Transcript Diagnosis, Identification and Provision for the Needs of Jamaica`s

Dr. Viviene DeOkoro
Gifted Education Specialist-Consultant-Researcher
Deokoro Magnet Schools for the Gifted and Talented
Jamaica, West Indies
To Determine:
 Competence level
 Learning Style Profile
 Dominant Intelligence(s) Gardner’s MI Theory
 Mind Style
 Environmental Preferences
 Modalities
 Cognitive Style
 Ability Grouping Options:
(“unexpected and unexplained conditions
occurring in child of average/above
intelligence, characterized by a significant
delay in 1 or more areas of learning” Mark
Selikowitz) Example:
 Dyslexia
 Dyscalculia
 Dysorthographia
Dysgraphia
Placing students together based on prior
achievement/abilities in particular curricular
areas.
(Kullik & Kullik 1991, Rogers- 2002)
FULLTIME Ability Grouping
with regrouping for specific
instruction,



Mixed-ability cooperative groups
Like-ability cooperative groups
Peer
Instruction
Young Leadership
Who is Gifted

Viviene DeOkoro – 1994 states : “Children who are Gifted
and/or talented possess or demonstrate diverse exceptional
abilities and potential in one or more aspects of culturally
relevant human endeavour; encompassing the domains of the
intellectual, creative & productive thinking, leadership,
psychomotor abilities, visual & performing arts, specific
academic aptitude, heightened psycho-spiritual awareness,
street-smartness self-preservation & survival skills, and any
other ability deemed valuable to their unique culture.
These children are at risk! and in danger of disengaging from
learning and underachieving if not identified, and special
provisions for differential instruction, emotional and social
support, experiences and opportunities put in place in order for
them to achieve their full potential”.
Level
Mildly
Moderately
Highly
Exceptionally
Profoundly
IQ Range
Prevalence
115-129
130-144
145-159
>1:40
1:40 – 1:1000
1:1000-1:10000
160-179
1:10000-1:1 million
180+
<1:1million
(Gross 2000)
A multifaceted approach to identification is
important
Not simply a matter of IQ Testing; but rather
Multiple Criteria from various sources is
generally most effective.
May use ONE. SOME or ALL of following:
 Behaviour checklist
 Teacher nominations
 Parent nominations
 Self nominations (well-hidden talent can be
observed)
Deokoro Identification Model




Standardized Tests (intelligence, academic, creativity
etc)
IQ Testing
Also EQ (emotional quotient) highly considered
PQ (play quotient) observed in young children.
Dr Stevanne Auerbach (AKA Dr Toy) Shows how high
play quotient with toys can nurture/strengthen and
develop high creativity in young children)
“In pretend or make-believe play, imagination is given
a full reign- this form of play stimulates the child’s
inventive rather than imitative abilities.”
Singer and Singer
How Diagnostic Assessment is
Carried Out
Four Stages:




Collection of information about child
Examination (testing) of child
Explanation of findings to parents
Recommendation of an appropriate management
plan
Types of Test Used



Tests of Intelligence
Tests of Academic Achievement
Test of other specific abilities
Examples of Formal
Instruments Used
May include:




Stanford Binet Test
Otis Lennon School Abiloity Test
Weschler Intelligence Scale for Children
Teacher & Parent Observation






MUST be trained, (sensitized at least) and cognisant of the
basic characteristics and needs of their Gifted students.
Must prepare themselves (and plan lessons) thoroughly
before attempting to interface with Gifted children. They
KNOW when we are NOT!
Must know the types of learning styles and interests of G/T
students
Must know that Gifted students learn quickly & easily. This
can easily lead to BOREDOM
Must be able to modify curriculum to meet the educational
needs of their students
Know some of the several approaches that can be use i.e
acceleration enrichment compacting differentiation
(Hasweh 2003)
Many gifted and T children (and adults) are misdiagnosed by psychologists, psychiatrists,
pediatricians, and other health care
professionals. Most common mis-diagnosis
are:
• Deficit Hyperactivity Disorder (ADHD)
• Deficit Disorder (OD)
• Obsessive Compulsive Disorder (OCD)
Mood Disorders such as:
•
•
•
•
Cyclothymic Disorder
Disthymic Disorder
Depression
Bi-Polar Disorder
When Is Giftedness a
Disadvantage?
Giftedness is a disadvantage when members of a
community fail to understand, acknowledge or provide
appropriate schooling for such students.
Queensland Education Policy Statement, 1993




Socio- cultural bias against high ability and
high achievement
Stereotyped assumptions determining
which gifts are valued
Failure to identify students exceptional
potential (especially when masked by
behavioural traits or compounding
characteristics such as low socioeconomic
circumstances, isolation, gender, nonEnglish speaking background...)
Lack of access to appropriately challenging
educational experiences.
“To neglect Gifted
children, is to CREATE
a time bomb and
postpone the
inevitable social
upheaval and disaster”
(DeOkoro 2014)