SESS EA / DE Two-hour Seminar Presenters’ Notes, Sept. 2013
Teaching Exceptionally Able and Dual Exceptional Pupils Inclusively:
An Introduction for Primary Schools
A Two-hour Course
Presenters’ Handbook
Sept. 2013
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SESS Two-Hour EA/DE Seminar, Sept. 2013
Teaching Exceptionally Able and Dual Exceptional Pupils Inclusively:
An Introduction for Primary Schools
COURSE SUMMARY
This is a two-hour seminar for Primary Schools. It has been adapted from the 5-hour primary seminar – please see notes on the main changes below.
Seminar Aim:
To provide primary teachers with an introduction to the topic of Exceptional Ability and Dual Exceptionality in primary schools.
Expected Outcomes:
Teachers will:
- Have a knowledge and understanding of the concept of Exceptional Ability and Dual Exceptionality (EA/DE)[1]
- Be aware of the role of assessment in identifying exceptionally able and dual exceptional pupils and their unique learning needs
- Have an understanding of the particular social and emotional needs of pupils with EA/DE and anoverview of strategies to support them
- Understand the policy framework that underpins the inclusive education of pupils with EA/DE in Ireland
- Receive an introduction to the concept of metacognition and metacognitive strategies
- Have a range of differentiation teaching strategies and resources for the teaching of EA/DE pupils
- Participate in the planning of appropriate instruction for EA/DE pupils.
Content:
The seminar has three main sections which address three key questions for teachers:
Section 1: ‘What are we talking about?’- What do we mean by ‘Exceptionally Able’ and ‘Dual Exceptional’?
Section 2: ‘How do we find out who they are and what are their needs?’- Assessment, Identification and Needs
Section 3: ‘How do we teach them’ - Teaching the Exceptionally Able and Dual Exceptional
Section 1 Overview
What do we mean by ‘Exceptionally Able’ and ‘Dual Exceptional’?(‘What are we talking about?’).
A relatively large proportion of the course is devoted to this topic, given the range of misconceptions that exist about concepts such as: ‘exceptional ability’; ‘giftedness’; ‘gifted and talented’; ‘dual exceptional’; etc. This section initially challenges participants to examine their own understanding of the concept, along with popular caricatures stereotypes, and points out the range of interpretations that exist. It then goes on to provide a clearer outline of the concept within a Special Educational Needs understanding.
The Key Messages in this section are:
- There are a range of ‘common’ understandings of the concepts such as ‘exceptional ability’, ‘giftedness’, ‘gifted and talented’, etc, and these may not be well understood sometimes.
- There are various professional interpretations of these concepts, each of which is useful in its own way.
- There are guidelines available which can help schools in formulating their own understanding and policy with regard to pupils with exceptional ability and dual exceptionality.
- Pupils within this category will need adapted and differentiated teaching and learning strategies that go beyond that needed for the general cohort of pupils.
Section 2 Overview
Assessment, Identification and Needs(‘How do we find out who they are?’)
The second section focuses on the use of suitable assessment processes to identify pupils who might be exceptionally able or dual exceptional and their particular needs. The range of needs of differing profiles of EA/DE pupils is outlined, along with the particular social and emotional needs of this cohort.
The Key Messages in this section are:
- Pupils with exceptional ability may not be easily identifiable.
- Contrary to popular misconception, a large proportion of pupils with exceptional ability will have unique needs that need differentiated teaching approaches.
- It is important to understand and make accommodation for the social and emotional needs of some EA/DE pupils.
- Many pupils with exceptional ability, and particularly those with dual exceptionality,will be at risk of not being identified without teacher knowledge and awareness, and robust whole-school assessment procedures
Section 3 Overview
Teaching the Exceptionally Able and Dual Exceptional (‘How do we teach them’)
From this section teachers will understand that many of the needs of EA/DE pupils will be met by including higher-order learning and teaching tasks in day-to-day classroom activities. Particular differentiation strategies suitable for EA/DE pupils will be provided, along with resources. Metacognition will be briefly mentioned.
The Key Messages in this section are:
- Our national policy states that exceptionally able pupils should be taught inclusively and it provides a clear framework for doing so
- A rang of appropriate differentiation strategies and supports can be applied.
Note on main changes from 5-hour seminar: The original five-hour seminar materials have been edited to suit delivery of an in-school two-hour seminar. The assessment, metacognition and social and emotional sections have been shortened but the key messages and slides have been retained. The first handout / activity has been removed – ‘who are the students with exceptional ability’? Guidelines for ‘ice-breaking’ introduced: introduce yourself; ask how many are mainstream/LS, what they are looking for, etc.
The ‘Workshop’ has been deleted and a very brief introduction to‘Metacognition’ is included. If requested SESS Presenters could facilitate the ‘Workshop’ in the school at a later date (see handout 4).
Notes on Presentation Approach and Style of Presentation
Presenters should model some of the strategies outlined in the presentation and, as suggested in the course in relation to teaching, make these strategies explicit (e.g. see notes on Part 2 - Strategies for Promoting Metacognition in the Classroom).
