Characteristics of Gifted Children - Faster, Earlier, Differently
Gifted Advocacy - How to be Your Child's Best Advocate
1. Giftedkids.ie Webinar Series
BE Your Child's Best
Advocate
“How to Support Your Exceptionally Able Child
at Home and at School”
Presented by
Margaret Keane & Anna Giblin
Giftedkids.ie
Supported by
Social Entrepreneurs Ireland,
C.T.Y.I. & N.C.T.E.
2. SUMMARY
The love of learning - keeping up with your
exceptionally able child
Negotiating the early years – preschool activities
Choosing a School
Home and school - the key partnership between
teacher and parent
Transition from Home to Primary School
Transition from Primary School to Secondary
Home support – some helpful tips
3. Keeping up with your
Exceptionally
Able Child . . .
“Is exhausting!”
“Not always easy!”
“Difficult for their
Love of siblings!”
Learning
“So many questions!”
4. SPEED of Learning
Get READY for the
rollercoaster
RIDE!
6. The EARLY Years
✔ Get the information you need to effectively parent –
READ, RESEARCH, TALK
✔ Learn about asynchrony in gifted children – accept that
your child may be different to other kids their own age
✔ Allow for unscheduled time – “Dream & Play” time
✔ Let them be children
✔ Connect with other parents & families – create a support
network for yourself & your child
✔ Encourage their passion
✗ Don't put too much emphasis on “fitting in”
✗ Don't stop reading to your exceptionally able child when
they have become independent readers
7. Early Years Activities
✔ Provide enrichment ACTIVITIES
Museums & Galleries
Libraries
Local Heritage Sites
Online Resources
Gardening
Cookery
Nature Walks
Games
Sports – encourage physical activity
Play Detective – treasure trails
Make & Do
✔ Create a spirit of ADVENTURE out of the mundane!
✔ Family members can act as MENTORS
9. Choosing a School
✔ Act early – look at enrolment, admissions policy, etc.
✔ Talk to other parents, teachers & pupils
✔ Check out Whole School Evaluations on the Department of
Education's website
✔ Read the School's Policies
✔ View the School's website – ethos, school discipline,
subjects taught, extra-curricular activities
✔ Visit the School, talk to the Principal
✔ Be clear about what type of education you want for your
child
✔ Be realistic in your requirements
✔ Be careful of league tables published in newspapers –
they only tell part of the story
10. Classrooms to Avoid!
Whitmore (1980) identified ways in which a classroom can
support underachievement:
LACK of RESPECT for individual child – their unique
learning style and ability
STRONGLY COMPETITIVE ENVIRONMENT – continuous negative
feedback regarding expected standards can reinforce
feelings of inadequacy
INFLEXIBILITY and rigidity
UNREWARDING CURRICULUM – gifted learners need curriculum
extension that challenges
Source:
http://www.ncca.ie/uploadedfiles/publications/gifted%20and%20talented%20children.pdf
11. First Day!
“She's already read
all of her books –
will she be bored?”
HOME “What if he doesn't
to make any friends?”
“How will the teacher
Primary cope with his
constant questions?”
“Will she sit still?”
School
12. Preparing for “BIG” School
✔ Do Your Homework – talk to other parents
✔ Enrol your child early
✔ Get organised
✔ Be enthusiastic
✔ Visit the school with your child
✔ Practice – Let your child organise their bag, try on
school uniform, etc.
✔ Involve Your Child – discuss their fears, anxieties
and hopes
✔ Down time – make sure your child gets enough rest
13. The Expectation
It's great. He's so
excited about starting
school next week!
14. One Week Later!
Today we're going to
learn the letters A
and B.
16. Your child is badly
behaved in school. Is My Child is badly She thinks I'm a
there something wrong behaved in school bad Mother!
at home? because he's bored!
She thinks I'm a
bad Teacher!
18. The PARENT Advocate
MEET with Teacher early in school year
OFFER Supplementary materials
SUGGEST ways you can help at home
PROVIDE enrichment opportunities e.g. source speakers,
competitions, etc.
