A Course Syllabus
For
EdSp 4390
Introduction to Teaching the Gifted/Talented Creative Student
(3 Semester Hours)
in
Special Education
Department of Educational Leadership and Human Development
Of the
College of Education
Course Description: Definitions, identification procedures, the nature and needs, concepts and issues concerning the gifted, talented, creative child.
Prerequisites: EdSp 2100 Education of the Exceptional Child or Psy 4200 Psychology of Exceptional Children (not open to those who have had EdSp 4420 in previous catalogs)
University of Central Missouri
Warrensburg, Missouri
Special Education
Educational Leadership and Human Development
EdSp4390
Introduction to Teaching the Gifted/Talented/Creative Student
(3 Semester Hours)
Catalog Description: Definitions, identification procedures, the nature and needs, concepts and issues concerning the gifted, talented, creative child.
Conceptual Framework:
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
Course Objectives: Upon completion of this course, the student will be able to identify and describe the following concepts and skills, and apply them to simulated situations.
Missouri Standards for Teacher Education Programs (MoSTEP)
1.2.2 The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students
1.2.2.1 The preservice teacher knows and identifies child/adolescent development
1.2.3.3 The preservice teacher knows when and how to access specialized services to meet students’ needs
1.2.7.4 The preservice teacher uses a variety of media communication tools
1.2.9.2 The preservice teacher uses resources available for professional development
1.2.10.4 The preservice teacher identifies and uses appropriate school personnel and community resources to help students reach their full potential
Missouri’s Beginning Teacher Discipline-Specific Competencies: Special Education: Common Core
1. Philosophical, Historical, and Legal Foundations of Special Education
(1) Historical, social, and political issues which impact the field of special education and their relationship in developments in the field
(2) The roles of community and advocacy groups and their influence on developments in special education
(3) Models, theories, and philosophies that provide the basis for special education practice
(4) Issues in definition, identification and placement procedures for individuals with disabilities
2. Characteristics of Learners
(1) Differences in the development of individuals with disabilities
(2) The effect of one or more disabilities on an individual’s learning
3. Assessment, Diagnosis, Evaluation, and Programming (Special Education Process)
(4) Strategies that consider the impact of diversity on assessment, eligibility, programming, and placement of individuals with disabilities
4. Instructional Content and Practice
(1) Research-supported instructional practices, strategies, and materials used across the continuum of service delivery models
(3) Accessing and acquiring curricular content knowledge as needed
5. Planning and Managing the Teaching and Learning Environment
(4) Strategies for using technology to enhance the teaching and learning environment
6. Student Behavior and Social Interaction Skills
(2) Community affiliation and advocacy issues and their influence on self- advocacy
7. Communication and Collaborative Partnerships
(1) Strategies to promote access to information and facilities for individuals, families, school and community
(2) Strategies to provide the appropriate communication access for individuals, families, school and community
(3) General classroom settings, curriculum, and instructional strategies
MoSTEP 1.2.1.1: Gifted Education Competencies
This course addresses the following competencies for Gifted Education as specified by the Missouri Department of Elementary and Secondary Education (DESE)
1. Foundations of Gifted Education
1.1 influences of social, linguistic, cultural, political, educational, and economic environments on the field of gifted education.1.2 historical and theoretical foundations of the field of gifted education, current trends and issues, and potential future directions of the field.
1.3 interpersonal relationships between general education and gifted education.
1.4 legal issues impacting the field of gifted education.
1.5 theoretical models of programs/services development
1.6 conceptions and interrelationships of giftedness, intelligence, creativity, and leadership.
2. Development and Characteristics of Learners Who Are Gifted
2.1 general characteristics of gifted students2.2 various types and manifestations of giftedness (including, but not limited to intellectual ability, specific academic, creative or productive thinking, leadership ability, and/or aptitude in the visual and performing arts).
2.3 unique differences between students who are gifted and others, including ascynchronous developmental patterns, and among students who are gifted
2.4 cognitive, social, emotional, cultural, linguistic, and environmental factors that enhance or inhibit the development of giftedness.
2.5 factors inhibiting the recognition of the potential of students who are gifted from underrepresented populations (including, but not limited to, students who are female, disabled, racially or ethnically diverse, economically disadvantaged, underachieving, rural, and/or highly gifted).
2.6 impact of multiple exceptionalities and multi-potentialities on gifted students.
3. Identification Practices
3.1 defensible methods for screening, identifying, and assessing students who are gifted, including under-served populations.7. Language and Diversity
7.1 characteristics of one’s own culture and use of standard English and the ways in which these can differ from other cultures and uses of language.7.2 impact and value of teachers serving as effective role models for gifted individuals.
7.3 ways of behaving and communicating that lead to more accurate interpretation and greater understanding among all cultural and linguistic groups.
Course Outline:
1. Definitions of gifted/talented/creative (G/T/C)
2. The cognitive, environmental, social, emotional characteristics of G/T/C individuals
3. Underrepresented populations of G/T/C
4. Identification of G/T/C individuals
5. Selection process for G/T/C programs
6. Professionals, governmental and philanthropic organizations serving G/T/C students and their parents
Course Requirements:
The successful student will be prepared to complete the following requirements.
1. Write a state of the art definition of G/T/C based upon the text, class lecture, class discussion and research.
2. Recognize, recall or restate the cognitive, environmental, social, emotional characteristics of the G/T/C students including factors that inhibit giftedness.