For example, some slides in this presentation have multiple bullet-points which are not shown at first so that the introduction can be made without the distraction of the text. Then, on ‘click’, all of the points are introduced together. At this point some ‘wait time’ should then be allowed for the audience to scan and process the text – do not be intimidated by silence (e.g. see notes on 2:Differentiation / Extension by Dialogue).
Similarly, all of the text on some slides is not meant to be read by the presenter – it is there as notes for the participants – and just some of the points need to be elaborated on: e.g. “Here are some of the points that you might consider (in relation to the topic) … for example …..(and elaborate on just two or three from the list) ….”.
In some cases it will be appropriate to allow ‘wait time’ when you ask a question, and further time when it is answered for the audience to consider it.
Whendiscussing teaching strategies, make your own techniques explicit as an example and refer back to this when discussing the metacognition section.
Course Resource Documents
- All documents for presenters are available from
- Supporting resources and documents related to the course are on the SESS website and can be viewed and downloaded by participants if they wish from the course description
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SESS Two Hour EA/DE Primary Seminar, Sept. 2013
Evening 1: Sections 1 and 2
INTRODUCTION1.Welcome and personal introduction, ask how many are mainstream/LS, what they are looking for, etc.
2. The Role of the SESS
Outline the role of the SESS.
SESS provides professional development and support for teachers working with students with special educational needs in mainstream classes, primary and post-primary, special schools and special classes – that is, over 4000 schools and over 55,000 teachers.
3. About SESS - Models of Support
The SESS tries to support teachers and schools in as flexible a way as possible – these are some of the forms of support.
There is no need to read through the list – it will be developed in the next slide.
4. SESS Resources
These are just some examples of resources provided by SESS from time to time.
Encourage participants to visit the website as a first point of reference – it has many features including fact sheets on categories of special educational need, teacher resources, official documents from the DES, and a Contact Us section for any specific queries.
There are also links to the eLearning options and the book-borrowing library
The Supports Scheme should be of particular interest as it enables schools and / or individual teachers to identify their own professional development needs in relation to special education and apply to SESS for support. Support sought may be financial, professional and / or advisory in nature.
COURSE INTRODUCTION
5. Content of Course
Here we outline what the content of the seminar is going to be. Basically, we examine three key questions which teachers will have.
- ‘What are we talking about?’ - What do we mean by ‘Exceptionally Able’ and ‘Dual Exceptional’?
- ‘How do we find out who they are?’ –Assessment: identifying pupils with Exceptional Ability and Dual Exceptionality and their individual characteristics.
- ‘How do we teach them’ – Strategies for teaching EA/DE* pupils in an inclusive manner.
SECTION 1: ‘Exceptionally Able’ (‘What are we talking about?’)
6.Section 1: What are we talking about?
The first half of this section is to examine the CONCEPT of exceptional ability (as opposed to Characteristics).
The opening part of this section/topic is meant to challenge participants’ pre-conceptions of what the concept of ‘exceptionality’ means, and to break down stereotypical concepts which may not be consistent with the SESS understanding of EA/DE within an SEN conceptualisation.
This section is also used as an ‘ice-breaker’ with the audience (the second part of the section/topic will begin to re-build participant’s understanding of the concept)
Therefore, beginwith two or three question like:
•“When we mention the expression ‘Exceptional Ability’, what kind of pupil springs to mind – what are the characteristics of that pupil in class?”
•‘what is your understanding of the term’?
•‘do you know any genius’’
•‘do you know anyone who is gifted’?
•‘do you know anyone who is exceptionally able’?
•‘has anyone ever taught an exceptionally able child – how exceptional, what were the characteristics, challenges, etc’?
Take two or three answers to represent a range of views and pick key words from each answer – typically, they will be words like ‘intelligent’, ‘clever’, etc. Try to select and point out a key word or trait from each response. There is no need to get into discussion on them. We do not wish to dwell too long on this.
Next, ask the following question by a show of hands: “How many of you think that intelligence is fixed – i.e. that they come into school with ‘a certain amount of it’ – and how many of you think that it is malleable – i.e. that it can be developed”?
Just make a general comment on the outcome – most tend to think it malleable – we will refer to this again.
This may be the participants’ first time hearing the expression of ‘Dual Exceptional’, so briefly explain the concept: e.g. – “We will be talking further about the ‘dual exceptional’ children, but the term basically refers to a pupil who may have exceptional ability along with some other form of special educational need, such as dyslexia. In other words, they are exceptional in two different ways and are often not recognised as being exceptionally able. For example, the Dyslexia may mask the exceptional ability.”
7. Differing Concepts of Exceptionality / Giftedness
This is a continuation from the previous exercise and six terms are initially put to the audience. Some will correspond with answers provided previously. Ask them:
“Which of these terms would best describe the child whom you would consider to have exceptional ability?”
Allow ‘thinking time’ – wait before taking an answer and take only two or three answers without getting into discussion. Alternatively, if you feel comfortable, you could take a quick show of hands as to how many have a preference for each term.
