Movie notes June 11, 2013
Ashley-socialization and verbalization, occupational therapy focuses on these things
-special Ed taught him or corrected his behavior before he was sent to general ed class
-lower level special Ed and exceeded expectations, auto-mechanics and building wooden pieces
-trackers can be used for higher level kids
-importance of great advocacy; got professionals involved
-pressure fluid pressure, shunt surgically installed relieve pressure, kids in comas for a long time, took 6
weeks at home before child woke up in coma, in seconds walking and talking gone
-very expensive needs hard to predict outcomes, and how far they will go
-30 pound baby everything needed to be taught over again
-aren’t behavioral problems could be in general ed pretty easily
-cortical blindness damage to cortex, may be gradual recovery of visual cortex
-brain injury very hard to know how its going to be
-represents the other end of the spectrum (Upper End of spectrum) very top in terms of intelligence
Old Stereotype- gifted child is weak, socially inept, narrow in interests, and emotionally unstable.
-just world, where it comes from, if the kid is very smart they need to pay the price somewhere else
-some of us are exceptional and gorgeous and very intelligent and athletic
-very athletic and gorgeous lousy at school
-at a university and specialist area, not the case for most, some are very geeky and awkward
-just as problematic, perfect, high IQ are also gorgeous musical sociable nice kids have it all
-very disappointed expected to be gifted in everything, a lot of pressure, particular area we are gifted,
doesn’t mean we are gifted in every area-all American child. -it’s a boy, white, blond haired blue eyed, Christian, he has a little sister, popular, mom and dad died,
took everything up on themselves, usually form a small town-there is a dog in the picture
-Giftedness is a mixed blessing-find out friend has a child labled gifted, child is so well such a great
-don’t finish highschool can’t conform to what they are expected to
-anectodal concencus-don’t complete pHD we were able to conform, in order to complete Phd
supervisor have to get along. Really brilliant know their thoughts and ideas, not able to conform.
-do not meet potential, are not there socially, need acess to special ed class specific to needs
1. No one explains what it’s about-psycho-educational assessment for kids with behavioral
problems-kids that do the best, school in grade 3, slightly more comprehensive assessment, did
assessment didn’t make it, the ones they did, you are really brilliant-parents don’t want superior
kids-so smart don’t have to do any work.
2. The stuff we do in school is too easy and it’s boring. Don’t need to hear concepts over and over
again, often drop school in high school
3. Parents and teachers expect us to be perfect-all the time, may be great in chem but doesn’t
mean they are very good at writing essays, doesn’t mean that they attitudes about
procrastinating, or are lazy
4. Kids often tease us about being smart. Girls. Do much better. Catch up by grade 12.
5. Friends who really understand us are very few and far in between-what they eat grade 2 did
they play ball at recess; what happened today and now. A lot a lot deeper. Kids understand in a
much more profound way, feel misunderstood-you are so lucky, great grades, often worriers,
think a lot, and intense, don’t feel well understood. Some adults. Very lonely. Surrounded by
friends and feel lonely. Blue Jays game for an hour.
6. We feel too different and wish people would accept us for what we are. Even if notion of being
better, Lisa wanted to be like other people easy going, not worrying, having lots of friends.
7. We feel overwhelmed by the number of things we can do in life.-so many options high GPA or
globalization has increased options still need to
8. We worry a lot about world problems and feel helpless to do anything about them. Recognize
that very little we can do, cause devote life to Syria-that is rare, donate twenty done thing. We
understand. These kids don’t have emotional maturity to think that way. How these things work,
who helps and why, that is okay for them to do a little bit.
Advanced vocabulary for chronological age-sometimes teachers don’t even know their word
Substantial difference and change-know words that rest of us don’t know-seen as stuck up, as
they know their word, they have correct word for that sentence Outstanding money-sponges, anything that comes and cross their minds they tend to pick up,
and share that information in class
Curious-endless questions like than what? Where do babies come from? In grade one.
Grade 1 mommies tummy, how they come out of there and how did they get in to there,
difficult for the parent, makes the situation challenging. Nothing wrong with what the child is
doing. Very different.
Many interests, Hobby or collections-deep and interested in things other people are not
Passionate Interest-dinosaurs and owls, collections and stamps, lots of knowledge, withdraw in
to that world, of their interest that doesn’t relate to other people around them.
Intense-Totally get absorbed in to activities and thoughts, and self-absorbed in what they are
Key educational want to do what they like and what they are interested in. Strongly motivated
to do thinkgs of interest; maybe unwilling to work on their activities
Kid dropped out had to colour the organs and didn’t see a point
Most people will do it, gifted, won’t compromise just too much for them to go on and do that,
educational failure problem with teachers, kid that always argues with teacher
Don’t want a confrontational relationship, best things teacher can do is work with the child,
have to work with the kid and find some way to keep child engaged
Operates in higher level thinking and abstract thinking-doesn’t develop till early adolescene
thinking abstractly very early on, a lot of what if questions, even during grade school.
Until child develops ability to process, what if questions.
Perceive subtle cause and effect relationships-being able to understand and figure out how the
world works. Human interaction with one another-talking to friend, really offended, can you
understand are not there. Look for meaning, look for cause, results in problem.
Prefer complex challenging tasks to “basic” work.
Track two or more things stimulataneously, typing away on cell phone, answer correctly, say
word for word, makes teacher feel stupid. Gives the whole class a lesson, chatting on cellphone
doesn’t disrupt info learning. Rest of the class cant process the two things at the same time.
Educational situation difficult for child or teacher.
Works in a sloppy careless manner.
Comes up with better ways of doing things-suggests to peers teachers and adults, problem in
math education , child is confusing class, teacher feeling intimidated, novel way, to do things.
Needs to be encouraged. Hey John keep thinking deeply! Wonderful! No you don’t have to do
road work like rest of the class, child will feel engaged, tends not to happen, disruptive and
Sensitive to beauty and other’s peoples and feelings and emotions, a gifted kid at that age will
undrerstand raiin in the dessert. Miraculous things that we have in the world, an airplane taking
off-approached at airport, 100s a day, suggests you don’t understand how miraculous this is.
How much engineering it took in the last 100 years to take off and fly across universe. They
understand that at a very young age-fascinating. Typical kids don’t have that. Advanced sense of justice and fairness-everything has to be fair, stickler to rules, every time rule
broken game is broken and stopped, typical child doesn’t want to argue about rules. Even
though they are right, doesn’t result in making friends having good social behavior at their age.
Don’t have emotional maturity.
Aware of global issues that are uninteresting to many age-level peers.
Sophisticated sense of humour; may be “class clown” sign of intelligence
Have to know music and why that’s funny this hour has 22 minutes need to know background, sponges
for information, have a lot of knowledge.
What to with these kids?
Enrichment-Horizontal Approach-Inclusive approach-horizontal, inclusive, try to keep child in same age
and grade peers in the neighbourhood school in, same classroom they would be if they were not gifted,
how to deal with the child who was advanced or bored, learn more about that topic in a
multidisciplinary approach-rather than just ancient Greece and geography and economy and broader
variety od fdifferent sources, rest of class is only getting the basics, enriched, social advantage-not being
moved to another class or school, same friends, a child is going to be successful will be successful, lets
keep them socially with same age grade peers, enrich the kids hopefully they wont be bored through all
of that, should have childhood be best adjusted allow that-social reasons key focus, so child will be
normal functioning child like everybody else.
Key difficulty: Enrichment doesn’t work that well because of way of way applied,, often child is so
advanced learn so quickly doing more of the same just doesn’t cut iit, still feel mi