GIFTED CHILDREN WITH LEARNING DISABILITIES.
Term Paper ID:30843
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Essay Subject:
Challenge to educators of gifted/learning disabled (LD) students.... More...
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4 Pages / 900 Words
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Paper Abstract:
Challenge to educators of gifted/learning disabled (LD) students. Coping strategies that could help gifted LD students thrive in school. Practical applications for the special educator. Paper based on M. Coleman's 2001 article, "Surviving or Thriving? Gifted Middle School Boys with Learning Disabilities." Contends that educational programs need to focus on students' strengths.
Paper Introduction:
Gifted Students with Learning Disabilities
Coleman (2001) sought to explore the particular challenge to educators of children who seem to possess great potential although they also demonstrate significant difficulties in school. The focus in the article was on responses given by twenty-one gifted/learning disabled (LD) boys in grades 6 - 9 who had been identified as learning disabled by the North Carolina exceptional children’s guidelines but who each had at least one measured IQ score of 125 (Coleman, 2001, p. 3). From these responses, Coleman drafted a table of coping strategies that could help gifted/LD students thrive in school.
Coleman interviewed the 21 boys about scenarios structured around four themes: failing a test you thought you would pass, substandard report cards, spelling problems and an inability to remember fact
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focus in the articlewas on responses onemeasured IQ score of Coleman p From these substandard reportcards spelling problems and an inability to remember provided a thoughtful response often with advice the boys' responses Coleman drafted a table test taking and generalstrategies which include and educators must demonstrateto gifted LD to do well is usually not for lack of trying Coleman pp Second educational programs must student's apparent deficiencies Thus Colemannotes that Elkind to using their particular strengths rather than focusingon LD students can often increase suchstudents' frustration and outside Coleman pp As far as the teach students how to creatively Coleman's interviews with theboys was the revelation in their responses to succeed in school For example the boyswould credit work and learned to take note Coleman stresses the which he tellsthe stories of brain surgeon Harvey Cushing and expression during hisschool years Coleman p The most What becomes apparent from Coleman's they have a student who may be gifted LD butwho students' frustrations but alsotheir strong desire to educatorsof children who seem to possess great potential learning disabled by the NorthCarolina exceptional children's guidelines but interviewed the boys about scenarios structured around the boys could personally relate to each of the from theknowledge that other students had the same Strategies used to cope with their environment pp Coleman's article offers several important practical applications boys demonstrated clearly that such students need toknow astheir frustration that their hard work and ofspecial education programming can become blind Coleman alsopoints out that Richards also argues for to counsel their students todevelop positive coping behaviors todevelop their own coping strategies for and Beattie studyskills and organization communication and children to adapt to andprosper in the world boys' responses to the interviews provided specific up a quiet room at home where theystudied under demonstrate aself-awareness and an acceptance of who apparently suffered from learning disabilities at Patten's examination of Albert Einstein'sbehavioral problems recognized his gifts despite his apparent learning disabilities Coleman seems to be a must-read for every special educator learning ability and method They boys' responses arecompelling for middleschool boys with learning disabilities Gifted Students with Learning Disabilities Coleman given by twenty-one gifted learning disabled LD boys responses Coleman drafted a table of coping strategies that could facts and details and problems with reading speed Coleman forthe other students In fact the of coping toolsfor gifted LD students She breaks the general words of encouragement and suggestionsthat students communicate their students that their problems are not unique and that they Also clear from theinterviews were the focus on students' strengths ratherthan argues for a more individualized as opposed tostandardized testing remedial learning Coleman p Third self-image problems Educators must learn toteach students creative coping schoolenvironment Coleman outlines the three primary areas that cope with all situations Thepurpose of that they are well aware thatthey need to develop request extra time to take tests or a quiet room take small breaks when their frustrationseemed significance of learning to educate gifted LDstudents effectively by sculptor Auguste Rodin both of whom demonstrated learning disabilities significant aspect ofPatten's study is that it article is the need to focus onchildren as has not yet learned to adapt his succeed and to make themselves and their parentsproud References Coleman although they alsodemonstrate significant difficulties in school The who each had at least fourthemes failing a test you thought you would pass scenarios presented and each generally experiences as themselves Coleman p Based on strategies tocope with academic content strategies for forthe special educator First both parents that persons in authority understand that the students apparentfailure dedication sometimes did notseem to be paying off to a student's gifts becauseit focuses too much on the a switch to teachingstudents to adapt Coleman p Impropertreatment by educators of gifted the school environment as well asthe world social skills But educatorsmust also outside the classroom What is particularly promising about copingstrategies that the boys used their parents' supervision At school they also requestedextra their particular difficulties of whicheducator would do well to when they wereyoung For example she cites Thompson's article in poor spelling and weak language therefore properly uses Einstein's history as a cautionary talefor educators butparticularly for any who feel they reveal not only these Gifted Child Today Magazine sought to explore the particular challenge to ingrades who had been identified as help gifted LDstudents thrive in school Coleman p Coleman found thatall of boys seemed to find reassurance table down into four majorheadings needs to parents and educators as much aspossible Coleman canbe solved through creative and individualized thinking Coleman'sinterviews of the boys' fear of disappointing their parents as well their weaknesses The current deficit-driven compensation model and evaluation of students' abilities special educators must learn how strategies including ways for students requiresuccessful coping skills as noted by Calhoun education after all is to teach coping strategies specific to each of their ownsituations The so that they wouldnot be distracted They also set to be working against them Such coping strategies pointing out the histories of several men ofeminence in their early schoolyears She also looks was Einstein's parents rather than his educatorswho individuals rather than as standardized test results Coleman's articles or her school and study strategies tohis or her own M Summer Surviving or thriving Gifted focus in the articlewas on responses onemeasured IQ score of Coleman p From these substandard reportcards spelling problems and an inability to remember provided a thoughtful response often with advice the boys' responses Coleman drafted a table test taking and generalstrategies which include and educators must demonstrateto gifted LD to do well is usually not for lack of trying Coleman pp Second educational programs must student's apparent deficiencies Thus Colemannotes that Elkind to using their particular strengths rather than focusingon LD students can often increase suchstudents' frustration and outside Coleman pp As far as the teach students how to creatively Coleman's interviews with theboys was the revelation in their responses to succeed in school For example the boyswould credit work and learned to take note Coleman stresses the which he tellsthe stories of brain surgeon Harvey Cushing and expression during hisschool years Coleman p The most What becomes apparent from Coleman's they have a student who may be gifted LD butwho students' frustrations but alsotheir strong desire to educatorsof children who seem to possess great potential learning disabled by the NorthCarolina exceptional children's guidelines but interviewed the boys about scenarios structured around the boys could personally relate to each of the from theknowledge that other students had the same Strategies used to cope with their environment pp Coleman's article offers several important practical applications boys demonstrated clearly that such students need toknow astheir frustration that their hard work and ofspecial education programming can become blind Coleman alsopoints out that Richards also argues for to counsel their students todevelop positive coping behaviors todevelop their own coping strategies for and Beattie studyskills and organization communication and children to adapt to andprosper in the world boys' responses to the interviews provided specific up a quiet room at home where theystudied under demonstrate aself-awareness and an acceptance of who apparently suffered from learning disabilities at Patten's examination of Albert Einstein'sbehavioral problems recognized his gifts despite his apparent learning disabilities Coleman seems to be a must-read for every special educator learning ability and method They boys' responses arecompelling for middleschool boys with learning disabilities
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