prof-ed-2-chapter-1-5-reviewer.pdf

lOMoARcPSD|47391765 PROF ED 2 Chapter 1-5 - REVIEWER Bachelor of Secondary Education (Studocu University - Philippines) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by shekenah...

lOMoARcPSD|47391765 PROF ED 2 Chapter 1-5 - REVIEWER Bachelor of Secondary Education (Studocu University - Philippines) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 PROF ED : FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION CHAPTER 1: BASIC CONCEPT ON SPECIAL AND INCLUSIVE EDUCATION According to theUnited Nations Educational, Scientific and Cultural Organizations (UNESCO)who gives a definition of INCLUSIVE EDUCATION that satisfies the criteria of most standards in the education field states that; INCLUSIVE EDUCATION (IE) is about putting the right to education into action, by including all learners, respecting their diverse needs, abilities and characteristics and eliminating all forms of discrimination in the learning environment (UNESCO,2009) process of strengthening the capacity of the education system to reach out to all learners (UNESCO, 2017) INCLUSION process that helps overcome barriers limiting the presence, participation, and achievement of learners (UNESCO,2017, p.13) process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. involves changes and modification in content, approaches, structure, and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children (UNESCO, 2005) welcoming diversity by providing varied responses to the diverse need of learners in the formal and informal education settings Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 provides opportunities for equal participation of persons with disabilities (physical, social, and/or emotional) whenever possible into general education, but leaves open the possibility of personal choice and options for special assistance and facilities those who need it. (UNESCO,2005) DepEd Order 21, series of 2019 (Policy Guidelines on the K to 12 Basic Education Program) according to this policy, inclusion is the key standard and core principle of the K to 12 curriculum, and as an inclusive curriculum, it s learner-centered, developmentally -appropriate, culture- sensitive, relevant, gender - responsive, and contextualized. teachers shall be considered as the primary implementers of inclusive education as they address the diverse needs of the learners. SPECIAL EDUCATION NEEDS (SEN) term used in some countries to refer to children with impairments that are seen as requiring additional support (UNESCO, 2017, p.7) MAINSTREAMING is the practice of educating students with learning challenges in regular classes, in the least restrictive environment, based on their skills. INTEGRATION refers to the creation of spaces such as regular classrooms, special education classrooms or pull out services for diverse learners (Franklin, 1996) School that admits learners with disabilities and combines them with regular pupils in the regular classroom is said to perform integration, while the classroom is called as a mainstreamed classroom, however this setup does not automatically mean that they already practice inclusion. DepEd Order 21, series of 2019 the inclusiveness of K to 12 is expressed through existing program such as; 1. special education 2. indigenous people education 3. madrasah education 4. flexible learning options Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 PHILIPPHINE INCLUSIVE EDUCATION was defined as; process where all types of learners with diverse needs are given equal opportunities for a meaningful life in non discriminatory environments. These environments foster belongingness through culturally or spiritually sensitive, learner-centered curriculum, learning process, delivery modes, and settings. (Bustol, et. al 2014, p. 19) SPECIAL EDUCATION (SpEd) defined as classes or instruction designed for students with disabilities, giftedness, and talents. refers to programs that cater to the educational needs of learners with disabilities, giftedness, and talents, apart from their same-aged peers. involves planning, implementing, monitoring, and evaluating a specially designed and coordinated set of services through an Individualized education plan/program (IEP) tailored to identify and address the specific strengths and limitations towards their educational, social, behavioral, and physical development. LEARNERS WITH SPECIAL EDUCATION NEEDS (LSEN) are also referred to as STUDENTS WITH ADDITIONAL NEEDS (SWAN) CHILDREN WITH SPECIAL NEEDS (CSN) STUDENTS WITH SPECIAL EDUCATIONA NEEDS (SEN) CHILDREN WITH SPECIAL EDUCATION NEEDS AND DISABILITIES (SEND) But it is preferable, according to Bustos (2018) to use the term learners with disabilities , since the rights of persons with disabilities (PWDs) are fundamental human rights and are not special rights. DIFFERENCES BETWEEN SPECIAL, INTEGRATED, AND INCLUSIVE EDUCATION Special Education- Learners with disabilities, giftedness and talents are being instructed in special schools by special teachers Regular Education -Regular learners are being instructed by regular teachers in a regular school Integrated Education-By therapy rehabilitation, the child is being changed to fit the system, the system stays the same wherein the child must adapt or he/she fail. Inclusive Education- Different children are being