To Be Gifted and Learning Disabled by Susan M. Baum

Author:Susan M. Baum
Language: eng
Format: epub
Publisher: Taylor and Francis

At the end of each session, the observers and specialist discussed their observations and rated the students with a simple 3-point scale. The scale indicated a student’s readiness for more advanced development in that particular talent area. Figure 8.2 displays a student summary sheet with a list of the behaviors for each domain.

Figure 8.2. Sample talent discovery note sheet. Note. Project High Hopes is a Javits Act Program #R206R00001.

The identification activities are included in Appendix F. These dynamic identification activities described are examples of the creative options that open doors for these students. There can be activities created for any specific domain. For example, we have seen experimentation and inquiry activities to identify talent in math or the social sciences. It’s essential to offer a variety of hands-on activities so any difficulties in reading or writing will not interfere with the child’s performance.

In conclusion, identification should ideally include both a priori (WISC profile and structured interview) and ongoing, dynamic identification. A priori identification is frequently sufficient to document entry into a gifted program. However, when trying to understand specific abilities and areas in which these students are most comfortable, dynamic identification is especially useful. Dynamic identification is also well suited for identifying students who may not test well, along with students whose gifts are not easily measured by existing tests.

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