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IEP for Gifted Student
Giftedness is an intellectual ability that is significantly higher than average, not a skill, but an innate talent and aptitude that may be general or specific. Just as there are special needs for children who appear on the left side of the bell curve, so should there be for children on the far right. However, these students are often neglected in terms of special programing due to beliefs that they can just do "extra work" within a mainstreamed environment. From the 1920s to the 1970s, the trend in Western countries was to set up special schools to educate those who fell outside the norms of the bell curve, but by the 1980s most educators favored merging special and regular education in a comprehensive program that included students from all backgrounds -- in other words, mainstreaming them into a regular classroom environment. This idea, though, must also fit within the cultural precedents of the time; educators must respond to the needs of the nation and public education remains responsible for meeting the needs of all students in society.
Theoretical Framework -- It is not enough to simply add extra reading, extra math or science problems, or expect gifted children to work faster or more thoroughly. Instead, the theoretical framework of a gifted program is one that understands the individual needs of gifted children and works toward...
Those needs may be more interaction and analytical discussion in language arts, or it might be conceptualizing and extending data into the broader spectrum in the sciences, or it may be providing a way to engender artistic growth in music or art (Elman, 1983). Just as with any specialized population, though, there are challenges in teaching the gifted. There are different approaches to behaviors, especially when combining giftedness within a diverse population group. It is not just skill-based learning and assessment, instead, it is a psychological consideration that while the child may be gifted in one or more areas, they are still children emotionally, with the developmental and social needs of children their own age (Winebrenner, 2001).
An IEP, or Individual Education Plan, is a working document of what will be done to help a child better meet their potential. It sets out the changes so that all stakeholders (teachers, parents, and students) know what is planned, how the student will be evaluated, and what responses are necessary to help the student perform optimally. There are several ways this can be done: differentiated curriculum, different approaches to curriculum, interventions, extra help, supplmentary materials, etc. (Hurwitz and Lacalamita, 2006).
Student Background- CB, a 15-year-old female student in Florida, was…
Intervention Plan- For CB there are essentially four major issues: her lack of attention span, the need for extended time on some assignments combined hyper-perfectionism, lack of social skills, and home activity intervention/anxiety. In each of these there is a discrepency between what is needed and/or expected in CB's school curriculum and her performance. We find that there may a disconnect in motivational issues, as well, CB is clearly bright, and when engaged, is able to perform at a higher than grade level. The key, in wrapping up all the issues, seems to be finding intervention strategies that will allow her to focus, to remove some of the anxiety and perfectionistic issues, and to improve social skills (Suping, 2003; Taylor, 1998):
Intervention #1 -- Issue: Attention Span -- Work with teacher to find modifications within the stated curriculum that are interesting to CB. Allow her to focus more on those aspects, and potentially preload the evening before if possible. This will focus CBs attention on aspects of the lesson that are more comfortable. Possible solutions to aid in this would be to allow an older student or an intern from a local teacher's college to visit a few times a week to work with CB and, with individualized attention, continually reinforce attention to tasks at hand.
Intervention #2 -- Issue: Extended Time needed/Hyper Perfectionism -- Part of CB's OCD and Anxiety diagnosis have resultant behaviors in needing extended time to complete assignments. Most of the people that work with her, however, believe that CB is quite capable of completing the tasks, but is hyper-self-critical and then unable to finish the work in the timeframe needed. Intervention will be gradual, at first allowing extra time or an untimed period (when applicable), gradually reducing the extra time until CB is back on the schedule with other students at grade level. The goal is to move toward integration within the details of the classroom; begin by offering some extra time and then gradually diminishing it based on
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