instructed regardless of their abilities, ethnic groups, size, age, background and gender. All children can learn and they Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 change the system to fit the child. EQUALITY where everyone is given the same support with the assumption that once all children are provided with the same opportunities, everyone of them were catered properly this kind of fairness does not yield a result equality does not mean equity because every child is different EQUITY is about fairness in every situation LIBERATION removal of systematic barriers that could ultimately create equitable systems of education In making education inclusive, teachers use both accommodation and modification strategies in teaching. ACCOMMODATIONS change how the learners with disabilities, giftedness, and talents learn the same material and meet the same expectations as their age peers (e.g. a person with visual impairments using audio books, highlighted texts or Large print materials) MODIFICATION changes what a student is taught or expected to learn (e.g. a person with intellectual disability use less complicated text materials of different content topic, than their age peers). Through these strategies, learners with disabilities and those with academic challenges are provided with materials that meet their learning needs. The term disability is often confused with impairment. The precondition to completely understand its definition is by becoming acquainted with its two major disability models; 1. MEDICAL MODEL Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 the person is the problem individual needs to change assessment, monitoring, and evaluation are imposed by therapy segregation and alternative services are given society remains unchanged 2. SOCIAL MODEL disability is seen to be caused by the barriers in society; These barriers include inaccessible environments (e.g. no ramps in buildings, no subtitles in movie houses for persons with hearing impairments, and no sound signals for persons with visual impairments in crossing the streets), negative attitudes (e.g, fear, over-protective families, stigma, negative media, and labeling), and inflexible organizations (e.g. segregated or poor education, housing problems, discrimination in employment). barriers need to be removed PWDs have independence, control and choice resources are made available to regular services training of parents and professionals are provided society evolves The World Health Organization (WHO) in 2011 has pointed out that disability should be viewed neither as purely medical nor purely social, since neither is a better model than the other, instead, they promoted the conceptual framework of the International Classification of Functioning, Disability, and Health also known as ICF- the biopsychosocial model - disability refers to the difficulties encountered in three connected areas - impairments, activity limitations and participation restriction Impairments are problems in body function or alterations in body structure (e.g. deafness, paraplegia or strabismus). Activity limitationsare difficulties in executing activities (e.g. walking, writing or eating). Participation restrictions are defined as problems with involvement in any area of life (e.g. admission to school, employment or access to buildings) Disability therefore arises from the interaction of health conditions with contextual factors such as environmental and personal factors. Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 Environmental factors can either be facilitators or barriers such as: products and technology; the natural and built- in environment; support and relationships; attitudes; and services, systems and policies. Personal factors can influence the participation of a person in the society, such as motivation and self-esteem. Language use is not difficult, so if you are referring to PWDs in your sentence construction, use the People First Policy, where the word people or person is used followed by their condition or impairment. For example, use the phrase, "person with an intellectual disability" instead of using intellectually disabled person, mentally retarded or learning disabled. One can also use the phrase "person with mental health impairment" instead of using "mentally ill," "mental patient" or "insane." This practice Shifts the focus on the individual rather than their condition. The terms "abnormal" or even "special" may also be deemed offensive, so avoid using these terms. CHAPTER 2: HISTORICAL, PHILOSOPHICAL, THEORETICAL, AND LEGAL FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION Era of Extermination During the Greek and Roman Era, it was regarded as a punishment from God, something that signifies being bad or evil. Thus, it was not surprising that there were calls for infanticide or that a father had the right to terminate their child's life if he or she happened to be born with a disability. disability was viewed as an impurity. a disabled person was denied some rights (e.g., being prohibited to enter sacred places From viewing disability as a sign of evil, people's perspective changed to viewing persons with disability as needing help. Era of Ridicule Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 During the Middle Ages, persons with disability were treated