were rated highest in items pertaining to the positive outlook
factor.
 GENERAL EDUCATIONAL
ADAPTATIONS
Specific approaches have been found to be effective in
teaching students with difficulty with self-care, namely
the use of direct/explicit instruction, task analysis,
forward and backward teaching chaining, as well as the
use of video modelling. it is essential that the
instructions given are simple and straight froward and
that hands-on, experiencial activities are used.
 TASK ANALYSIS
is a behavioral approach that breaks down a complex behavior or
tasks into step-by-step procedures, thereby providing modeling
working and ample practice for the student with difficulties.
Gargiulo (2012) provided working guidelines on how to do task
analysis.
Define the target behavior or task.
Identify the required skills needed to successfully complete
the task.
identify the necessary materials to perform the task. observe
an able and competent person perform the task.
list the needed steps in sequential order to complete the task.
In an inclusive classroom,
self-care skills such as
washing, hands and
brushing teeth can be tasks
analyzed analyzed into the
simplest steps and
presented in a poster
accompanied by pictures
(see Figure 6.3).
 FORWARD CHAINING
The Program begins with the first
step in the sequence, such as getting
the toothbrush and toothpaste, then
providing the needed hand-over-
hand assistance, and then gradually
fading verbal and then gestural
prompts.
BACKWARD CHAINING
The teacher models all the steps from
the beginning and then allows the child
to do the last step of the behavior chain
with assistance and prompts.
 VIDEO-BASED
INTERVENTION
Thee use of video-based intervention including
video modeling and video prompting for teaching
daily living skills, such as brushing teeth, setting a
table, washing dishes, etc. has been found
effective for learners with intellectual and
learning difficulties (Rayner 2011, Bellini &
Akullian 20017 cited in Heward 2013).
Video modeling and video prompting have
been found effective for learning disabilities.
With video modeling, a student watches a
video of an able person performing a task and
then imitates the behavior. In video
prompting, each step is shown in a video,
which the student imitates before the next
step.
THANK YOU