SPECIAL EDUCATION

What is SPECIAL EDUCATION?

• SPED is set of educational programs or
services specially designed to meet the unique
needs of learners with disabilities.
What is SPECIAL EDUCATION?
• SPED is in one sense a profession, with its
own tools, techniques, and research efforts all
focused on improving instruction instructional
arrangements and procedures for evaluating
and meeting the learning needs.
What is SPECIAL EDUCATION?
• SPED is the individually planned and
systematically monitored arrangement of
physical settings, special equipment and
materials, teaching procedures, and other
interventions designed to help exceptional
children achieve greatest possible personal
self-sufficiency and academic success.
Brief History of SPED in Philippines
• SPED in PH started in 1908 where the school
for the deaf (Harrison, Pasay City) was
established.
• In June 1963, RA 3562 was enacted which
established teacher training course and the
Philippines National School for the blind
Brief History of SPED in Philippines
• PNU offered courses in SPED for teaching the
blind in 1964 wherein 14 elementary school
teachers were selected for training.
• In 1952, the PWU piloted the Special
Education of the mentally handicapped
children. All children were transferred then to
the Special Child Study Center in Cubao, Q.C.
in 1957
 Special Education Division Philippines
• Special education refers to the education of
persons that may be:
o gifted/talented o with special health
o fast learner problems
o mentally retarded o learning disabled
o visually impaired o speech impaired
o with behavior o multiple
problems handicapped.
o orthopedically
handicapped
Impairment: physical or mental defect or
loss or reduced function of a body part/organ.

Disability: person-level limitations in

physical and psycho-cognitive activities OR an
impairment which limits the ability to perform
certain tasks.

Handicap: a problem encountered during

interaction with the environment.
“ Every child with special needs has the right to
an educational program that is suitable to his
needs.”

“ Special education shares with regular education

basic responsibilities of educational system to fulfill
the right of the child to develop to his full potential.”

-Basic Philosophy of SPED

• The development and maximization of
learning competencies, as well as the
inculcation of values to make learners with
special needs as useful and effective members
of society.

-Objective of SPED
• The integration or mainstreaming of learners
with special needs into the regular school
system and eventually into the community.

-Ultimate Goal of SPED

OVERVIEW OF THE SPED
PROCESS
 Children to be admitted in special class must
submit a current assessment report made by a
developmental pediatrician or a SPED
diagnostician or other appropriate
professionals
 Upon implementation of the recommendation
stated in the assessment, the SPED teacher
must make quarterly progress report about the
performance of the child
 The goals and objectives must be discussed
along with the current performance level during
the quarterly Parent-Teacher Conference.
 Continuous assessment process must be done at
least once a year with the review and the
required revision of the IEP.
 Physical IEP development
Children with
suspected layout
disability

Placement Curriculum and

Assessment programs Instruction Management
and
Development supervision of
SPED
students

SPED System
Educational Placement
• Special Education Class
• Resource Class
• Integration/ Mainstreaming/Inclusion
• Occupational Therapy and Physical Therapy
class
Multidisciplinary Team for Assessment
• Physical Therapist
• Occupational Therapist
• Speech Language Pathologist
• Audiologist
• SPED diagnostician
• Developmental Pediatrician
• Neurologist
• Psychologist
• Psychiatrist
• Ophtalmologist
Ancillary and Auxiliary Services
• Medical Services
• School Health Services
• Parent Counseling and Training
• Occupational and Physical Therapy
• Psychological and Psychometrician Services
• Speech Pathology
 GENERAL CONSIDERATIONS
FOR REGULAR TEACHERS
 Get to know the learner. Talk with SPED specialists.
 Focus on learner’s actual skill deficits and behaviors.
 Create lessons and activities that help increase the
learner’s self-esteem.
 Ensure that the learner understands all of your
directions.
 Break down skills into sub-skills.
 GENERAL CONSIDERATIONS
FOR REGULAR TEACHERS
 Develop specific, achievable objectives for both learning
and social behavior.
 Promote social interactions
 Evaluate performance based on the learner’s current
level of functioning.
 Deal with behavioral problems by setting firm, fair rules
and enforcing them consistently.
 Ask for advice from SPED specialists if needed, support
and help from parents.
 ROLES OF THE REGULAR
EDUCATOR
 View the learner as a regular member of the class, not a
visitor.
 Get to know all about children with exceptionalities.
 Obtain knowledge about specific handicapping
conditions and special learner capabilities.
 Specify the lesson’s instructional goals.
 Plan the instructional program for the big classes.
 Assist in the design of supportive services programs
 ROLES OF THE REGULAR
EDUCATOR
 Share lesson plans and materials with supportive
services.
 Observe support service professional’s classrooms.
 Communicate instructional goals and learner’s progress
to parents.
 Use similar behavior management techniques as others
in the team so that everyone responds in the same
manner to learner’s behavior.
 ROLES OF THE REGULAR
EDUCATOR
 Compile folders of learner’s work for sharing with other
members of the team.
 Participate in staff development sessions that facilitate
the coordination of services.
 Provide knowledge of the regular curriculum’s scope
and sequence.
 Provide knowledge of child development.
 Create a classroom environment that shows respect for
all learners.
 ROLES OF THE REGULAR
EDUCATOR
 Work closely with other support services personnel.
 Select a group size that is most appropriate to the child
and the lessons.
 Observe learner interactions to ensure that the learning
situation is running smoothly.
 Identify the roles of professional team members and plan
for the use of available resources.
 Adapt materials and instructional methodologies.
 Physically arrange the classroom
LEARNING DISABILITIES
WHAT IS LEARNING DISABILITY?

