While completing this case study, my own experiences together with those of the family with which I worked helped focus my conclusions into something that could be of use to others with similar children.Īs a result of the coursework in SPE 587, I have internalized the need to adopt identification and program tactics that will reach every culture’s gifted students. Having experienced just this same issue with our oldest daughter, it was helpful to hear from and assist others in the same situation. This leaves the young, highly gifted student at a significant loss for services and his/her parents at an even greater loss for understanding and assistance. As is commonly the case, Washington State not only refrains from recommending identification at an early age, they recommend against it. Highly gifted students identified at a young age face a dearth of accommodation options. You can see this artifact here: SPE 587 - Signature Assignment.pdf The case study included a n analysis of the student's background and recommendations for appropriate acc ommodation. 031% of those in its highly capable program) and chose to diversify my exposure to special populations by choosing a young, highly gifted student.
Simon med surprise pro#
Although I had focused on Native American gifted students for the earlier part of the course, I had trouble finding tribal students involved in the highly capable pro gra m (not a surprise since Native American students currently make up. The final project for SPE 587 involved writing a case study for a gifted student who was also a member of a special population. Gifted education faces even more challenges in its attempt to identify students from special populations including cultures whose definition, understanding, and value of giftedness varies widely. During one semester of student teaching, my colleagues and I were assigned to bilingual classrooms focusing on students from many different cultures including Hispanic and Vietnamese, all within the same school district. Following is information on the substandards relating to Standard 1 and the artifact completed in SPE 587 Special Populations in Gifted Education that demonstrates my mastery of these concepts.ġ.1 Beginning gifted education professionals understand how language, culture, economic status, family background, and/or area of disability can influence the learning of individuals with gifts and talents.ġ.2 Beginning gifted education professionals use understanding of development and individual differences to respond to the needs of individuals with gifts and talents.Īny classroom is a micro-representation of America's multicultural society. As defined by NAGC-CEC Advanced Standard 1 and Substandards 1.1 & 1.2 for Gifted Education Teacher Preparation, the coursework completed in SPE 587 Special Populations in Gifted Education provides evidence gained through my Master of Education program of employing culturally and ethically responsible practices and understanding to guide in the shaping of gifted programing. Gifted education specialists should seek, obtain, and utilize a basic knowledge of the concept of giftedness along with the culturally and ethically responsible practices and understanding to guide the field of gifted education and the professionals involved in it. Cultural practices and values shape the role of the gifted and, therefore, their identifying characteristics. History records the fluctuating valuation of gifted individuals from representatives of ancient deities to the mentally unstable.
Standard 1: Learner Development and Individual Learning Differencesīeginning gifted education professionals understand the variations in learning and development in cognitive and affective areas between and among individuals with gifts and talents and apply this understanding to provide meaningful and challenging learning experiences for individuals with exceptionalities.
0 kommentar(er)
