During this module you learned about twice-exceptional children and their social/emotional needs. Hopefully, you were able to develop a greater sense of how to accommodate for their needs in your classroom. Watch this video and write three questions for Dr. Susan Baum that have not been answered during this module.
Monday, August 10, 2015
Susan Baum on Twice-Exceptionality
During this module you learned about twice-exceptional children and their social/emotional needs. Hopefully, you were able to develop a greater sense of how to accommodate for their needs in your classroom. Watch this video and write three questions for Dr. Susan Baum that have not been answered during this module.
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1. What resources are available to help the General Education Teacher meet the needs of the twice exceptional students in their classes?
ReplyDelete2. In identifying exceptionalities in children, how can educators keep a disability from masking giftedness in the identification process?
3. What tools are available to help parents understand and meet the needs of their twice-exceptional student?
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ReplyDelete1. RTI has proved an effective model for remediating skill deficits early. How can the same model help identify areas in which the same children need advancement intervention (before 2nd grade child-find)?
ReplyDelete2. How does one effectively convince resistant education faculty/officials that twice-exceptionality is a real phenomenon, and one that necessitates their allocation of extra resources, personnel, planning, and special accommodation?
3. What are affective warning signs that may tip us off to a student’s twice-exceptionality, as compared to average performance and behavior? How can we create open dialogue in our classrooms about strengths and weaknesses; positively redefine imperfection and failure in efforts to discourage perfectionism and encourage self-efficacy regarding learning deficits; and be on the look-out for symptomatic avoidant/angry/controlling behavior often observed in frustrated TE students?