 It is a disorder in one or more basic

PSYCHOLOGICAL processes which involved in
understanding or in using language..

 It DOES NOT include problems that are primarily

result of visual, hearing, motor disabilities,
mental retardation, emotional disturbance,
environmental, cultural, or economic
disadvantage.
WHAT CAUSES LEARNING
DISABLITY?

 Genetic Factors
 Tobacco, Alcohol and Drug use
 Problems During Pregnancy or Delivery
 Toxins in the Child’s Environment
WHAT AREAS OF THE BRAIN
RELATE TO LANGUAGE AND
READING?
Frontal Lobe Parietal Lobe

1
2

3
4

Temporal Lobe Occipital Lobe

 THE FRONTAL LOBE
 is the largest and responsible
1
for controlling speech,
reasoning, planning, regulating
emotions, and consciousness.

 is important for the

organization, production, and
manipulation of language and
speech. Areas of the frontal
lobe are also important for
silent reading proficiency.
 THE PARIETAL LOBE
 is located farther back in the
brain and controls sensory
perceptions as well as linking 2
spoken and written language to
memory to give it meaning so
we can understand what we
hear and read.
 THE TEMPORAL LOBE
 is located in the lower part of
the brain, parallel with the ears,
and is involved in verbal
memory. .

3
 THE OCCIPITAL LOBE

 found at the back of the head,

is where the primary visual
cortex is located. Among other
types of visual perception, the
visual cortex is important in the
identification of letters.
COMMON TYPES OF LD’S

 Dyslexia
 A specific learning disability that affects reading and related
language-based processing skills. The severity can differ in
each individual but can affect reading fluency, decoding,
reading comprehension, recall, writing, spelling, and
sometimes speech and can exist along with other related
disorders. Dyslexia is sometimes referred to as a Language-
Based Learning Disability.
UNDERSTANDING DYSLEXIA

 A key sign of dyslexia in kids is trouble

decoding words. This is the ability to
match letters to sounds and then use that
skill to read words accurately and
fluently.
UNDERSTANDING DYSLEXIA

 Preschool
 Has trouble recognizing whether two words
rhyme
 Struggles with taking away the beginning
sound from a word
 Struggles with learning new words
 Has trouble recognizing letters and matching
them to sounds
UNDERSTANDING DYSLEXIA

 Grade School
 Has trouble taking away the middle sound
from a word or blending several sounds to
make a word
 Often doesn’t recognize common sight words
 Quickly forgets how to spell words after
studying them
 Gets tripped up by word problems in math
UNDERSTANDING DYSLEXIA

 High School
 Makes many spelling errors
 Frequently has to re-read sentences and passages
 Reads at a lower academic level than when speaking
or in conversation
 Often skips over small words when reading aloud
 Doesn’t read at the expected grade level
 Strongly prefers multiple-choice questions over fill-in-
the-blank or short answer
UNDERSTANDING DYSLEXIA

