SPECIAL EDUCATION ACTIVITIES

5 Pages   |   1,142 Words
Topic 7 Counselling Needs

The management of stress is the primary responsibility of the students especially in the context of the education of gifted children. The amount of stress can adversely affect the learning process of the student. It cannot only decrease the productivity and motivation of the students but can also negatively affect the aptitude of the students. The effects of stress are not limited to class but can also pervade in the home and personal life of the students. As a result, stress coping strategies have become an integral part of modern education system. In the case of gifted students, stress coping strategies are incorporate in the curriculum. There can be number of causes of stress. Stress on the students can be caused due to excessive demanding and competitive nature of the classroom. The behaviour of the parents is one pertinent source of stress for children. In some cases, the source of stress is beyond the locus of control of the classroom teacher and students. This means that the class teacher cannot do anything to eliminate the cause of stress especially if the sources are external to the school environment. However, classroom teacher could come up with stress coping strategies, which could minimize the effects of stress on the students. One way is to add humour in the class room discussion and proceeding. This will create a relaxed environment and will reduce stress on the students. Secondly, it is the responsibility of teachers to develop friendly relationship with the students. Lastly, the curriculum should include some sort of physical activity along with academics to provide necessary relief to the students (Cross, 2005).

Bibliography
Cross, T., 2005. The social and emotional lives of gifted kids. Waco: Prufrock Press.
 
 

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Topic 8 Underachievement

Despite being high in potential, a gifted student can still be underachiever. This can be attributed to number of factors. Primarily, there are three main source of underachievement in the shape of individual, school and family. A dysfunctional family is usually a main source of underachievement. Similarly, a school, which is not providing a conducive environment for learning can also be causing underachievement in their students. In addition to this, school may be unable to follow the principles of inclusive education and, therefore, do not offers services, which are unique and tailored to the needs of each student. Likewise, in some cases, environment does not provide the necessary stimulus to the students to become high achiever. Lastly, sometimes personal characteristics can also be responsible for underachievement. Lack of ambition or motivation can lead to underachievement on the part of students. With these three sources, the causes of underachievement can take many forms. The most common causes of underachievement are fear of failure, fear of success, fear of lack of acceptance by peer group and lack of basic skills and study habits. Nevertheless, the underachievement in the students can be reversed through different types of interventions. Counselling is one type of intervention, which can be used to reduce underachievement by changing personal or family dynamics. Similarly, through alleviating emotional handicaps ambition and drive can be created in the students. Establishment of part-time and full-time class room is one of the common techniques in this regard. In such class rooms, an effort is made to create a conducive environment for the achievement of gifted students, which is not available in regular class rooms (Coil, 1994).

Bibliography
Coil, C., 1994. Becoming an achiever: A student guide. Melbourne: Hawker Brownlow Education.
 
Topic 9 Special Population

In multicultural societies, the issue of giftedness and cultural diversity is very relevant. This can be attributed to the absence of the theoretical framework, which could address the issue of giftedness in the context of cultural diversity. As a result, school and institutions of gifted students are facing problem when confronted with students, who belong to diverse cultural backgrounds. However, it is imperative for the development of gifted students that unique needs of cultural diverse students are kept into account, and not a single solution is adapted to all the gifted children. There are numerous ways through which school administration and teacher can assist in the development of culturally diverse pool of gifted students. First of all, it is important for school teacher and administration to adopt culturally responsive theories and definition of giftedness in order to provide right direction of their effort. Secondly, it is equally important to adopt culturally sensitive instruments. The most relevant instrument in this regard is the use of nonverbal tests of intelligence such as Naglieri Non-Verbal Ability Test and Universal Non-Verbal Intelligence Test (Sternberg, 1984). Using these tests, school can assess the intelligence level of the students and at the same time minimize the effects of culture or background on the results of the test. Lastly, the use of multicultural curriculum and learning material can go a long way in addressing the needs of culturally diverse gifted students (Cole & Chan, 1990).

Bibliography
Cole, P. & Chan, L., 1990. Methods and strategies for special education. New York: Prentice Hall.
Sternberg, R.J., 1984. What should intelligence tests test? Implications for a triarchic theory of intelligence for intelligence testing. Educational Researcher, 1(13), pp.5-15.
 
Topic 10 Gender Issues

It is imperative for the understanding of giftedness that special importance is given to the gender of the gifted children. It is very clear that the behaviour of the girls is distinctly different from the boys. The differences in behaviour can be traced back to the biological differences, which were established in the brain during prenatal life and later affected by the different hormones. Another way to look at the differences between boys and girls is through identifying the differences in the anatomy of their brains. Overall, 90% of the genetic coding of the both genders is similar. It is the 10%, which makes the difference. These differences eventually manifests in the different ways each gender approach a certain problem. Both genders use different brain areas to solve problems, process linguistic problem and exhibit emotions. In case of female, more brain area is devoting to verbal ability, emotion, and nurture and caring. In this context, the gifted females can perform extraordinarily in all those fields, which are composed of these elements (Kerr, 1997). On the other hand, male brain is much more focused on action and aggression. However, there are also certain barriers faced by female, which inhibit the chances of the growth of their gifted abilities. For instance, in some cultures, the environment is not conducive and encouraging for the expression of female’s abilities. Likewise, some environment does not provide conducive and learning environment for the polishing of female gifted student’s abilities (Ainscow, 1999).

Bibliography
Ainscow, M., 1999. Understanding the development of inclusive schools. London: Falmer Press.
Kerr, A., 1997. Smart girls: A new Psychology of girls, women and giftedness. Scottsdale: Great Potential Press.
 
 

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