Teaching Gifted Children with Special Educational Needs: Supporting dual and multiple exceptionality PDF
Preview Teaching Gifted Children with Special Educational Needs: Supporting dual and multiple exceptionality
Teaching Gifted Children with Special Educational Needs Children with both giftedness and special educational needs are often found in mainstream classrooms. This essential resource provides an overview of existing knowledge about dual and multiple exceptionality (DME), examining the needs of gifted and talented children from both the class teacher’s and SENCo’s perspectives. Diane Montgomery explores both the specialist interventions that some children will need for at least part of their school life, as well as the general inclusive provision that every school can develop to meet the needs of all children. Focusing on evidence-based identification throughout, chapters in this accessible book cover: An analysis of the terms ‘giftedness’ and ‘talent’ and the different methods that can be used for identifying them and assessing their limitations. Identifying and supporting a range of difficulties, syndromes and disorders such as dyslexia, dyscalculia, DCD, ASD, ADHD and SEBD. How to manage classroom behaviour, improve school ethos and create a DME-friendly school through inclusive teaching and learning. This invaluable resource will assist you in creating a DME-friendly school, helping to integrate learners with a range of difficulties and enabling them and others to learn. Diane Montgomery is Professor Emerita at Middlesex University, UK, where she was Dean of Faculty and Head of the School of Education. She is a qualified and experienced teacher, teacher educator and chartered psychologist specialising in research on underachievement and dual and multiple exceptionality. Teaching Gifted Children with Special Educational Needs Supporting dual and multiple exceptionality Diane Montgomery First published 2015 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2015 Diane Montgomery The right of Diane Montgomery to be identified as author of this work has been asserted by her in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Montgomery, Diane. Teaching gifted children with special educational needs : supporting dual and multiple exceptionality / Diane Montgomery. pages cm Includes bibliographical references and index. 1. Gifted children–Education–Great Britain. 2. Children with disabilities–Education–Great Britain. I. Title. LC3997.G7M654 2015 371.950941–dc23 2014047178 ISBN: 978-1-138-89055-8 (hbk) ISBN: 978-1-138-89057-2 (pbk) ISBN: 978-1-315-71232-1 (ebk) Typeset in Galliard by Deer Park Productions Contents Preface Introduction 1 Identification of giftedness and talent 2 Identifying and supporting children with Developmental Coordination Difficulties 3 Identifying and supporting children with Dyslexia Spectrum Difficulties 4 Identifying and supporting children with High Functioning Autism – Asperger syndrome 5 Identifying and supporting children with Attention Deficit Hyperactivity Disorder 6 Identifying and supporting children with Social, Emotional and Behavioural Difficulties 7 How to create the DME-friendly school through inclusive teaching and learning Postscript References Index Preface This book is written for teachers, students of education and interested others. It is based upon principles derived from a career in teaching, teacher education and research. The main themes are: The teacher is the key: The only effect size of any significance to emerge from meta analyses of research has been the quality of teaching. Excellence for all children: No system of selection, pull-out programmes, acceleration and special provision finds and meets the needs of all our gifted and talented children or those with special needs. Only the selected few gain access to it and sometimes the provision is special only in name. Thus the regular teacher is the key to providing for all children’s needs and drawing on resources and specialists to help. It is the right of every child to have the best there is. Teaching is a complex profession: Teachers do not teach subjects; they teach children to learn subjects. This involves acquiring sets of higher order academic and professional skills, not just relating subject knowledge. Telling is not teaching. Learning should be developmentally appropriate: Children’s learning needs change as they develop and methods employed with adults are not appropriate for children. Concept development and acquisition stages require different methods of teaching and learning from the concept attainment phases of the later years. Lifelong learning: Teachers’ creativity needs to be released to enable them to develop pupils as self-organised and lifelong learners. They need to make learning interesting and fun. Figure 0.1 A focus on learner needs The teacher-researcher: Because of the vast knowledge base that now exists about education, teachers have to become learners and researchers in their own classrooms to find what works best and to develop their personal theory and practice of teaching. It made sense in an era when much less was known about teaching and it makes sense now when there is an overwhelming body of knowledge to select from. Continuing professional development Continuing professional development (CPD) is essential to build teacher knowledge and improve professional practice. ‘Two things to do on Monday morning’ has become a popular mantra at CPD courses but the effects soon disappear. Practice without theory is blind. The most effective methods for developing professional knowledge and skills are longer courses where shared ideas can be taken back to classrooms and verified or otherwise. Programmes of constructive self-organised learning can also be effective. Terminology In the UK and USA there is a tension between individual pathology models and ecological models in special educational needs (SEN). A major site for this conflict is in education. In Britain there is a resistance to medicalise conditions to avoid the negative consequences of placing emphasis on deficits rather than educational needs.
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