Strategies:
 Provide a quiet area for activities like reading,
answering comprehension questions
 Use books with large print and big spaces
between lines
 Provide a copy of lecture notes
 Don’t count spelling on history, science or other
similar tests
UNDERSTANDING DYSLEXIA

Strategies:
 Allow the use of a laptop or other computer for
in-class essays
 Use multi-sensory teaching methods
 Teach students to use logic rather than rote
memory
 Present material in small units
COMMON TYPES OF LD’S

 Dyscalculia
 A specific learning disability that affects a person’s ability to
understand numbers and learn math facts. Individuals with
this type of LD may also have poor comprehension of math
symbols, may struggle with memorizing and organizing
numbers, have difficulty telling time, or have trouble with
counting.
UNDERSTANDING
DYSCALCULIA
 Kids with dyscalculia also have trouble
remembering math facts. Or they may
understand the logic behind math, but
not how or when to apply what they
know to solve math problems.
 They also often struggle with working
memory. For example, they may have a
hard time holding numbers in mind while
doing math problems with multiple steps
UNDERSTANDING
DYSCALCULIA

Pre-school:
 Has trouble learning to count and skips over numbers long after
kids the same age can remember numbers in the right order
 Struggles to recognize patterns, such as smallest to largest or
tallest to shortest
 Has trouble recognizing number symbols (knowing that “7”
means seven)
 Doesn’t seem to understand the meaning of counting—for
example, when you ask for five blocks, your child just hands you
an armful, rather than counting them out
UNDERSTANDING
DYSCALCULIA

Grade School
 Has difficulty learning and recalling basic math facts, such as
2+4=6
 Struggles to identify +, ‒, and other signs, and to use them
correctly
 May still use fingers to count instead of using more
advanced strategies, like mental math
 Struggles to understand words related to math, such as
greater than and less than
 Has trouble with visual-spatial representations of numbers,
such as number lines
UNDERSTANDING
DYSCALCULIA

Grade School
 Has difficulty understanding place value
 Has trouble writing numerals clearly or
putting them in the correct column
 Has trouble with fractions and with measuring
things, like ingredients in a simple recipe
 Struggles to keep score in sports games
UNDERSTANDING
DYSCALCULIA

High School
 Struggles to apply math concepts to money, including
estimating the total cost, making exact change, and
figuring out a tip
 Has a hard time grasping information shown on graphs
or charts
 Has difficulty measuring things like ingredients in a
simple recipe or liquids in a bottle
 Has trouble finding different approaches to the same
math problem
 UNDERSTANDING
DYSCALCULIA
Strategies
 Allow use of fingers and scratch paper
 Use diagrams and draw math concepts
 Provide peer assistance
 Suggest use of graph paper
 Suggest use of colored pencils to
differentiate problems
 UNDERSTANDING
DYSCALCULIA
Strategies
 Work with manipulatives
 Draw pictures of word problems
 Use mnemonic devices to learn steps of a
math concept
 Use rhythm and music to teach math facts
and to set steps to a beat
 Schedule computer time for the student for
drill and practice
COMMON TYPES OF LD’S

 Dysgraphia
 A specific learning disability that affects a person’s
handwriting ability and fine motor skills. Problems may
include illegible handwriting, inconsistent spacing, poor
spatial planning on paper, poor spelling, and difficulty
composing writing as well as thinking and writing at the
same time.
COMMON TYPES OF LD’S

 Dysgraphia
For years, dysgraphia was an official diagnosis. It no longer is.
But there is a diagnosis called specific learning disorder with
impairment in written expression. This refers to trouble
expressing thoughts in writing, rather than transcription
difficulties.
 UNDERSTANDING DYSGRAPHIA
Signs and Symptoms
 May have illegible printing and cursive writing
(despite appropriate time and attention given the
task)
 Shows inconsistencies: mixtures of print and cursive,
upper and lower case, or irregular sizes, shapes or
slant of letters
 Has unfinished words or letters, omitted words
 Inconsistent spacing between words and letters
 UNDERSTANDING DYSGRAPHIA
Signs and Symptoms
 Exhibits strange wrist, body or paper position
 Has difficulty pre-visualizing letter formation
 Copying or writing is slow or labored
 Shows poor spatial planning on paper
 Has cramped or unusual grip/may complain of sore
hand
 Has great difficulty thinking and writing at the same
time (taking notes, creative
 UNDERSTANDING DYSGRAPHIA
Strategies
 Suggest use of word processor
 Avoid chastising student for sloppy, careless work
 Use oral exams
 Allow use of tape recorder for lectures
 Allow the use of a note taker
 Provide notes or outlines to reduce the amount of
writing required
 UNDERSTANDING DYSGRAPHIA
Strategies
 Reduce copying aspects of work (pre-printed math
problems)
 Allow use of wide rule paper and graph paper
 Suggest use of pencil grips and /or specially designed
writing aids
 Provide alternatives to written assignments (video-
taped reports, audio-taped reports)
OTHER TYPES OF LD’S

