BestPracticesDiagnosis,IdentificationandProvisionfor.pptVIP

Dr. Viviene DeOkoro Gifted Education Specialist-Consultant-Researcher Deokoro Magnet Schools for the Gifted and Talented Jamaica, West Indies ;To Determine: Competence level Learning Style Profile Dominant Intelligence(s) Gardner’s MI Theory Mind Style Environmental Preferences Modalities Cognitive Style Ability Grouping Options: ;(“unexpected and unexplained conditions occurring in child of average/above intelligence, characterized by a significant delay in 1 or more areas of learning” Mark Selikowitz) Example: Dyslexia Dyscalculia Dysorthographia ;Dysgraphia; Placing students together based on prior achievement/abilities in particular curricular areas. (Kullik Kullik 1991, Rogers- 2002) ;FULLTIME Ability Grouping with regrouping for specific instruction, Mixed-ability cooperative groups Like-ability cooperative groups ;Peer Instruction;Who is Gifted;Viviene DeOkoro – 1994 states : “Children who are Gifted and/or talented possess or demonstrate diverse exceptional abilities and potential in one or more aspects of culturally relevant human endeavour; encompassing the domains of the intellectual, creative productive thinking, leadership, psychomotor abilities, visual performing arts, specific academic aptitude, heightened psycho-spiritual awareness, street-smartness self-preservation survival skills, and any other ability deemed valuable to their unique culture. These children are at risk! and in danger of disengaging from learning and underachieving if not identified, and special provisions for differential instruction, emotional and social support, experiences and opportunities put in place in order for them to achieve their full potential”. ;? Level IQ Range Prevalence Mildly 115-129 1:40 Moderately 130-144 1:40 – 1:1000 Highly 145-159 1:1000-1:10000 Exceptionally 160-179 1:10000-1:1 million Profoundly 180+ 1:1million (Gross 2000) ;A multifaceted approach to identifica