Giftedkids.ie Webinar Series BE Your Child's Best Advocate “How to Support Your Exceptionally Able Child at Home and at School” Presented by Margaret Keane & Anna Giblin Giftedkids.ie Supported by Social Entrepreneurs Ireland, C.T.Y.I. & N.C.T.E.
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Gifted Advocacy - How to be Your Child's Best Advocate
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1. Giftedkids.ie Webinar Series BE Your Child's Best Advocate
How to Support Your Exceptionally Able Child at Home and at School
Presented by Margaret Keane & Anna Giblin Giftedkids.ie
Supported by Social Entrepreneurs Ireland, C.T.Y.I. &
N.C.T.E.
2. SUMMARY The love of learning - keeping up with your
exceptionally able child Negotiating the early years preschool
activities Choosing a School Home and school - the key partnership
between teacher and parent Transition from Home to Primary School
Transition from Primary School to Secondary Home support some
helpful tips
3. Keeping up with your Exceptionally Able Child . . . Is
exhausting! Not always easy! Difficult for their Love of siblings!
Learning So many questions!
4. SPEED of Learning Get READY for the rollercoaster RIDE!
5. DEPTH of Learning Get READY to go DEEP!
6. The EARLY Years Get the information you need to effectively
parent READ, RESEARCH, TALK Learn about asynchrony in gifted
children accept that your child may be different to other kids
their own age Allow for unscheduled time Dream & Play time Let
them be children Connect with other parents & families create a
support network for yourself & your child Encourage their
passion Don't put too much emphasis on fitting in Don't stop
reading to your exceptionally able child when they have become
independent readers
7. Early Years Activities Provide enrichment ACTIVITIES Museums
& Galleries Libraries Local Heritage Sites Online Resources
Gardening Cookery Nature Walks Games Sports encourage physical
activity Play Detective treasure trails Make & Do Create a
spirit of ADVENTURE out of the mundane! Family members can act as
MENTORS
8. Which School?
9. Choosing a School Act early look at enrolment, admissions
policy, etc. Talk to other parents, teachers & pupils Check out
Whole School Evaluations on the Department of Education's website
Read the School's Policies View the School's website ethos, school
discipline, subjects taught, extra-curricular activities Visit the
School, talk to the Principal Be clear about what type of education
you want for your child Be realistic in your requirements Be
careful of league tables published in newspapers they only tell
part of the story
10. Classrooms to Avoid! Whitmore (1980) identified ways in
which a classroom can support underachievement: LACK of RESPECT for
individual child their unique learning style and ability STRONGLY
COMPETITIVE ENVIRONMENT continuous negative feedback regarding
expected standards can reinforce feelings of inadequacy
INFLEXIBILITY and rigidity UNREWARDING CURRICULUM gifted learners
need curriculum extension that challenges Source:
http://www.ncca.ie/uploadedfiles/publications/gifted%20and%20talented%20children.pdf
11. First Day! She's already read all of her books will she be
bored? HOME What if he doesn't to make any friends? How will the
teacher Primary cope with his constant questions? Will she sit
still? School
12. Preparing for BIG School Do Your Homework talk to other
parents Enrol your child early Get organised Be enthusiastic Visit
the school with your child Practice Let your child organise their
bag, try on school uniform, etc. Involve Your Child discuss their
fears, anxieties and hopes Down time make sure your child gets
enough rest
13. The Expectation It's great. He's so excited about starting
school next week!
14. One Week Later! Today we're going to learn the letters A
and B.
15. Twos Weeks Later! You have to go! All BIG boys go to
school!
16. Your child is badly behaved in school. Is My Child is badly
She thinks I'm a there something wrong behaved in school bad
Mother! at home? because he's bored! She thinks I'm a bad
Teacher!