 Auditory Processing Disorder (APD)

Also known as Central Auditory Processing Disorder, this is a
condition that adversely affects how sound that travels
unimpeded through the ear is processed or interpreted by the
brain. Individuals with APD do not recognize subtle
differences between sounds in words, even when the sounds
are loud and clear enough to be heard. They can also find it
difficult to tell where sounds are coming from, to make sense
of the order of sounds, or to block out competing background
noises.
OTHER TYPES OF LD’S

 Non-Verbal Learning Disabilities

 A disorder which is usually characterized by a significant
discrepancy between higher verbal skills and weaker motor,
visual-spatial and social skills. Typically, an individual with
NLD (or NVLD) has trouble interpreting nonverbal cues like
facial expressions or body language, and may have poor
coordination.
OTHER TYPES OF LD’S

 Visual Perceptual/Visual Motor Deficit

 A disorder that affects the understanding of information
that a person sees, or the ability to draw or copy. A
characteristic seen in people with learning disabilities such
as Dysgraphia or Non-verbal LD, it can result in missing
subtle differences in shapes or printed letters, losing place
frequently, struggles with cutting, holding pencil too tightly,
or poor eye/hand coordination.
ATTENTION DEFICIT
HYPERACTIVITY
DISORDER
WHAT IS ADHD?

 It is a neurobiological-based development disability with a

persistent pattern of problems in the areas of:
 Inattention
 Hyperactivity
 Impulsivity
THE FEELING OF HAVING ADHD

 It can be compared to watching someone change the

channels on the TV every few second.
 They tend to be socially blind, may miss rules and structures
which other people see much more readily.
 It is like being supercharged all the time.
 They are spilling over all the time
 It feels as if everything is happening all at once creating a
sense of inner turmoil or even panic
BRAIN STRUCTURE IN AN ADHD

 ADHD children showed 3%-4% smaller brain volumes in all

regions
 Lower metabolism of glucose in the frontal region.
 Imbalance or lack of norepinephrine and dopamine to keep
the brain working and are needed for paying attention and
controlling behavior.
POSSIBLE CAUSES OF ADHD

 Genetics- if a parent has ADHD his/her child is 8 times more likely

to have ADHD.
 Biological- reduced levels of neurotransmitters that enables us to
focus and block other stimuli.
 Complications during pregnancy and birth
 Medical Illness- those with hyperthyroid state that produces too
much hormones.
 Side effects of medications- phenobarbital (for epilepsy), Dilantin
(anticonvulsant), ephedrine and theophylline (for asthma)
 Ear infection
 Family relationship
COEXISTING DISORDERS

 Oppositional Defiant Disorder (30-65%)

