How to be a Gifted Parent in School

G/C/T ◽  
1978 ◽  
Vol 1 (4) ◽  
pp. 37-45
Author(s):  
Gina Ginsberg
Keyword(s):  
Special Needs ◽  
Gifted Children ◽  
Learning Needs ◽  
Special Learning Needs

Gifted children learn earlier, better, faster, and often differently from most other children, and because of these differences they have special learning needs. This article attempts to suggest to parents ways of working with schools toward meeting these special needs.

Issues of training of specialists of inclusive education

2020 ◽  
Vol 43 (2) ◽  
pp. 83-90
Author(s):  
K. Myrzakhankizi ◽  
Keyword(s):  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
Speech Pathology ◽  
Learning Needs ◽  
Equal Rights ◽  
Rights Of The Child ◽  
Speech Pathologist ◽  
The Republic ◽  
Special Learning Needs

In this article, the authors point to the most acute problem today of children with special learning needs in an inclusive environment. Today it is one of the world’s problems. The 1989 UN Convention on the Rights of the Child and the Salamanca Declaration on Principles of Education Policy with Special Needs (Salamanca, Spain) of 1994 are the legal basis for this issue. The “State Program for the Development of Education in the Republic of Kazakhstan for 2011 - 2020” says that the legislation of our country provides equal rights to children with special learning needs, and in the coming period the number of kindergartens and schools with inclusive education will increase. In accordance with world processes, our country is also expanding inclusive education. It is well known that there is a need for specialists to educate children with special needs. In this regard, the authors disclose the practice of the department of special education Abay KazNPU for the training of speech pathologist. At the same time, given that young people today do not understand speech pathology well, the author points out the importance of involving the media in this process, thereby emphasizing the importance of expanding the understanding of inclusion, by parents, young people and the general public.

Computer-based Learning Environments for Children with Special Needs

1987 ◽  
Vol 11 (1) ◽  
pp. 36-43
Author(s):  
Anne Williams
Keyword(s):  
Special Needs ◽  
Learning Environments ◽  
Learning Difficulties ◽  
Special School ◽  
Learning Needs ◽  
Computer Based Learning ◽  
Classroom Learning Environments ◽  
Computer Based ◽  
Special Learning Needs ◽  
Computer Based Learning Environments

How can we use computers effectively? This paper, which is intended for teachers already using computers in their classrooms, outlines and discusses three approaches to using and managing microcomputers with children who have special learning needs. The approaches describe computer-based classroom learning environments for children with a range of learning difficulties and are based on classroom work with children at D’Alton Special School, Hobart. Responses from some children working in these environments are also discussed.

Cognitive Apprenticeship for Learners with Special Needs

1994 ◽  
Vol 15 (4) ◽  
pp. 234-243 ◽  
Author(s):  
Jay W. Rojewski ◽  
John W. Schell
Keyword(s):  
Special Needs ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Adult Life ◽  
Cognitive Apprenticeship ◽  
Special Populations ◽  
Learning Needs ◽  
Instructional Approach ◽  
Special Learning Needs

Cognitive apprenticeship emphasizes a combination of authentic problem-solving experiences with expert guidance in lieu of decontextualized instruction. As an instructional approach, cognitive apprenticeship can support the acquisition, use, and transfer of basic and advanced cognitive skills required in school and adult life by learners with special needs. This article first examines assumptions of teaching and learning that may have a negative impact on the education and postschool success of special populations. From this overview, several emerging aspects of cognitive science considered germane to advanced thinking are identified and reviewed. A model of cognitive apprenticeship is then described as a practical means of providing academic instruction to students with special learning needs. Lastly, implications of adopting this instructional approach with special populations are discussed.

Inclusionary Practices Within the Middle and High School Educational Environments

2019 ◽  
pp. 90-118
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
Special Needs ◽  
Learning Experience ◽  
Learning Needs ◽  
12Th Grade ◽  
Educational Environments ◽  
Special Learning Needs ◽  
Teachers And Parents ◽  
Definition Of

This chapter is designed to inform and educate 6th- through 12th-grade teachers and administrators about inclusionary practices within the middle and high school educational environments. This chapter is divided into three sections. The first section provides a definition of inclusion. The second section discusses the benefits and challenges associated with implementing inclusion within middle and high school educational environments for both students with identified special learning needs and students without special needs. The last section investigates what can be done to overcome the challenges so that a better learning experience is had by all stakeholders, including students, teachers, and parents.

