Keynote Presentation

Dr. Joyce PittmanDrexel University, USA

Philadelphia, PA

Inclusive Education and G/T: Meet 21st Century

13.00 Keynote Presentation: Inclusive Education, Gifted and Talented: Meeting the 21st Century In this keynote session, the speaker will focus on how 21st

Century standards of learning are changing expectations for teachers and learners. To prepare gifted/talent students with 21st Century lifelong learning skills, we need teachers who are skilled in the use of computers

as a powerful teaching tool. We need more teachers who understand inclusive

education and the challenge of teaching gifted/talented students who are second language learners or ESL.

The speaker believes that preparing more teachers to teach at a higher level of achievement will ensure that highly able learners in UAE society are adequately identified and nurtured in the context of school and social settings.

To teach or educate the gifted and talented for the

21st Century?

http://vodpod.com/watch/1136704-do-you-teach-or-do-you-educate#

The Rise of Generation C: Implications for the world of 2020

* United Arab Emirates: Sunday, August 29 - 2010 at

16:20 Something significant

happened.

Press Release!In the course of the next 10 years, a new

generation—Generation C—will emerge.

Born after 1990, these gifted and talented "digital natives," just now

beginning to attend university and enter the workforce, will transform the world

as we know it.

Something wonderful is happening to children throughout the United Arab Emirates. Education is changing…

They are learning that all people are entitled to equal opportunities.

The C stands for

connect,

communicate,

change.

The aimThis presentation is about Achieving positive learning results Differentiating between Inclusion and

mainstreaming Highlighting historical context of education for G/T

students in the UAE Discovering 21st Century lifelong learning skills and

ICT Connecting best practices

Four critical questions

1. How do 21st Century learning frameworks support positive learning for gifted and talented learners in inclusive education?

2. What is the historical context of differentiating between inclusion, mainstreaming and gifted/talented schemes in UAE education?

3. What do teachers need to know and be able to do to nurture the exceptional abilities of the gifted and talented in UAE schools ?

4. How does ICT support 21st Century instructional strategies, skills and learning strategies?

A Key Question If you want to inspire, mobilize and sustain humanenergy which is the most effective way -- by focusingon problems or pursuing possibilities?

Introduction/OverviewInclusive Education and G/T

Connect, Communicate, Change

The education of exceptionally able children raises fundamental questions about

Organization of education

Curriculum doors to knowledge

Teacher preparedness

Sustainable change based on

UAE societal, economical and humanistic values

Parents expectationsPsychology of child

development and Complexity of individuals’

multi-faceted personalities.

Attitudes, Perceptions, ExpectationsDevelop new understandings aboutAchieving positive learning results Differentiating between Inclusion and

mainstreamingHighlighting the history of teaching G/T students Discovering 21st learning and teaching with ICTsConnecting best practices.

ADHDC for G/T Students Once meant

Attention Deficit

HyperactiveDisorder Children

Historical context

Social and economical and political policies do make a difference.

Connect, Communicate, Change

In the USA in 1990, the 1975 Legislation Education for Handicapped Children Act was updated.The new law, "Individuals with Disabilities Education

Act," (IDEA) replaced Public Law 94-142 and mandated "free, appropriate public education for

every child or youth between the ages of three and twenty-one, regardless of the nature or severity of the disability he or she may have (Walther-Thomas, 1997).

Policies/Regulations (UAE)The Federal Law No. 29 of year 2006

on the Rights of People with Special Needs guarantees:

“...the person with special needs access to equal opportunities of education within all educational institutions.

Article 13 of the law“The Ministry of Education ... shall be

committed... to secure the complete participation of students having special needs.”

Defining Inclusion: How?Inclusion can be deeply disturbing.

Why?Perhaps, it challenges our unexamined

notions of what "ordinary" and "normal" really mean (Pearpoint and Forest, 1997).

Differentiating Between Inclusion and Mainstreaming

Historically . . .

Students?Historically, we sort learners

The teacher must understand how to differentiate the curriculum to meet the needs of all learners.

Dianne L. Ferguson, 2002

Inclusion is a philosophy

The philosophical position of G/T inclusion is based primarily on two arguments:

1. Segregating children in special classes or programs denies children access to normal experiences.

2. Segregated services have not resulted in adequate education for GT students---- those with or without disabilities.

Inclusion is not synonymous with mainstreaming.

Mainstreaming = students "earn"

their way back into the classroom,

Inclusion = establishes the

student's "right" to be there

Achieving Positive Learning Results

http://www.iste.org/standards/global-reach.aspx

Click link to play movie

A Vision for Highly Gifted/Talented Children

Defining Gifted/TalentedGifted and talented children are those identified by

professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance.