 Anxiety Disorder (20-40%)
 Conduct Disorder (10-25%)
 Bipolar (1-20%)
 Depression (10-47%)
 Tics/Tourette Syndrome (7%)
 Sleep Problems (50%)
 Secondary Behavioral Complications (65%)
 Learning Disability (20-35%)
 Severe PMS
 Giftedness
BEHAVIORAL CHARACTERISTICS-
INATTENTION
 Easily distracted
 Does not seem to listen when spoken to directly
 Difficulty remembering and following directions
 Difficulty sustaining attention in tasks and play activities
 Difficulty sustaining level of alertness
BEHAVIORAL CHARACTERISTICS-
INATTENTION
 Forgetful in daily activities
 Tunes out-may appear spacey
 Appears confused
 Easily overwhelmed
 Difficulty in initiating
BEHAVIORAL CHARACTERISTICS-
INATTENTION
 Does not complete work
 Difficulty working independently
 Gets bored easily
 Sluggish or may fall asleep easily in class
BEHAVIORAL CHARACTERISTICS-
INATTENTION
 Makes many careless mistakes
 Inconsistent performance
 Disorganize, loses even necessary things
 Little or no awareness of time
BEHAVIORAL CHARACTERISTICS-
HYPERACTIVE
 On the go
 Leaves seat in which remaining seated is expected
 Cannot sit still
 Almost nonstop motion
 Runs around inappropriately
BEHAVIORAL CHARACTERISTICS-
HYPERACTIVE
 High degree of unnecessary movement
 Restlessness
 Difficulty playing or engaging in leisure activities quietly
 Intrudes other people’s spaces
 Difficulty in settling down or calming self
BEHAVIORAL
CHARACTERISTICS- IMPULSIVE
 Talks excessively
 Difficulty in waiting
 Interrupts or intrudes others
 Knows the rules but repeatedly makes the same errors
BEHAVIORAL
CHARACTERISTICS- IMPULSIVE
 Do not “stop and think” before acting
 Makes inappropriate noise
 Engages in physically dangerous activities
 Makes tactless comments
 Hurries through tasks making numerous mistakes
OTHER CHARACTERISTICS IN CHILD AND TEENS WITH
ADHD

 A high degree of emotionality

 Easily frustrated
 Difficulty with transitions
 Displays aggressive behavior
 Cannot work for long-term goals
OTHER CHARACTERISTICS IN CHILD AND TEENS WITH
ADHD

 Low self-esteem
 Hypersocial behavior
 Mood swings
 Being self-critical
 Academic passivity
WHAT TO DO ABOUT…

The impulsive child talking out disruptively in class

 Seat the child right near the teacher.
 Acknowledge the child.
 When the behavior persists, the teacher must instruct the
child in a matter-of-fact voice.
 Have an aide sits near this child to quietly prompt the child
by reminding the rules.
WHAT TO DO ABOUT…

The Out-of-Control child

 Make the child feel safe with rocking and a calm voice: “I will
allow you to do that. Yes, I do love you, but I will not allow
you to…”
 By removing the child from the classroom with an adult or
with the assistance of the counselor or administrator
 Wrap yourself around an out-of-control child and to say over
and over in a calm voice what will occur.
WHAT TO DO ABOUT…

Children who want your attention and need to wait

 Cover the child’s hand gently with the teacher’s hand and
rub it while continuing with the learner she/he is engaged
with.
 Use an object that gives cue meaning so that when the child
sees it he/she will know it is not the right time
WHAT TO DO ABOUT…

Handling disappointments
 Teach them the “Oh well…” attitude. Lead the learners in
saying, “oh well… maybe next time”. When the learner use
the, “oh well” response, the teacher must reinforce with
much praise, telling them: “ you are so grown up. I am very
proud of you.”
WHAT TO DO ABOUT…

The Tactile-Defensive Child

 Do a lot to build tolerance and acceptance for some degree
of touching through numerous sensory activities.
 Better yet, it is highly recommended to consult with an
occupational therapist.
WHAT TO DO ABOUT…

The child who has trouble sitting

 Help the children sit with legs crossed on the carpet for paying
attention.
 For children with no physical tone or ability to sit up on a carpet
and listen, consult an occupational therapist and/or a P.E. teacher
 Have an adult sit down with the child, with a gentle hand on the
shoulder or back- some physical contact to help keep the child
seated and focused.
 Give some object that he/she can hold while sitting.
 Allow leeway. Teachers may permit the child to get up. Walk
around quietly, and try to redirect when possible. Provide the
child some space and ignore when he
STRATEGIES FOR TEACHERS TO MANAGE OWN STRESS
AND FRUSTRATION

 Take a deep breath and relax when the ADHD learner is

acting out.
 Try not to overreact to misbehavior. Stay calm and consider
appropriate consequences.
 Ask for support from other faculty and staff of the school
when needed.
 Be flexible and try to keep your sense of humor.
 Think ADHD-not bad
 POSITIVE TRAITS AND CHARACTERISTICS COMMON
AMONG THOSE WITH ADHD

 Highly Energetic  Accepting and Forgiving

 Verbal  Inquisitive
 Spontaneous  Resilient
 Creative and Inventive  Makes and creates fun
 Artistic  Knows how to enjoy the
present
 Persistent
 Empathetic
 Imaginative
 Warmhearted
 Compassionate
 Positive Traits and Characteristics Common among those
with ADHD

