PRINCIPLES AND

STRATEGIES OF
TEACHING AND
DESIGNING IEP FOR
GIFTED AND
TALENTED LEARNERS
CHAPTER 4-PROF7
COMPONENTS OF COMPREHENSIVE INCLUSIVE
PROGRAM FOR LEARNERS WITH DISABILITIES,
GIFTEDNESS AND TALENTS

1. Child Find – it is about locating learners with disabilities, giftedness and talents who are not in
school, through the family mapping survey, advocacy campaigns and networking with local
health workers, to be enrolled in Special Education centers or school nearest their home.

2. Assessment – This is a continuous process of identifying the strengths and limitations of

learners with disabilities, giftedness and talents through the use of formal and informal tools for
level placement, with the help of existing SPED Centers.

3. Program Options – Schools, with or without trained SPED Teachers, shall make education
accessible to learners with disabilities, giftedness and talents. The program options are as follow:
◦ A. Self contained class for learners with similar disabilities or conditions
◦ B. Inclusion or placement of learners in general education or regular class
◦ C. Resource Room
COMPONENTS OF COMPREHENSIVE INCLUSIVE
PROGRAM FOR LEARNERS WITH DISABILITIES,
GIFTEDNESS AND TALENTS

4. Curriculum Modifications – This means using adaptations and

accommodations in classroom instructions and activities, and
delivery options.
5. Parental Involvement – This is involving parents or guardian in
observing their child’s performance, volunteering as teacher aide in
the classroom, and serving as academic, moral and spiritual support
to their child.
Program Options by Davis, Rimm
and Siegle (2014)
1. A teacher providing additional instructional materials to teachers to those who finish
lesson’s tasks easily.
2. Enriching the curriculum by teacher supplying extra time for bright students to work
at resource centers or interest-based projects.
3. Part-time acceleration to a higher grade for one or two subjects.
4. Full-time acceleration or grade-skipping
5. Cluster grouping of all gifted learners at each grade level in a single classroom for
special services
Program Options by Davis, Rimm
and Siegle (2014)
6. Implementing school wide plans to accommodate every gifted learners in
every regular classroom
7. Implementing pullout programs
8. Conducting part-time special gifted classes
9. Assigning full time special gifted classes at every grade level
10. Opening special schools for the gifted
Acceleration and Enrichment
Acceleration – it is defined as an advance placement of learners from
a current level to a higher level

Enrichment – when learners are taught on the topic’s depth and

intensity of content that go beyond their prescribed grade-level
curriculum, without providing them advance placement.
Ries, Westberg, Kulikovich and
Purcell (1998)
Four Principles of Enrichment Teaching and Learning:
1. Each student is different
2. Learning is more effective when students enjoy what they do.
3. Learning is more meaningful when students learn content and process while solving
a real problem.
4. Whereas some formal instruction is necessary, a major goal is promoting knowledge
and thinking skills via the application of what students have learned; they construct
their own meaningfulness.
Grouping
Full-time Homogeneous Grouping

Special Schools for the Gifted – these schools cater to elementary or

secondary gifted learners with a curriculum that include both prescribed
academic content that is based on DEPED guidelines and requirements,
with a special enriched and accelerated training in academic, scientific,
artistic, and other areas of development the school opted to highlight.
Special Classes – these are school-within-a-school concept where gifted
children of the same level attend a class together in a full time basis.
Grouping
Full-time Heterogeneous Grouping

Cluster Groups – refers to placing five to ten high ability students in

one regular class per grade, along with other 15 to 20 regular
students. This grouping is handled by a trained professional teacher
and could be divided further in individual or small group.
Heterogeneous Classes – these classes combine prescribed and
differentiated curriculum for the benefit of both regular and gifted
leaners.
Grouping
Full-time Heterogeneous Grouping

Individualized Education Plan - IEP is a basic

requirement for schools catering to LSEN. It is a written
plan that is customized to achieve learners’ goal in a
span of one academic school year. It includes the
learner’s current skills, strengths and challenges,
learning styles and the goals targeted for the school year.
Grouping
Part-time and Temporary Grouping

