Gifted and learning disabled: Research based strategies for meeting educational needs

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Gifted and learning disabled Research based
strategies for meeting educational needs
Susan M. Baum, Ph.D. International Center For
Talent Development subee_at_snet.net.
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Twenty five years of research

• Learning disabled students with superior
  cognitive ability A
• validation study
• West Hartford Enrichment Program for Gifted
  Learning
• Disabled Students
• State grants on GLD and the effect of talent
  development on
• achievement Project Rescue, North Haven,
  Cheshire
• Project High Hopes, Javits Grant
• Prince Georges County, MD.
• Garrett County Public Schools\
• Bridges Academy
• Numerous case studies

Susan M. Baum, Ph.D.
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Profile of GLD Students
 

• Knowledgeable, talented in specific areas, in-
• depth interests
•  Low academic self-efficacy 
•  Creativity used for survival  
•  Disruptive behavior to hide disability
• Poor self regulation  
• Depression and anxiety
• Social issues

Susan M. Baum, Ph.D.
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How do we meet their needs?(Developing the IEP)

• Talent development
• A supportive physical environment
• Challenging curriculum
• Differentiated instruction and accomodations
• Targeted remediation and support services
• Social emotional support

Susan M. Baum, Ph.D.
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Talent Centered Model
Talent Development
Susan M. Baum, Ph.D.
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Talent Centered Model
Talent Development
Susan M. Baum, Ph.D.
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Why Talent Development?

• Provides pathway to success
• Develops self regulation and awareness
• of how to be successful
• Emotional release
• Basis for socialization
• Develops identity and positive sense of
• self
• Opportunity to see students at their
• personal best.

Susan M. Baum, Ph.D.
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Talent Development Opportunities

• Mentors and internships
• Competitions and contests
• Creative productivity
• Summer programs
• Independent study
• Acceleration in area of passion
• Extracurricular activities, teams

Susan M. Baum, Ph.D.
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Talent Centered Model
Talent Development
Challenging Curriculum
Susan M. Baum, Ph.D.
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Challenging Curriculum

• Available often through talent development
  opportunities.
• Acceleration including online courses
• AP or International Baccalaureate program in
  areas of strength
• Problem based learning
• Independent study

Susan M. Baum, Ph.D.
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Talent Centered Model
Talent Development
Physical Environment
Challenging Curriculum
Susan M. Baum, Ph.D.
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CONSIDERATIONS

• Class size/grouping
• Quiet space
• Reading and writing corners
• Organizational prompts

Susan M. Baum, Ph.D.
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Differentiated Instruction
Talent Development
Physical Environment
Challenging Curriculum
Susan M. Baum, Ph.D.
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Provide pathway to success

• Access to curriculum through varied resources and
  instructional strategies.
• Opportunities to communicate knowledge.
• Unlimited use of technology
• Consideration of time

Susan M. Baum, Ph.D.
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Social Emotional Support
Differentiated Instruction
Talent Development
Physical Environment
Challenging Curriculum
Susan M. Baum, Ph.D.
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Emotional triggers and effects
I was extremely embarrassed about my learning
disability and would go to great lengths to
hide it from my peers. Fearing that they would
not understand, I decided it was better to avoid
talking about it than to explain it.

• Predictable Crises
• Crisis of identification
• Crisis of programming
• Crisis of Identity
• Crisis acceptance

Susan M. Baum, Ph.D.
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Social Emotional Support
Differentiated Instruction
Talent Development
Physical Environment
Challenging Curriculum
Targeted Remediation
Susan M. Baum, Ph.D.
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Support services

• Reading and spelling programs like Orton
  Gillingham, Lindemood. Wilson Readers
• Speech and language
• Occupational therapy
• Socials skills

Susan M. Baum, Ph.D.
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Social Emotional Support
Differentiated Instruction
Talent Development
Physical Environment
Challenging Curriculum
Targeted Remediation
Susan M. Baum, Ph.D.
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Social Emotional Support
Differentiated Instruction
Talent Development
Physical Environment
Challenging Curriculum
Targeted Remediation
Susan M. Baum, Ph.D.
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MELODIE THE ARTIST
Susan M. Baum, Ph.D.
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Through my art people can see who I am and how I
feel.
Susan M. Baum, Ph.D.
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Susan M. Baum, Ph.D.
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They respect me. I finally revealed my dyslexia
because I knew my friends respected my opinion.
They take notes for me and I give them
perspectives when we study. It is mutual respect
or I couldnt accept their help.
Susan M. Baum, Ph.D.
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Edward Hallowel (2005)
I have learned first and foremost to look for
interests, talents, strengths, shades of
strengths or the mere suggestion of a
talent. Knowing that a person builds a happy and
successful life not on remediated weaknesses but
on developed strengths, I have learned to place
those strengths at the top of what matters
Susan M. Baum, Ph.D.