These are children who require differential programs and/or services beyond those provided by the regular school programs in order to realize their full contribution to self and society ((The Marland Definition, 1972, USA Commissioner of Education)

Gifted student education is a shared responsibility among educators, parents and community members for the learning and growth of gifted students.

Goal: Create an interactive and inclusive learning environment

Become aware of different

learning and teaching

styles

Engage students in

learner centered pedagogy

Use appropriate verbal and

body language

Work with teacher support systems

Implement interactive

questioning techniques and give feedback

Defining Gifted/Talented

Gagne’s Giftedness ModelGagnè has proposed that “gifts,” which are natural abilities,

must be developed to become “talents,” which emerge through the systematic learning, training, and

practicing “of skills characteristic of a particular field of human activity or performance” (p. 230).

Developing the “Gift”The development of gifts into talents may be

facilitated or hindered by two types of catalysts:

intrapersonalenvironmental.

21st Century Lifelong Learning Skills and Standards of Learning

with ICTshttp://www.iste.org/standards.aspx

Inclusive learning Venn

Beliefs and Priorities to Improve G/T Student Learning

EXPECTATIONS EXPECTATIONS AND STANDARDS AND STANDARDS

FOR ALLFOR ALLLEARNERSLEARNERS

PEOPLE PEOPLE, PROCESS AND PROCESS AND

TOOLS TO TOOLS TO GET THE JOB GET THE JOB

DONEDONE

IMPROVED IMPROVED PERFORMANCE PERFORMANCE

AND AND ACCOUNTABILITYACCOUNTABILITY

“New” Basic Skills for the 21st CenturySkilled workforce and learners with the ability to:

“ . . . Developing UAE’s Next Generation of Knowledge Workers.”

An information literate Generation C

G/T student is:

21st Century Literacy

• an avid reader• a critical thinker• an interactive learner• a creative problem solver• an organized investigator• an effective communicator• a responsible information user• a skilled user of technology tools

21st Century Learning Tools

Connecting Best Practices

http://www.iste.org/standards/global-reach.aspx

Standards for Global Learning in the Digital AgeEducational technology standards are the roadmap

to teaching effectively.Technology literacy is a crucial component of

modern society. In fact, the new globalizing economy and

technological advances place a premium on a highly talented and creative labor force.

Education Must Change As technology dramatically changes our society,

educators need to demonstrate the skills and behaviors of digital-age professionals. Competence with technology is the foundation.Societies are changingExpectations are changingTeaching is changingEducators must lead http://www.iste.org/standards.aspx

Giangreco (February, 1996) offers ten BEST PRACTICES for regular teachers in an inclusive setting:1) work with other team members, 2) welcome the student in your

class, 3) be the teacher of all students, 4) make sure everyone belongs to

the classroom community and everyone participates in the same activities,

5) clarify shared expectations with team members,

6) adapt activities to the students' needs,

7) provide active and participatory learning experiences,

8) adapt classroom arrangements, materials, and strategies,

9) make sure support services help, and

10) evaluate your teaching.

The Challenge to Excellence

Today, the CALL for education and teachers is to

Look beyond mainstreaming to find inclusive strategies to meet G/T student's individual needs in the regular classroom.

Create a more complete merger of regular and special education (Hines and Johnston, 2006).

Conclusion: Principles G/T Learning and Teaching

Relevant, appropriate

instruction and outcomes

Shared responsibility and

involvement

A climate of excellence and

rigorous curricula

Differentiation in curricula,

instruction, and assessment

High quality standards for

educators

Identification and gifted

programming Conceptual Framework: Principles

for G/T Learning

and Teaching

http://saveamericasteachers.blogspot.com/

The Empowerment Framework

• People• Training• Technical

SupportProduct

Purpose

Process

PolicyPittman, J.(2003)

Thank you!

Connect, Communicate, Change

G/T Generation C

Introduction/Overview

Meet the 21st Century -Integrating Technology into G/T Classrooms

Connect, Communicate, Change

Breakout: Workshop SessionWebsite: http://saveamericasteachers.blogspot.com/

http://www.iste.org/standards.aspx

The focus of the breakout session is Using technology to motivate G/T students and increase learning opportunities.

Teachers will be shown different technological tools and how international technology standards are used in teaching to increase learner engagement in critical thinking activities.

Key focus will be on how ICT can be used across the curriculum and to inspire teachers to teach more creatively ---- allowing the learning experience to become more socially interactive and fun!

WHAT TEACHERS NEED TO KNOW AND BE ABLE TO DO WITH ICT IN THE CLASSROOM

FOR LEARNERS TO ACHIEVE ACADEMIC EXCELLENCE.