Next introduce the four characters and invite the audience as follows: “Here are four characters – would you match any of the particular characters with any of the particular terms?”
Remember, the purpose of this is to begin to make the participants aware of the complexity of the concept of exceptionality – there are no ‘right answers’.
Briefly introduce the characters and their fields (please note that the characters are intended to match the Multiple Intelligence spectrum – we shall return to this):
•Sr. Stanislaus Kennedy – social action and social innovation
•W. B. Yeats – literature
•Stephen Hawkins – physical sciences
•Roy Keane – sport
Ask the questions:
•‘Can you match each of these characters with one of the terms’?
•‘Do all of these characters fit your idea of Exceptional Ability’? (don’t get into discussion on any living character).
Take one or two answers.
Conclude this exercise fairly quickly, ending with the observation that different people have different ideas about what Exceptional Ability means and that there are different ways of ‘looking at it’.
The following two slides quickly enforce this point – these should be dealt with quickly.
8. Perspective 1: Intelligence Quotient (IQ)
The Intelligenz-Quotient or IQ is a frequently used indicator of Exceptional Ability (note: this is the origin of the expression of ‘superior’ used on an early slide – it refers to a superior score as opposed to a values connotation)
Some people find difficulty, however, with IQ type tests – they might be culturally biased for example, or might not give accurate scores for people with specific learning disabilities. They also measure ‘ability’ within a narrow cognitive sense – e.g. they do not measure creativity.
Here, refer briefly to the four characters we showed in an earlier slide – e.g.
- “How many of the characters we showed in the earlier slide would have a ‘superior’ score in an IQ-type test?”
- “Would both Yeats and Hawkins have scored similarly in an IQ-type test”?
Here ask the question: “how many of you think this is a good indicator of intelligence?”
In some cases, a large proportion of the audience may have indicated earlier that intelligence is malleable, but also indicate that IQ is a good measurement. This would appear to be a confusion and it may be worth pointing this out if it occurs in order to raise awareness.
(Intelligenz-Quotient, William Stern, 1912)
9. Perspective 2: Multiple Intelligence
Most participants will be familiar with the concept of Multiple Intelligences.
Within this concept, exceptionality is not a ‘global’ trait - pupils may have Exceptional Ability in particular ‘intelligences’.
Note here that what is normally considered ‘academic’ intelligence in schools is primarily in the Logical/Mathematical and Linguistic areas. However, even within these, there are differences between Yeats’ and Hawkins’ intelligences.
Here, refer back characters in the first slides – in which intelligence were each most prominent?
Then ‘click’ to offer this distribution:
•Sr. Stanislaus Kennedy – Intrapersonal and Interpersonal?
•W. B. Yeats – Linguistic?
•Stephen Hawkins – Logical mathematical?
•Roy Keane – body kinaesthetic?
(Howard Gardner; Frames of Mind: The Theory of Multiple Intelligence, 1983).
10. Perspective 3: Renzulli’s link between Ability and Achievement
Begin with a brief discussion on difficulties arising from the popular concept of the expressions ‘Gifted’ and ‘Genius’. Caricatures of these have popularly developed and this leads to a popular impression of effortlessness and ease: (e.g. the ‘eureka moment’: that Newton got the idea of gravity from seeing an apple falling; that Watt got the idea of steam power for seeing the kettle boil, etc).
Renzulli equated ‘Giftedness’ with ‘Achievement’, and this, he said, required three prime components.
•High Ability (in the particular domain/intelligence)
•Creativity is a key component according to Renzulli. This creates a special challenge for teachers of exceptionally able students as education systems are sometimes criticised for stifling creativity rather than promoting it. For example, ask the question:
Question – ‘Do you mark your pupils down if they explore a different way of doing something but don’t get it quite right the first time. If they do get marked down in such cases, what is the inevitable outcome? ‘Do you mark your very able pupils 10/10 regularly – what might the effects of that be?’
When we discuss social and emotional issues later and we will see that this is an important issue. “Being creative normally involved exploration, and exploration sometimes inevitably leads to – what? – failure”. Therefore, do we sometimes ‘mark down’ pupils for being creative”?
- Task Commitment: contrary to the common caricature of ‘genius’, almost all high-level accomplishment has involved a decade of enormous hard work and the overcoming of severe obstacles. A minimum of a decade is generally required for a major achievement in any domain. If you wish to support this by verse, you might quote Longfellow:
were not obtained by sudden flight.
But they, while their companions slept,
were toiling upward in the night.
Here introduce the concept of ‘resilience’ – it is important to promote and support ‘resilience’ in pupils who are exceptionally able and especially dual exceptional – indeed, with all pupils with SEN.
Renzulli’s model is useful as it suggests that schools must support pupils in these three areas.
In relation to assessment, it is worth noting that IQ-type tests will measure just one aspect of this, and within limited parameters.
……………………………
(Here briefly introduce the concept of ‘Attainment’ Vs ‘Achievement’, as it will arise later also.
•Attainment is how well a student does in comparison with others (norms based).
•Achievement is how well a student does in relation to their own ability (achievement Vs potential).
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