with ridicule in which they were used as servants or fools; they were used as clowns; they were mocked for their deformities and behavior; or may even be ordered to be put to death. Era of Asylum During the Renaissance Period, the Catholic Church began accepting persons with disabilities as wards of state. was the start of the humane treatment given to them. They were taken cared for, albeit in isolation. However, the belief that once disabled, always disabled rendered these individuals as uneducable Perspectives on Educability in the Early Beginnings of Special Education Whereas being taken cared for can be considered as humane treatment for persons with disability, a different perspective stipulates that without education, there is no humanity. to reinforce equal treatment among all humans, one should have the right to education regardless of his or her disability. This led some individuals to device ways to deliver education to those with disabilities, and thus, the start of the development of special and inclusive education. Among these individuals were: Pedro Ponce de Leon (1578),who provided education to deaf children from nobility Abbe Charles Michel de l'Epee (1960), who put up an institute for the deaf; and Louis Braille (1829), who invented the Braille script to allow the blind to read TIMELINE OF EVENTS, PERSONS, AND IDEAS, THAT SHAPED THE EARLY HISTORY OF SPECIAL AND INCLUSIVE EDUCATION Mid-1700s Joseph Pereire showed interest in a group of individuals called "deafmutes," who were generally believed to be unteachable. Using simple sign language and a machine he invented, he systematically taught them to do simple arithmetic calculations. This was one of the first attempts at demonstrating how individuals with handicaps can be taught through special education. Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 Jean Marc Itard was known for his work on Intellectual disability. A case he is well-known for is that of Victor, the wild boy of Aveyron, a child reportedly found wandering naked in the woods and raised by animals. He managed to teach Victor how to identify common objects, letters of the alphabet, and the meaning of some words, thus demonstrating the possibility of teaching individuals previously deemed unteachable. Early 1800s Special education programs in the United States started to develop Samuel Gridley Howe was known for his work with blind individuals at the Perkins School for the Blind in Boston Thomas Gallaudetput up a school for the deaf in Hartford, Connecticut. Edouard Seguin, Itard's student, focused on teaching individuals with intellectual disability. Among the institutions he became involved with, were; 1. Hospice des Incurables in France; 2. Pennsylvania Training School for Idiots in the United States; 3. Weak- minded and Weak-bodied Children in New York, which he was instrumental in putting up. Early 20th Century Maria Montessorideveloped techniques and materials that can be used to teach learners with intellectual disability Grace Fernald developed techniques for providing remedial education in reading. 1920s to 1940s Henry Goddard published a famous study on the Kallikak family (Feeblemindedness: Its Causes and Consequences, (1914), about a man who fathered an illegitimate child, whose descendants became retarded; and a legitimate child, whose descendants were of average to above average intelligence. While this was highly criticized, it reinforced negative attitudes toward individuals with special needs. 1950s to 1970s Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 improvement of economics and politics helped create a more positive attitude and available funding for special education. programs during this time was head start which promoted early intervention for children who were or at risk of becoming handicapped. Samuel Kirk, who coined the term 'learning disabilities'. Marianne Frostig, Newell Kephart ,William Cruickshank who all contributed in the progress of special education 1970s and beyond Special Education started to be recognized as a formal and identifiable profession Parents and Advocates also started to acknowledge the rights of individuals with special needs and importance of special education Legislation regarding special education were created Exclusion and Discrimination against handicapped students became a focus of litigation and legislation. FROM SPECIAL EDUCATION TO INCLUSION the definition of disability evolved. While the medical definition focuses on pathology, the social definition considers the context and environment in the manifestation of disability. The World Health Organization (WHO, 1996) differentiated among the terms ; 1. impairment - which refers to a physical or mental defect at the level of a body system or organ 2. disability- which refers to person level limitations in physical and psycho- cognitive activities 3. handicap- which refers to social abilities or relation between the individual and society. From a tradition of segregation, education of LSENs has moved to inclusion. This was due to three kinds of pressures. 