Gifted Students and Traumatic Brain Injured Students

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Gifted Students and Traumatic Brain
Injured Students

• Stacie Fernandez
• Linda Keiser
• John Navarra
• Robin Sanders
• Christine Shaw

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Definition of Gifted

• A student who demonstrates a high degree of
  intellectual and/or creative ability(ies)
  exhibits an exceptionally high degree of
  motivation, and/or excels in specific academic
  fields, and who needs special instruction and/or
  special ancillary services to achieve at levels
  commensurate with his or her abilities.
• Defined by Georgia Department of Education

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Characteristics of Gifted Creativity,
Motivation, and Curiosity.
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Gifted Eligibility Process

• Parents notified in writing that their child is
  being considered for the gifted program.
• After the student has been evaluated for the
  gifted program, the parents shall be notified in
  writing of the students eligibility status.
• Written parental consent for placement in the
  program is required.
• The teacher of the gifted shall complete a
  program description for each identified gifted
  student that address delivery models, curricula
  focus, and segments of contact. This shall be
  shared annually with parents.
• Progress in the program shall be reviewed and a
  determination of continuation in the program made
  annually. Parents shall be informed when a
  students placement is in jeopardy. A
  probationary period should be included in the
  continuation criteria.

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Gifted Eligibility Criteria
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Gifted Legal Provisions

• Georgia schools provide educational programs
  that recognize and make provisions for the
  special needs of gifted and talented learners.
• Georgia Department of Education

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Teaching and Incorporating Strategies for Gifted

• Teachers work as facilitators challenging and
  encouraging students
• Teachers provide opportunities for students to
  use their knowledge creatively
• Teachers incorporate diverse learning styles to
  stimulate the learning environment (art, music,
  dance, drama)
• Teaching thematically enables connections across
  the curriculum.
• Teachers make accommodations for learning at
  different levels, for example, reading logs,
  daily journals, book talks

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Traumatic Brain Injury

• DID YOU KNOW.
• Traumatic brain injury is the leading cause of
  deaths and disabilities in children within the
  United States
• Council for Exceptional Children

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Definition of Traumatic Brain Injury

• Traumatic brain injury (TBI) is defined as a
  physical damage to the brain or impairment to the
  brain.
• Ludwig von Hahn
• The Exceptional Parent

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Characteristics of Traumatic Brain Injury
Memory, Attention and Concentration, Executive
Functioning, Self-Awareness, Language

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Identifying Traumatic Brain Injury (TBI)

• Criteria for diagnosing TBI includes a
  combination of the following.
• documented academic ability
• medical diagnoses by a licensed physician

After confirmation of the diagnoses an Individual
Educational Plan (IEP) is developed for the
student.
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TBI Legal Provisions

• In order to receive services for TBI, there are
  many criteria which must be met.
• documentation of the students academic abilities
  prior to the injury (previous developmental
  assessments, achievement test scores, classroom
  observation, grade reports)
• Verification of the TBI from a licensed physician

Once a student has been identified as having TBI,
a neuropsychological or psychological evaluation
is performed. This evaluation is conducted to
identified problems with cognitive, social
behavioral, physical /motor abilities. This is
necessary to measure the degree of severity of
the injury.
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Traumatic Brain InjuryTeaching and Instructional
Strategies

• Using multi medias (overheads, videos, )
• Begin class with a review and overview of topics
• Emphasize main points frequently
• Incorporate repetition into instruction
  frequently
• Encourage questions
• Break down large assignments into smaller
  components.
• Present difficult material into a simplified
  fashion (illustrations, drawing, graphs)
• Provide the student with cues when appropriate

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In Conclusion

• As educators, we must ask ourselves if we are
  teaching to the needs of all students. In doing
  so, we will enhance the curriculum for the gifted
  students as well as the TBI students, making all
  feel a greater sense of achievement.