17. Don't Mention the B Word!!!! Me too! I'm bored!
18. The PARENT Advocate MEET with Teacher early in school year
OFFER Supplementary materials SUGGEST ways you can help at home
PROVIDE enrichment opportunities e.g. source speakers,
competitions, etc. BUILD a relationship with the Teacher and the
School Become a VISIBLE parent volunteer Note of THANKS at end of
school year JOIN Parents Association Don't be afraid to ASK for
help NEPS, Learning Support
19. Parent Teacher Partnership
20. Parent Teacher MEETINGS Always request a SUITABLE time for
unscheduled meeting giving the teacher time to prepare cover for
her class PREPARATION is the key, so do your HOMEWORK Be CLEAR
about what you want to achieve for your child and be REALISTIC Be
SPECIFIC in the questions you ask write them down beforehand Be
COURTEOUS at all times, especially when there are differences of
opinion Take someone with you, whether it's a PARTNER or trusted
FRIEND Stay CALM Try to PRE-EMPT the teachers response if you
can
21. Parent Teacher MEETINGS Familiarise yourself with the
TERMINOLOGY that may be used Read the NCCA Guidelines on Teaching
Exceptionally Able Students as a source of suggested STRATEGIES
Know your child's CURRICULUM - http://www.curriculumonline.ie Ask
what you can do to HELP Be SOLUTION BASED, rather than problem
focused Try to get agreement around TIME LINES At the end of the
meeting, SUMMARISE any AGREEMENTS Afterwards CONFIRM any agreements
in writing with a letter of THANKS
22. Strategies to Suggest DIFFERENTIATION of school curriculum
PULL OUT programmes children attend special classes usually taught
by Learning Support Teacher Resource Teacher comes into the
CLASSROOM and provides enrichment activities for the high ability
group CURRICULUM COMPACTING teacher holds a pre-test on a new
subject to gauge what pre-knowledge students have, then can
differentiate accordingly ACCELERATION can be done on a subject
basis, rather than grade skipping Examples of EXCELLENCE in Gifted
Education Programmes: Bunclody NS More Able & Talented
Programme (MAT) SESS Equality of Challenge Initiative Carlow
Gaelscoil Daynuv/Giftedkids ICT Project
23. Onwards & UPWARDS
24. Transition to Secondary The DIFFICULTIES More INDEPENDENCE
more RESPONSIBILITY LOSS of security and possible support network
Missing FRIENDS New RULES Lots of TEACHERS remembering names
ORGANISATIONAL Issues timetable, more books, materials SUBJECT
Choice - daunting HOMEWORK Anxieties extra workload
25. Transition to Secondary The DIFFICULTIES Having a LONGER
day - exhausting Managing EXTRACURRICULAR activities The SCHOOLBAG
Horrors Perhaps moving to a MIXED school Finding a PEER GROUP
dangers of UNDERACHIEVEMENT to fit in - particularly for girls
Possible FALLING levels of achievement risk of underachievement A
good transition is crucial to academic ACHIEVEMENT and social
emotional stability
26. Transition to Secondary Moving Up The Experiences of
First-Year Students in Post- Primary Education (ESRI Research 2004)
SETTLING IN Most children feel that have settled in within the
first week Quarter of students by the first month One student in 6
take longer than a month THOSE MOST AT RISK OF EXPERIENCING
DIFFICULTIES Girls Less confident students low self esteem Students
from ethnic minorities/travellers
27. Transition to Secondary How Primary Teachers can Help SEN
Students Teach how to read a TIMETABLE (maths) Give different DUE
DATES for assignments ORGANISATIONAL SKILLS colour coding of
books/copies TERMINOLOGY - Teach key words for specific subjects
Use SPHE time to explore ISSUES around transition Attend OPEN
EVENINGS in secondary schools (take photos to familiarise students)
IDENTIFY key personnel EXPLAIN their roles Begin recording HOMEWORK
at the end of each lesson, rather than end of the day Source:
S.E.S.S. As a primary teacher, how can I prepare students for
transition to post- primary?
28. Transition to Secondary How Primary Teachers can Help SEN
Students Encourage parents to NOTIFY post primary of any special
educational needs so that supports can be put in place prior to
entry Be prepared for possible ENQUIRIES from post primary after
enrolment Have a GRADUATION or leaving ceremony at the end of sixth
class signal to students that they are moving on Source: S.E.S.S.
As a primary teacher, how can I prepare students for transition to
post- primary?
29. Transition to Secondary How Post Primary Schools can help
SEN Students Organise OPEN DAYS for prospective pupils, their
parents and staff IDENTIFY a contact person on your school staff
who will COMMUNICATE with parents around SEN needs LIAISE with
feeder schools around sharing information on any resource needs for
specific students Provide INFORMATION packs parents & students
IDENTIFY and explain roles of key staff to parents & teachers
INDUCTION activities during first week of enrolment Consider
implementing a BUDDY system for first week Source: S.E.S.S. As a
primary teacher, how can I prepare students for transition to
post-primary?