 Resourceful  Sees different aspects

of a situation
 Enthusiastic
 Able to find novel
 Intelligent solutions
 Humorous  Observant
 Outgoing
 Ready for Action  Full of ideas
 Willing to try new things  Intuitive

 Good in crisis situations

 Good at improvising
ASD
 Autism Spectrum Disorder (ASD), refers to
a broad range of conditions characterized
by challenges with :
 Difficulty with communication and
interaction with other people
 Restricted interests and repetitive
WHAT IS ASD?

behaviors
 Symptoms that hurt the person’s ability
to function properly in school, work,
and other areas of life
 Autism is known as a “spectrum” disorder
because there is wide variation in the
type and severity of symptoms people
experience. ASD occurs in all ethnic, racial,
and economic groups.
WHAT IS ASD?

Although ASD can be a lifelong disorder,

treatments and services can improve a
person’s symptoms and ability to function.
SIGNS AND BEHAVIORAL
PATTERNS OF AUTISM
SOCIAL COMMUNICATION

 Making little or inconsistent eye contact

 Tending not to look at or listen to people
 Rarely sharing enjoyment of objects or
activities by pointing or showing things
to others
SOCIAL COMMUNICATION

 Failing to, or being slow to, respond to

someone calling their name or to other
verbal attempts to gain attention
 Having difficulties with the back and
forth of conversation
SOCIAL COMMUNICATION

 Often talking at length about a favorite

subject without noticing that others are
not interested or without giving others a
chance to respond
 Having facial expressions, movements,
and gestures that do not match what is
being said
SOCIAL COMMUNICATION

 Having an unusual tone of voice that may

sound sing-song or flat and robot-like
 Having trouble understanding another
person’s point of view or being unable to
predict or understand other people’s
actions
RESTRICTIVE / REPETITIVE
BEHAVIORS
 Repeating certain behaviors or having
unusual behaviors. For example, repeating
words or phrases, a behavior called
echolalia
 Having a lasting intense interest in certain
topics, such as numbers, details, or facts
 Having overly focused interests, such as
with moving objects or parts of objects
RESTRICTIVE / REPETITIVE
BEHAVIORS
 Getting upset by slight changes in a
routine
 Being more or less sensitive than other
people to sensory input, such as light,
noise, clothing, or temperature
OTHER SYMPTOMS TO
CONSIDER
 Apparent hearing problems
 Cannot explain needs
 Does not respon to name
 Does not smile
OTHER SYMPTOMS TO
CONSIDER
 Loss of communication and verbal skills
at any age
 No eye contact
 Sixteen months of age with no word use
 Does not point or gesture by one year of
age
OTHER SYMPTOMS TO
CONSIDER
 Does no coo or babble by one year of age
 Does not speak in two-word sentences by
two years of age
 Over-sensitivity or under sensitivity to
pain
 No real fear of danger
STRUCTURED TEACHING
  Should provide environmental organization for people with
autism.
PHYSICAL STRUCTURE

 Clear physical and visual boundaries to help the person

understand where each area begins and ends.

 Should minimize visual and auditory distractions.

10 STEPS TO A SUCCESSFUL CLASSROOM BEHAVIOR
MANAGEMENT

1. Use concrete language

2. Be careful with metaphors, irony or
sarcasm
3. Use visual supports for communication
whenever possible
4. Allow extra processing time
5. Do not demand eye contact
10 STEPS TO A SUCCESSFUL CLASSROOM BEHAVIOR
MANAGEMENT

6. Be rewarding
7. Keep your eye on the “big picture”
8. Use a team approach
9. Do not take it personally
10.Be aware of the sensory environment.
GIFTEDNESS
HOW IS GIFTEDNESS DEFINED?

"The term 'gifted and talented,' when used

with respect to students, children or
youth, means students, children or youth
who give evidence of high achievement
capability in areas such as intellectual,
creative, artistic, or leadership capacity, or
in specific academic fields, and who need
services or activities not ordinarily
provided by the school in order to fully
develop those capabilities." (Marland,
1971)
HOW IS GIFTEDNESS DEFINED?