Inquiry: A Teaching Approach for Gifted Visually Impaired Learners

2009 ◽  
Vol 25 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Deborah L. Rooks ◽  
C. June Maker
Keyword(s):  
Visually Impaired ◽  
Inquiry Learning ◽  
Visual Impairments ◽  
Gifted Students ◽  
Natural World ◽  
Gifted Student ◽  
Gifted Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Visually Impaired Students

Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of inquiry learning, explain how these approaches are important to use with gifted children with visual impairments, provide examples, summarize research on the effectiveness of inquiry learning, give an example of science teaching using an inquiry learning model in a regular classroom setting, and show how this lesson could be an effective way to involve and challenge a gifted student with a visual impairment.

Assistive Technology to Help Students With Disabilities

2020 ◽  
pp. 240-267
Author(s):  
Mark Viner ◽  
Ajay Singh ◽  
Michael F. Shaughnessy
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
High Tech ◽  
Learning Needs ◽  
Students With Special Needs ◽  
Multiple Resources ◽  
Service Programs ◽  
National Organizations ◽  
History Of ◽  
Special Learning Needs

This chapter reviews some of the low-tech as well as the high-tech devices available for a wide variety of students with special learning needs. A history of assistive technology devices is explored and defined. Assistive technology has increased in use in recent decades due to accessibility of computers and the digital age. Digital devices such as hand held scanners, online learning environments, and digital resources have changed the educational experiences for students with special needs and disabilities. In response, teacher in-service programs and ongoing professional development programs need to be involved to understand and develop appropriate 21st-century learning opportunities and curricula. Future trends, such as virtual reality (VR) environments, allow opportunities for safe, effective learning. To assist in understanding and choosing the appropriate devices, multiple resources, such as global and national organizations, and online resources are provided.

The delivery of educational technical assistance services for children with special learning needs: A comment on Maggs

1980 ◽  
Vol 4 (1) ◽  
pp. 27-29 ◽  
Author(s):  
Gregory C. Murphy
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Work Performance ◽  
Technical Assistance ◽  
Learning Needs ◽  
Special Learning Needs

AbstractRecently Maggs described a model for the delivery of technical assistance in special education settings in which he emphasized the importance to service delivery of the role played by consultant personnel. This paper identifies three fundamentally important influences on the work performance of consultants, whether they are working “traditionally” or within a model such as that proposed by Maggs.

scholarly journals EXPLORING GIFTEDNESS: TRAITS OF COGNITIVE AND PRACTICAL SKILLS OF A GIFTED CHILD

2020 ◽  
Vol 5 (34) ◽  
pp. 189-196
Author(s):  
Md Jais Ismail ◽  
Azu Farhana Anuar ◽  
Rorlinda Yusuf
Keyword(s):  
Document Analysis ◽  
Cognitive Skill ◽  
Gifted Children ◽  
Learning Needs ◽  
Practical Skills ◽  
Gifted Child ◽  
Emotional Needs ◽  
Short Period ◽  
Depth Interviews

Previous studies reveal that there is at least 1 gifted child in 10,000 children. Managing these gifted children at home and schools is in fact a demanding task. Parents and teachers need to understand gifted children’s traits in order to cater to their learning needs. This study aims to explore the traits of the cognitive and practical skills of a gifted child through a case study. The respondent is a male child of Pusat GENIUS@pintar Negara, Malaysia, aged 13 years old who has passed the ‘gifted tests’ which are UKM1, UKM2, and UKM3. Data were collected through in-depth interviews, document analysis, and observations. The result shows that the gifted child possesses high ability in terms of cognitive and practical skills compared to his peers who are at the same age. In terms of cognitive skill, he could answer all questions correctly in a quiz conducted and obtained the highest marks in every examination including intelligence tests namely gifted tests. Whilst, for the practical skill he could master playing violin in a very short period of time even though he had never played one before. Additionally, for both skills, he has won a lot of gold medals at the international level. Thus, the researcher suggests a more comprehensive and acceleration learning should be adapted and allowed the gifted child to tailor his cognitive and emotional needs.

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