BUILD a relationship with the Teacher and the School
Become a “VISIBLE” parent – volunteer
Note of THANKS at end of school year
JOIN Parents Association
Don't be afraid to ASK for help – NEPS, Learning Support
20. Parent Teacher MEETINGS
✔ Always request a SUITABLE time for unscheduled meeting
giving the teacher time to prepare cover for her class
✔ PREPARATION is the key, so do your HOMEWORK
✔ Be CLEAR about what you want to achieve for your child
and be REALISTIC
✔ Be SPECIFIC in the questions you ask – write them down
beforehand
✔ Be COURTEOUS at all times, especially when there are
differences of opinion
✔ Take someone with you, whether it's a PARTNER or
trusted FRIEND
✔ Stay CALM
✔ Try to PRE-EMPT the teachers response if you can
21. Parent Teacher MEETINGS
✔ Familiarise yourself with the TERMINOLOGY that may be
used
✔ Read the NCCA Guidelines on Teaching Exceptionally Able
Students as a source of suggested STRATEGIES
✔ Know your child's CURRICULUM -
http://www.curriculumonline.ie
✔ Ask what you can do to HELP
✔ Be SOLUTION BASED, rather than problem focused
✔ Try to get agreement around TIME LINES
✔ At the end of the meeting, SUMMARISE any AGREEMENTS
✔ Afterwards CONFIRM any agreements in writing with a
letter of THANKS
22. Strategies to Suggest
DIFFERENTIATION of school curriculum
PULL OUT programmes – children attend special classes
usually taught by Learning Support Teacher
Resource Teacher comes into the CLASSROOM and provides
enrichment activities for the high ability group
CURRICULUM COMPACTING – teacher holds a pre-test on a
new subject to gauge what pre-knowledge students have,
then can differentiate accordingly
ACCELERATION – can be done on a subject basis, rather
than “grade skipping”
Examples of EXCELLENCE in Gifted Education Programmes:
Bunclody NS – More Able & Talented Programme (MAT)
SESS – Equality of Challenge Initiative
Carlow Gaelscoil – Daynuv/Giftedkids ICT Project
24. Transition to Secondary
The DIFFICULTIES
More INDEPENDENCE – more RESPONSIBILITY
LOSS of security and possible support network
Missing FRIENDS
New RULES
Lots of TEACHERS – remembering names
ORGANISATIONAL Issues – timetable, more books,
materials
SUBJECT Choice - daunting
HOMEWORK Anxieties – extra workload
25. Transition to Secondary
The DIFFICULTIES
Having a LONGER day - exhausting
Managing EXTRACURRICULAR activities
The SCHOOLBAG Horrors
Perhaps moving to a MIXED school
Finding a PEER GROUP – dangers of UNDERACHIEVEMENT
to “fit in” - particularly for girls
Possible FALLING levels of achievement – risk of
underachievement
A good transition is crucial to academic
ACHIEVEMENT and social emotional stability
26. Transition to Secondary
Moving Up – The Experiences of First-Year Students in Post-
Primary Education (ESRI Research 2004)
SETTLING IN
Most children feel that have settled in within the first
week
Quarter of students by the first month
One student in 6 take longer than a month
THOSE MOST AT RISK OF EXPERIENCING DIFFICULTIES
Girls
Less confident students – low self esteem
Students from ethnic minorities/travellers
27. Transition to Secondary –
How Primary Teachers can Help SEN Students
✔ Teach how to read a TIMETABLE (maths)
✔ Give different DUE DATES for assignments
✔ ORGANISATIONAL SKILLS – colour coding of books/copies
✔ TERMINOLOGY - Teach key words for specific subjects
✔ Use SPHE time to explore ISSUES around transition
✔ Attend OPEN EVENINGS in secondary schools (take photos
to familiarise students)
✔ IDENTIFY key personnel – EXPLAIN their roles
✔ Begin recording HOMEWORK at the end of each lesson,
rather than end of the day
Source: S.E.S.S. As a primary teacher, how can I prepare students for transition to post-
primary?
28. Transition to Secondary –
How Primary Teachers can Help SEN Students
✔ Encourage parents to NOTIFY post primary of any special
educational needs so that supports can be put in place
prior to entry
✔ Be prepared for possible ENQUIRIES from post primary
after enrolment
✔ Have a “GRADUATION” or leaving ceremony at the end of
sixth class – signal to students that they are moving
on
Source: S.E.S.S. As a primary teacher, how can I prepare students for transition to post-
primary?
29. Transition to Secondary –
How Post Primary Schools can help SEN Students
✔ Organise OPEN DAYS for prospective pupils, their
parents and staff
✔ IDENTIFY a contact person on your school staff who will
COMMUNICATE with parents around SEN needs
✔ LIAISE with feeder schools around sharing information
on any resource needs for specific students
✔ Provide INFORMATION packs – parents & students
✔ IDENTIFY and explain roles of key staff to parents &
teachers
✔ INDUCTION activities during first week of enrolment
✔ Consider implementing a “BUDDY” system for first week
Source: S.E.S.S. As a primary teacher, how can I prepare students for transition to
post-primary?