Pullout Programs – learners are pulled out of their regular mainstreamed

classes once or twice a week to spend two to three hours per session in
special enrichment activities, guided by a teacher of gifted and talented
education.
Part-time Special Classes – this school-within-a-school concept can also
be offered in part-time basis. In this option gifted and talented learners
enjoy 50 % to 70 % of prescribed curriculum in the regular classes and
attend differentiated curriculum in the special classes.
Grouping
Part-time and Temporary Grouping

Enrichment Clusters – this kind of grouping works for different

level learners with common interest such as journalism, literature,
engineering, baking, and others.
Special Interest Groups and Clubs – this type of grouping is
more common among secondary students where enrichment
activities in different clubs exist, such as drama class, chess club,
mathematics club, religious club, and others.
CURRICULUM MODIFICATIONS
Differentiation – it is an effective teaching strategy
for inclusive special education, which involves giving
all learners in the regular classroom choice based on
how best they could achieve their greatest potentials,
now creating a separate level for each student.
CURRICULUM MODIFICATIONS
Tomlinson and Jarvis (2009) emphasized that differentiation is
being proactive in planning curriculum and instruction that fit
student’s learning profiles, interests and learning levels. They
went further explaining “it is a process of creating multiple,
‘differentiated’ learning opportunities within a high-quality
curriculum to maximize the probability that all students will
become engaged in learning, experience efficiency of learning,
and experience cognitive growth”
 OVERVIEW OF
COMPONENTS OF
DIFFERENTIATIO
N
CURRICULUM MODIFICATIONS
Tiered Instruction – Tiering is an example of
instructional strategy.
As differentiation begins with assessment of learners
skills, learners will then be identified based on how
advanced their skills are.
This is where tiering becomes beneficial.
CURRICULUM MODIFICATIONS
This strategy involves the process of creating the best possible
lesson and making it fit based on the learners’ level of readiness.
Learners have the option to work within their tiers,
independently or with a partner and present their works
reflecting the best practices in the content area.
Through these tiers, all learners are meeting a common outcome,
but of different path.
ENRICHMENT STRATEGIES
Strategies for enrichment contain higher-order delivery method of
developing skills in creative thinking, critical thinking and problem
solving.

-LIBRARY AND INTERNET RESEARCH PROJECT – This is

given to learners with strong interest on a specific topic. Learners may
select their own topic of interest or may choose from a wide range of
brainstormed topics with the teachers and group of students.
ENRICHMENT STRATEGIES
-SCIENTIFIC RESEARCH PROJECT – This
strategy is an investigative process of finding
solutions to a scientific problem. Finding its answer
entails discovering, collecting, and investigating
information that could later be displayed and
demonstrated on Science Fairs.
ENRICHMENT STRATEGIES
-ART, DRAMA, CREATIVE WRITING, AND OTHER
INDEPENDENT PROJECTS – arts projects comprise of
different areas in drawing, sculpting, photography and others.
Drama projects include writing, directing, producing and
performing plays. Creative writing would benefit the school
newspaper for publications, which further involve interviewing
people, writing articles, taking photographs, newspaper editing.
ENRICHMENT STRATEGIES
-MENTORSHIPS – mentoring comprises of
professionals working with interest clubs in schools,
meeting once or twice in the school campus. The adult
mentor serves as the resource person, role model, teacher
and a friend with the goal of transferring skills and
attitudes they have to their learners with the same
interest as theirs.
ENRICHMENT STRATEGIES
- PEER TUTORING – also known as “peer-assisted
learning” or “peer-mediated instruction” is a strategy
that involves learners acting as tutors to other learners
on a face to face interaction, under the supervision of
a teacher.
ENRICHMENT STRATEGIES
-QUESTIONING- teachers can simply incorporate
cognitively challenging forms of questions that ignite
critical and creative thinking skill in their everyday
teaching in the classroom. It is a way of making
learners think deeper and become more challenged.
THANK YOU!