1. Ethics and moral pressures -which was reinforced by associations, laws, and increased awareness. Universal Declaration of Human Rights (1948) UN Convention on the rights of the Child (1989) World Declaration for Education for All (1990) Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 Standard Rules on the Equalization of Opportunities for Persons with Disability (1993) UNESCO Salamanca Statement and Framework For Action (1994) Dakar Framework for Action (2000) 2. Conceptual Pressure - which comes from the need; to treat individual as normally as possible (normalization) to educate children with disabilities alongside those who do do not have (least restrictive environment) to let them engage with others of the same age and other social characteristics (social validation) to allow them to adapt only when necessary and to increase their participation and success (principles of adaption) to allow them to integrate physically, socially, and pedagogically (mainstreaming, inclusion and integration) 3. Economic Pressure - puts scrutiny on the effectivity and cost special education entails. This led to the move toward inclusion, which bring support to the child, rather than the child to the support services. RECENT LEGISLATIONS IN THE PHILIPPINES SUPPORTING INCLUSIVE EDUCATION Section 8, DepEd Order No. 43, series of 2013: IRR of RA 10533 or the Enhanced Basic Education Act of 2013 - is a policy that recognizes the inclusiveness of the enhance basic education, and thus, stipulates the implementation of programs aiming to address the physical, intellectuaL, psychological, and cultural needs of all learners, including the following special groups; 1. Gifted and talented Learners 2. learners with disabilities 3. Muslim Learners 4. indigenous people 5. learners under difficult circumstances 1. Senate Bill 1414: Bill of the Inclusive Education for Children and Youth with Special Needs has been put forth in the Philippine Congress response to the growing number of students with disabilities, giftedness, and talents in the Philippines Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 its main goal is to provide every Filipino Child and Youth with access to inclusive education, as well as the appropriate resources, materials, and equipment they need. 2. Senate Bill 1298: The Individuals with Disabilities Education Act of 2016 (IDEA) an act that intends to provide free appropriate public education to children with disabilities it ensures that free appropriate public education that emphasizes special education and other related services will be available for all children with disabilities. also guarantees that there will be qualified teachers and professionals available to meet the needs of these children. intends to make public awareness about the issue of learning disabilities in order to help in early detection 3. Senate Bill 996: Inclusive Education for Children and Youth with Special Needs Act of 2016 an act instituting inclusive education and establishing special education centers (SPED Centers) for children and youth with special needs in all public school divisions. intends to promote inclusive education and capacitate regular schools to effectively handle children and youth with disabilities, giftedness, and talents. 4. DepEd Order No. 42, series of 2017, National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) intends to set out clear expectations of teachers along the different stages of their careers; encourage teachers to actively partake in continuing effort to attain proficiency; and to provide a standard measure to assess teacher performance, identify their needs, and provide support for their professional development. The PPST shall serve as a basis in developing learning programs for teachers in order to capacitate them for the effective implementation of the K to 12 Programs, as well as in the selection and promotion of teachers. Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 5. CHED Memo 74-77, series of 2017 Policies, Standards and Guidelines for Bachelor of Elementary Education (BEED), Bachelor of Secondary Education (BSED), Bachelor of Early Childhood Education (BECED), and Bachelor of Special Needs Education (BSNED) require that a Professional Education course of Foundation of Special and Inclusive Education be taken by all teacher education students in order to ensure that all teachers have the basic knowledge in handling learners with disabilities, giftedness and talents. 6. The DepEd Order 21, series of 2019 or the Policy Guidelines on the K to 12 Basic Education Program embedded in the K to 12 curriculum Inclusion in this policy is the core principle, the key standard and the principle of the curriculum, where the right of every Filipino to quality, equitable, culture based and complete education which is promoted through existing programs. CHAPTER 3: TYPES, CHARACTERISTICS, AND IDENTIFICATION OF GIFTED AND TALENTED LEARNERS Gifted Learners gifted and talented learners Giftedness refers to the characteristics of the gifted learners Diverse definitions given to giftedness can be placed under five categories 1. After-the-fact Definitions those who consistently perform outstandingly and achieve in a valuable area are considered 'gifted' or 'talented'. 2. IQ Definitions Those who get a score above a certain cutoff point in an intelligence test are considered 'gifted' or 'talented'. 3. Percentage Definitions Those who belong to a fixed proportion that a school or district sets are considered 'gifted' or 'talented'. 