30. Transition to Secondary How Post Primary Schools can help
SEN Students Find out if students with SEN needs need a type if
MODIFIED entrance assessment NAME BADGES for teachers during the
first few weeks Ensure that there is a formal system of
COMMUNICATING specific students SEN needs to subject teachers
EXPLAIN clearly classroom and general school organisation
timetables, homework journals, lockers Consider a BEGINNING
ceremony Have clear ANITI-BULLYING policy and explain to students
Be watchful of any new DIAGNOSIS Consider offering TASTER subjects
in first year
31. Transition to Secondary How PARENTS can Help ATTEND Open
Days encourage pre-entry contact to reduce child's anxiety
FAMILIARISE yourself with your child's timetable and curriculum
HELP them to get organised colour coding/homework journal IDENTIFY
the key staff in your child's school and understand their roles
SUPPLY any documentation you have in relation to your child's
abilities or learning challenges, e.g. NEPS or private educational
assessments to ensure a smooth transition of resources
32. Transition to Secondary How PARENTS can Help ENCOURAGE your
child to participate in extracurricular activities opportunities to
make friends Give GUIDANCE around subject selection get additional
information from school if required REPORT any concerns to school
staff, e.g. bullying TALK to your child about their day but do not
interrogate INVITE new friends round JOIN the parents association
and VOLUNTEER to help at school events
33. REMEMBER: If your Child received any learning support or
resource hours in Primary it won't necessarily follow that they
will receive similar supports in Post Primary! The new school will
need to re-apply so NOTIFY them prior to enrolment! Include any
documentation that supports your request!
34. REALISTIC Expectations?
35. Potential High Achievement Professor Deborah Eyre 2009
Source: What Really Works in Gifted and Talented Education by
Professor Deborah Eyre
36. HOME Support is VITAL!
37. Filling in the Gaps Irish Centre for Talented Youth 6 to 12
Years Saturday Courses, nationwide 13 to 16 Years Talent Search,
D.C.U. - 3 week residential Summer course Correspondence Courses
Online Learning Websites Online Gaming Clubs & Voluntary
Organisations Competitions Junior Inventor, Write a Novel, Texaco
Art Competition Find a Mentor
38. Home Support NURTURE don't push ACCEPT that your child may
be different to others UNDERSTAND asynchronous development it
explains a lot DON'T push them to fit in Show GUIDANCE, ACCEPTANCE
and UNDERSTANDING Have REALISTIC expectations regarding their
academic achievements Praise the EFFORT not the ability Encourage
their PASSION but introduce them to other activities too ENCOURAGE
them to talk, share and laugh Help them find a PEER group Don't be
afraid to ask for HELP during difficult times
39. Helpful Techniques Praise or punish the BEHAVIOUR not the
child Encourage the child to EXPRESS their feelings Be clear about
your EXPECTATIONS TOUCH your child e.g. hand on shoulder,
reinforces the praise or the discipline Let them know that your
TRUST them to act wisely or make the right choice ENCOURAGE gradual
steps SHARE activities, give time Use successive successes when it
comes to new activities or experiences REWARD at each stage Source:
Guiding the Gifted Child, James T. Webb et al 1994
40. MORE Input Please!
41. Dealing with the Constant questions Never be afraidto say
you don't know parents or teachers don't have to be experts suggest
ways you can explore this area together or independently If it's
not a convenient time then say so, acknowledge the question and
explain that you will get back to it later Follow through,
exceptionally able children ALWAYS remember the important stuff
i.e. IMPORTANT to them!
42. The FEAR Factor
43. Dealing with Fears & Anxieties SOURCE of Fears over
excitabilities, intensities, asynchronous development ENCOURAGE
your children to talk to you about their fears, dreams and hopes
Use the power of IMAGINATION Use PROPS such as favourite cuddlies
to help the child to talk Use RELAXATION techniques Use
VISUALISATION techniques Create a SAFE place to share
44. You're Grounded for Life!
45. Setting Boundaries Don't get into a DEBATE with your
exceptionally able child chances are they will WIN! Set APPROPRIATE
boundaries Ensure there are REALISTIC consequences to bad behaviour
FOLLOW THROUGH Be CONSISTENT
46. Giftedkids.ie WEBINAR Series NextWebinar coming in MAY
2010! Free to Parents & Teachers Introductory Online Seminars
Download Recorded Webinars & Presentations Characteristics of
the Exceptionally Able Faster, Earlier, Differently How to be your
Childs Best Advocate Supporting your Child at home and at School
Dual Exceptionality Aspergers, Adhd, Dyspraxia, Dyslexia,
Behavioural Issues Educational Assessment In Class Strategies
Differentiation, Enrichment, Acceleration, ICT Resources Social
& Emotional Sensitivities