3. Outline issues impacting the G/T/C student who is disadvantaged, underachieving, culturally diverse, gender stereotyped of with special needs. (Graduate students will be prepared to suggest solutions to each issue.)
4. Observe three school programs with G/T/C students and write an outline of the critical components involved in the identification process stating the advantages and disadvantages of each.
5. List the advantage and disadvantage of each type of assessment used to identify G/T/C students.
6. Compile a list, with descriptions, of organization serving G/T/C students, their parents and teachers.
7. Recall or restate select concepts concerning past and present practices found in G/T/C education.
8. Identify via a summary paper a variety of software programs that are appropriate for use in enrichment program models.
Differential Requirements for Students Receiving Graduate Credit: Graduate students will produce a research report on a famous G/T/C individual from the underrepresented population.
In item 3 above, graduate students will expand on the undergraduate assignment.
Grading Standards: Attendance, attention and participation in class is expected. Assignments are due on the dates announced. At the beginning of the course, the instructor will assign and announce the points assigned to each project and the points required for the final grade. The university grading system will be followed.
Textbook
Clark, B. (5th ed.) (1997). Growing Up Gifted. Old Tappan, NJ: Prentice Hall
Supplementary Resources – Organizations
Association for the Gifted (TAG), Council for Exceptional Children, 1920 Association Drive, Reston, VA 22091, (703) 620-3660; website: http://www.cec/sped.org
Future Problem Solving International, 2500 Packard, Suite 110, Ann Arbor, MI 48104-6827; (313) 973-8781 or (800) 256-1499; website: http://.fpsp.org/tocl.htmt
Gifted Child Society, Suite 6, 190 Rock Road, Glen Rock, NJ 07452; (210) 444-6530; website: http://www.gifted.org
National Association for Gifted Children, 1707 L Street NW, Suite 550, Washington, DC 20036; (202) 785-4268; website: http://www.nagc.org
National Research Center on the Gifted and Talented (NRC/GT), University of Connecticut, Storrs, CT 06269-2007; (860) 486-4678; website: http://www.ucc.uconn.edu/~wwwgt
World Council for Gifted and Talented Children, 210 Lindquist Center, University of Iowa, Iowa City, IA 53342; website: http://www.uiowa.edu/-belinctr
Bibliography
Bireley, M. (1995). The special characteristics and needs of gifted students with disabilities. In J.L. Genshaft, M. Bireley, & C.L. Hollinger (Eds.), Serving gifted and talented students: A resource for school personnel (pp. 201-215), Austin, TX: PRO-ED.
Feldhusen, J.F. (1998). Identification and assessment of talented learners. In J. VanTassel-Baska (Ed.), Excellence in educating gifted and talented learners (3rd ed., pp 193-210). Denver: Love.
Gagne`, F (1996). My convictions about the nature of abilities, gifts, and talents. Journal for the Education of the Gifted, 22(2), 109-136.
Jackson, N.E., & Klein, E. J. (1997). Gifted performance in young children. In N. Colangelo & A.D. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 460-474). Boston: Allyn and Bacon.
Olshen, S.R. (1987). The disappearance of giftedness in girls. An intervention study. Roeper Review, 18(4), 121-126.
Piirto, J. (1999). Talented children and adults: Their development and education (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Seeley, K. (1998). Giftedness in early childhood. In J. VanTassel-Baska (Ed.), Excellence in educating gifted and talented learners (3rd ed., pp. 67-81), Denver: Love.
Silverman, L.K. (1998). Developmental stages of giftedness: Infancy through adulthood. In J. VanTassel-Baska (Ed.), Excellence in educating gifted and talented learners (3rd ed, pp. 145-166), Denver: Love.
Sosnia, L. (1997). The tortoise, the hare, and the development of talent. In N. Colangelo & G.A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 207-217), Boston, Allyn and Bacon.
Sternberg, R.J. (1997a). The triarchic theory of intelligence. In D.P. Flanagan, J. Genshaft, & P.L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 92-104). New York: Guilford.
Sternberg, R.J. (1997b). A triarchic view of giftedness: Theory and practice. In N. Colagelo & A.D. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 43-53). Boxton: Allyn and Bacon.
Tannenbaum, A . J. (`997). The meaning and making of giftedness. In N. Colagelo & A.D. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 27-42). Boxton: Allyn and Bacon.
Van Tassel-Baska, J. (1998). Girls of promise. In J. Van Tassel-Baska (Ed.), Excellence in educating gifted and talented learners (3rd ed., pp. 129-144). Denver, CO: Love.
Van Tassel-Baska, J., & Chepko-Sade, D. (1986). An incidence study of disadvantaged gifted students in the Midwest. Evanston, IL: Center for Talent Development, Northwestern University.
Walter, B, Hafenstein, N. & Crow-Enslow (1999). Meeting the needs of gifted learners in the early childhood classroom, Young Children, January.
Academic Honesty: Instructor will adhere to Central’s Academic Honesty Policy as described in the Student Calendar/Handbook.
ADA: Students who require academic accommodations as the result of a disability should contact the Coordinator of Accessibility Services, Union 220, voice/TDD 660-543-4421.
The Central educator is a competent, caring practitioner
committed to the premise that all can learn.