4. Talent Definitions Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 Those who excel in specific aesthetics (e.g., art, music) or academic (e.g., math, science) area/s are considered 'gifted' or 'talented' 5. Creativity Definitions Those who possess superior creative abilities are considered 'gifted' and 'talented' IMPORTANCE OF RECOGNIZING GIFTED LEARNERS It is important to determine gifted learners as failure to do so could have deleterious consequences to the child's learning. Characteristics of Gifted Learners 1. Intellectual having exceptional reasoning ability being curious intellectually learning quickly having complex thought processes having vivid imaginations thinks analytically , etc. 2. Non- Intellectual may not always follow the rule tends to be domineering and argumentative excessively competitive may have a sharp sense of humor 3. Personality Characteristics (Personality-Wise) insightful may have a strong need to understand and to be stimulated mentally possibility towards perfectionism sensitivity towards other PROFILES OF GIFTED LEARNERS Betts and Neihart (2004; 2017) did a profiling of gifted, talented and creative learners and were able to arrive at six types 1. Type I: The Successful Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 most gifted and talented learners fall under this type discover what "sells" at home and school a convergent thinker who learns easily and excels in exams, one who is eager to gain the approval of parents and teachers and to be liked by peers. possesses positive self-concept but is unaware of deficiencies 2. Type II: The Creative This learner is divergently gifted. Due to the little recognition this type of learner receives, one usually experiences self esteem issues and is at high risk for eventual drop out from school 3. Type III: The Underground this learner may hide giftedness in order to fit in with non-gifted peer groups that could lead to a sudden decline in grades, and this learner may experience conflict between one's needs and the expectations of one's parents and teachers. 4. Type IV: The At-Risk The giftedness needs of this learner have not been met, resulting to defensiveness and anger toward adults or oneself. This could led to symptoms of depression and withdrawal as well as acting out. usually develops interest that are outside of the school's regular curriculum and has poor self concept. 5. Type V: Twice Exceptional possesses giftedness at the same time as being physically and emotionally challenged. 6. Type VI: The Autonomous Learner adapts easily to the schools system and is able to create oneself new opportunities. has positive self-concept and receives positive attention and support for one's accomplishments. independent and self directed Typical and Atypical Development Typical Development Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 means meeting developmental milestones at the appropriate stages shows in the areas of cognition, language, motor coordination, social interaction, adaptive development 1. Cognition (thinking, reasoning, problem-solving, understanding) 2. Language (expressive and receptive abilities) 3. Motor Coordination (gross/fine motor, jumping, hoping, throwing/catching, drawing, Stacking) 4. Social Interaction (initiating peer contact, group play) 5. Adaptive Development (dressing, eating, washing) Atypical Development when development or behaviors fall outside the expected range of development in one or more domains. CHAPTER 4: PRINCIPLES AND STRATEGIES OF TEACHING AND DESIGNING IEP FOR GIFTED AND TALENTED LEARNERS DepEd Order No. 72, series of 2009 known as the Inclusive Education as Strategy for Increasing Participation Rate of Children organized a comprehensive inclusive program for learners with disabilities, giftedness, and talents, with the following components 1. Child Find 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 (SpEd) centers near their home. 2. Assessment continuous process of identifying the strength and limitations of leaners with disabilities, giftedness and talents through the use of formal and informal tool for level placement. 3. Program Options Schools with or without trained SpEd teachers, shall make education accessible to learners with disabilities, giftedness and talents. The program are as follows a. Self contained class for learners with similar disabilities b. Inclusion or placement of learners in general education or regular class c. Resource Room 4. Curriculum Modifications Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 means using adaptations and accommodations in classroom instructions and activities, and delivery options. 5. Parental Involvement involving parents or guardians in observing their child's performance, volunteering as teacher aide in classroom, and serving as academic, moral and spiritual support to their child. Acceleration an advance placement of learners from a current level to a higher level. Enrichment when learners are taught on the topics's depth and intensity of content that go beyond their prescribed grade-level curriculum, without providing them advance placement. 