30. Transition to Secondary –
How Post Primary Schools can help SEN Students
✔ Find out if students with SEN needs need a type if
MODIFIED entrance assessment
✔ NAME BADGES for teachers during the first few weeks
✔ Ensure that there is a formal system of COMMUNICATING
specific students SEN needs to subject teachers
✔ EXPLAIN clearly classroom and general school
organisation – timetables, homework journals, lockers
✔ Consider a “BEGINNING” ceremony
✔ Have clear ANITI-BULLYING policy and explain to
students
✔ Be watchful of any new DIAGNOSIS
✔ Consider offering “TASTER” subjects in first year
31. Transition to Secondary –
How PARENTS can Help
✔ ATTEND Open Days – encourage pre-entry contact to reduce
child's anxiety
✔ FAMILIARISE yourself with your child's timetable and
curriculum
✔ HELP them to get organised – colour coding/homework
journal
✔ IDENTIFY the key staff in your child's school and
understand their roles
✔ SUPPLY any documentation you have in relation to your
child's abilities or learning challenges, e.g. NEPS or
private educational assessments – to ensure a smooth
transition of resources
32. Transition to Secondary –
How PARENTS can Help
✔ ENCOURAGE your child to participate in extracurricular
activities – opportunities to make friends
✔ Give GUIDANCE around subject selection – get additional
information from school if required
✔ REPORT any concerns to school staff, e.g. bullying
✔ TALK to your child about their day but do not
interrogate
✔ INVITE new friends round
✔ JOIN the parents association and VOLUNTEER to help at
school events
33. REMEMBER:
If your Child received
any learning support
or resource hours in
Primary it won't
necessarily follow
that they will receive
similar supports in
Post Primary!
The new school will
need to re-apply so
NOTIFY them prior to
enrolment! Include
any documentation
that supports your
request!
37. Filling in the Gaps
Irish Centre for Talented Youth
6 to 12 Years – Saturday Courses, nationwide
13 to 16 Years – Talent Search, D.C.U. - 3 week
residential Summer course
Correspondence Courses
Online Learning
Websites
Online Gaming
Clubs & Voluntary Organisations
Competitions – Junior Inventor, Write a Novel, Texaco
Art Competition
Find a Mentor
38. Home Support
✔ NURTURE don't push
✔ ACCEPT that your child may be different to others
✔ UNDERSTAND asynchronous development – it explains a lot
✗ DON'T push them to fit in
✔ Show GUIDANCE, ACCEPTANCE and UNDERSTANDING
✔ Have REALISTIC expectations regarding their academic
achievements
✔ Praise the EFFORT not the ability
✔ Encourage their PASSION but introduce them to other
activities too
✔ ENCOURAGE them to talk, share and laugh
✔ Help them find a PEER group
✔ Don't be afraid to ask for HELP during difficult times
39. Helpful Techniques
✔ Praise or punish the BEHAVIOUR not the child
✔ Encourage the child to EXPRESS their feelings
✔ Be clear about your EXPECTATIONS
✔ TOUCH your child e.g. hand on shoulder, reinforces the
praise or the discipline
✔ Let them know that your TRUST them to act “wisely” or
make the right choice
✔ ENCOURAGE gradual steps
✔ SHARE activities, give time
✔ Use “successive successes” when it comes to new
activities or experiences – REWARD at each stage
Source: Guiding the Gifted Child, James T. Webb et al 1994
41. Dealing with the Constant questions
✔ Never be afraidto say you don't know –
parents or teachers don't have to be experts –
suggest ways you can explore this area together
or independently
✔ If it's not a convenient time then say so,
acknowledge the question and explain that you
will get back to it later
✔ Follow through, exceptionally able children
ALWAYS remember the important stuff – i.e.
IMPORTANT to them!
43. Dealing with Fears
& Anxieties
✔ SOURCE of Fears – over excitabilities, intensities,
asynchronous development
✔ ENCOURAGE your children to talk to you about their
fears, dreams and hopes
✔ Use the power of IMAGINATION
✔ Use PROPS such as favourite cuddlies to help the child
to talk
✔ Use RELAXATION techniques
✔ Use VISUALISATION techniques
✔ Create a SAFE place to share
45. Setting Boundaries
✗ Don't get into a DEBATE with your exceptionally able
child – chances are they will WIN!
✔ Set APPROPRIATE boundaries
✔ Ensure there are REALISTIC consequences to bad
behaviour
✔ FOLLOW THROUGH
✔ Be CONSISTENT
48. Giftedkids.ie WEBINAR Series
NextWebinar coming in MAY 2010!
Free to Parents & Teachers
Introductory Online Seminars
Download Recorded Webinars & Presentations
Characteristics of the Exceptionally
Able – Faster, Earlier, Differently
How to be your Child’s Best Advocate –
Supporting your Child at home and at School
Dual Exceptionality – Aspergers, Adhd,
Dyspraxia, Dyslexia, Behavioural Issues
Educational Assessment
In Class Strategies – Differentiation,
Enrichment, Acceleration, ICT Resources
Social & Emotional Sensitivities