"Gifted individuals are those who

demonstrate outstanding levels of
aptitude and/or competence in one or
more domains.”
Domains include any structured area of
activity with its own symbol system (e.g.,
mathematics, music, language) and/or set
of sensorimotor skills (e.g., painting,
dance, sports).
 CONCEPTS OF
• Three Ring Conception Approach
•
GIFTEDNESS
Differentiated Model of Giftedness and Talent (DMGT)
• Triarchic Theory of Intelligence
THREE-RING CONCEPTION
APPROACH

Above Average
Ability

Task
Creativity
Commitment

J.Renzulli 1986
THREE-RING CONCEPTION
APPROACH

Above
Average
Ability

Task
Creativity
Commitment

J.Renzulli 1986
THREE-RING CONCEPTION
APPROACH

Above Average
Ability

Task
Creativity
Commitment

J.Renzulli 1986
THREE-RING CONCEPTION
APPROACH

Above Average
Ability

Task
Commitment Creativity

J.Renzulli 1986
DIFFERENTIATED MODEL OF GIFTEDNESS AND
TALENT (DMGT) F. Gagné 2003
TRIARCHIC THEORY OF
INTELLIGENCE

R. Sternberg 2003
TRIARCHIC THEORY OF
INTELLIGENCE
 The best predictor of mental and
physical health was the practical-
intelligence measure, with analytical
intelligence being the second-best
measure and creative intelligence
being the third.

R. Sternberg 2003
UNIQUE CHARACTERISTICS
OF GIFTED INDIVIDUALS
COGNITIVE ATTRIBUTES

 Above-average general intellectual

ability
 Ability to find and solve difficult and
unusual problems
 Ability to process and learn
information quickly
 Ability to see connections,
relationships, and multiple
perspectives
COGNITIVE ATTRIBUTES

 Ability to understand abstract and

complex concepts
 Extensive and detailed memory
 Intense love of reading
 Advanced vocabulary and
communication skills
COGNITIVE ATTRIBUTES

 Desire to ask a lot of questions

 Intense, sustained passion in one
area, which may change over time
 Ability to concentrate for long
periods of time on projects of
interest
AFFECTIVE PERSPECTIVE

 Perceptiveness and awareness of

being different
 Nonconformist behaviors
 Desire to become all they are
capable of becoming
 Need for mental stimulation and
preoccupation with understanding
AFFECTIVE PERSPECTIVE

 Perfectionism
 Introversion
 Anxiety
 Heightened sensitivities, particularly
emotional intensity
ACHIEVERS VS. GIFTED
LEARNERS
They develop differently.
 Although a high achiever’s physical,
cognitive, social, and emotional domains
may seem to develop more quickly than
an average student, those domains still
move in sync with one another.
 Gifted learners, however, show
asynchronous development, as both the
cognitive and emotional domains
develop faster.
 ACHIEVERS VS. GIFTED
LEARNERS
They are motivated differently.
 High achievers are motivated extrinsically. They make
good grades, please their teachers, show interest in
assignments, understand and memorize easily, and
thrive on knowing the answer.
 Gifted learners are motivated intrinsically. They
typically show interest and perform well if the
activity is meaningful, individualized, and related to
their passions. Instead of memorizing and practicing
already-mastered skills, gifted learners prefer to
pondering ideas, looking at multiple perspectives,
and asking—rather than answering—the questions.
 ACHIEVERS VS. GIFTED
LEARNERS
They perceive and react to the world differently.
 While both high achievers and gifted learners may
be intuitive and sensitive individuals, children who
are gifted tend to exhibit even more awareness,
sensitivity, and emotional intensity than their non-
gifted peers. The difference lies in the degree.
 Generally, gifted students seem to intuitively
understand situations, people, and behaviors more
completely than their peers and react to situations
more intensely.
ACHIEVERS VS. GIFTED
LEARNERS
They replenish their energy differently.
 Both average and high-achieving youth
typically recharge and thrive when spending
time with others: studying in groups, calling
friends, and “hanging out.”
 Children who are gifted tend to exhibit more
introverted behaviors and find groups—
especially of the same age—distracting.
WHAT IT TAKES TO TEACH GIFTED
LEARNERS IS ACTUALLY A LITTLE
COMMON SENSE.

SCHOOLING SHOULD BE ENVISIONED

AS AN ESCALATOR ON WHICH
STUDENTS CONTINUALLY PROGRESS,
RATHER THAN A SERIES OF STAIRS,
WITH LANDINGS ON WHICH
ADVANCED LEARNERS
CONSISTENTLY WAIT.