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 requirements 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. e.g., DepEd's Head start Program for the Gifted FULL TIME HETEROGENOUS GROUPING Cluster Groups- refers to placing five to ten high ability students in one regular classes per grade, along with other 15 to 20 regular students. Heterogeneous Classes- combine prescribed and differentiated curriculum for the benefit of both regular and gifted learners Individualized Education Plan(IEP)- a basic requirement for schools catering to LSEN. It is a written plan that is customized to achieve learner's goals in a span of one academic year. PART TIME AND TEMPORARY GROUPING Pullout Programs- learners are pulled out of their regular mainstreamed classes once or twice a week to spend two three hours per session in special enrichment activities, guided by a teacher of gifted and talented education. Part-time Special Classes- gifted and talented learners enjoy 50% to 70% of prescribed curriculum in the regular classes and attend differentiated curriculum in the special classes. Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 Enrichment Clusters- works for different level learners with common interests such as journalism, literature, engineering, baking and others. Special Interest Groups and Clubs- is more common among secondary students where enrichment activities in different club exist, such as drama classes, chess club, mathematician club, religious club, and others. Curriculum Modifications Differentiation is an effective teaching strategy for inclusive special education involves giving all learners in the regular classroom choices based on how best they could achieve their greatest potentials, not creating a separate level for each student. Figure 4.1: Overview of Components of Differentiation The process of differentiation is based on the teacher's proactive response to the learner differences, guided by five key principles applied to different classroom elements through the use of varied instructional strategies. Lewis (1992) identified 11 forms of differentiation, which teachers may use in order to support learning. 1. Differentiation of Content-involves the design of different curriculum materials and resources. 2. Differentiation by Interest- particularly important for poorly motivated learners. 3. Differentiation of Pace- allowing some students more time to complete core work. 4. Differentiation of Access- allowing learners different pathways (materials or methods) into a specific topic. 5. Differentiation of Outcome- allowing students to present their response in different ways. 6. Differentiation of Curricular Sequence- changing the order in which sub-topics are presented. 7. Differentiation of Structure- teacher provides step-by-step coverage for some learners while others progress more independently. 8. Differentiation of Teacher Time- teacher will devote more (or less) attention to individual learners during the lesson and in follow-up. 9. Differentiation of Teaching Style- involves varying the way in which topics are presented. 10. Differentiation of Level- all learners study the same topic but the teacher sets different degrees of complexity in what students are asked to do. Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 11. Differentiation by Grouping- involves using one's knowledge of learner characteristics. Tiered Instruction example of instructional strategy involves the process of creating the best possible lesson and making it fit based on the learners' level of readiness. Enrichment Strategies contain higher-order delivery methods of developing skills in creative thinking, critical thinking, and problem solving. 1. Library and Internet Research Projects 2. Scientific Research Projects 3. Art, Drama, Creative Writing, and other Independent Projects 4. Mentorships 5. Peer Tutoring 6. Questioning CHAPTER 5: TRENDS AND ISSUES IN TEACHING GIFTED AND TALENTED LEARNERS Gifted with Disabilities are individuals with exceptional potentials who have the capabilities of performing high ability skills even with the presence of impairments and/or disabilities. Gifted with Learning Disabilities Thomas Alva Edison unable to read until he was twelve years old. his writing skills were poor throughout his life become one of the greatest inventors throughout history. Walt Disney, Leonardo Di Vinci, and George Washington have the same condition famous for their contributions and not their disabling conditions. Gifted With Autism Dr. Temple Grandin has autism and was diagnosed as deaf and brain damaged at age 2, but tested with an IQ of 137 at age 8. become a prominent author and speaker on both autism and animal behavior recently a professor of Animal Science at Colorado University, Albert Einstein Downloaded by shekenahdyan moquerio ([email protected])  lOMoARcPSD|47391765 Bill Gates Bobby Fischer Howard Hughes Sir Isaac Newton Vincent Van Gogh known for their gifted contributions and not for their autism spectrum disorder. Gifted With ADHD (Attention Deficit- Hyperactivity Disorder) are characterized by difficulty with concentration, distractibility, impulsivity, and hyperactivity. learners with this condition tend to appear disorganized and forgetful for they usually pay little or no attention to details. Response to Intervention(RTI) is an early intervention strategy that is implemented within the general education classroom process used by educators in helping earners who are struggling with either lesson or skill. Downloaded by shekenahdyan moquerio ([email protected])