New Interactive Learning Technologies

“There is no quicker path to comprehensive development than cooperation in the fields of IT and Communications.”

—His Highness Sheikh Mohammed bin Rashid Al Maktoum

21st Century Teaching and Learning Multi-modal Differentiated Team-focused Collaborative Standards-based Technology supported Project-based learning Support different world-views

#1 21st Century Learning is

Multimodal

eLearning and Social Networking Support Critical Thinking and Different Learning Styles

Multi-modal Thinking Model: TASC

http://www.tascwheel.com/en-US

ICT and Emerging Technologies

Learning Any time Any place Any way

Information and Technology Planning Approach in Education

Teaching, Learning,

Management TechnologicalAdvances

1800 1900 1950 2000

EDU

CATI

ON

AL IM

PRO

VEM

ENT Envisioning the FutureEnvisioning the Future

20501850

Teaching, Learning,

Management TechnologicalAdvances

1800 1900 1950 2000

EDU

CATI

ON

AL IM

PRO

VEM

ENT Envisioning the FutureEnvisioning the Future

20501850

21st Century Learner Outcomes1. Core Subjects and 21st Century Themes2. Learning and Innovation Skills * Creativity and Innovation * Critical Thinking and Problem Solving * Communication and Collaboration3. Information, Media and Technology Skills * Information Literacy * Media Literacy * ICT Literacy4. Life and Career Skills

21st Century Wheel

Headline: Computers help special needs people become a part of mainstream life

Technology is helping differently-abled G/T UAE residents to work and study.

ICT Helps in Simple Ways to Make a Difference

Physical and sensory difficulties- • Provide switch access to classroom activities such as matching,

sorting and painting• Word processing to improve writing• Translate text into speech and speech into text• Prepare work that is specially adapted with large fonts, symbols

and particular colors

Learning difficultiesICT provides students with a clutter-free

working environment Enhances clear, focused and attractive

activitiesStudents practice skills in a different

context,

Learning difficulties and ICT

Allowing numerous

repetitions in order to aid learning

Supports language development activities offer multi-sensory

ways of learning

Offers a medium for differentiated activities to help

with emotional and behavioral problems

Personalizing learning and delivery for special student needs

1. What do I need to know about a G/T student so that I can do this?

Cultural background Educational background Family history Skills – language and literacy Personal background

2. How can I carry out this important first step?

What does the research tell us about inclusion?

Does it work?YES.

Giangreco (February, 1996) offers ten BEST PRACTICES for regular teachers in an inclusive setting:1) work with other team

members, 2) welcome the student in your

class, 3) be the teacher of all

students, 4) make sure everyone belongs

to the classroom community and everyone participates in the same activities,

5) clarify shared expectations with team members,

6) adapt activities to the students' needs,

7) provide active and participatory learning experiences,

8) adapt classroom arrangements, materials, and strategies,

9) make sure support services help, and

10) evaluate your teaching.

Create an interactive and inclusive learning environment

Become aware of different learning

and teaching styles

Engage students in learner centered pedagogy

Use appropriate verbal and body

language

Work with teacher support systems

Implement interactive

questioning techniques and give feedback

# 221st Century Learning

is

TEAM WORK

COLLABORATION

Assessing Support (1 of 2)1. Available Internal Staff and Services

Teacher Consultants for students with disabilities

Technology Learning Co-ordinators Multicultural Education Co-ordinators Counsellors and Advisors Collaboration with all stakeholders

Assessing Support (2 of 2)1. External partners

Case Managers with Public Agencies Job Network Providers Center linkages Community and Family Support Organizations

2. Making resources available and accessible

#3 21st Century Learning is

Standards-based

ISTE-NETS

Example: National Education Technology Standards for Studentshttp://www.iste.orgWiki Connectionhttp://nets-implementation.iste.wikispaces.net/

(B/O Workshop Intro)

The Empowerment Framework

• People• Training• Technical

SupportProduct

Purpose

Process

PolicyPittman, J.(2003)

Getting StartedEstablish appropriate professional

development for teachers and faculties. Support the efforts undertaken by MOE,

colleges/universities and schools to improve services to G/T students.

Develop clear policies for evaluating performance and assessment (standards)

Disseminate information and contact details for all service providers and support partners or an “Inclusive Education e-Toolkit” for teachers.

One Student at a time…

Inclusion is worth the time and effort.http://vodpod.com/watch/663436-star-fish-st

ory-making-a-difference-every-day

Good luck to you.Email: globaltechresearch@rocketmail.com

Thank you!For listening.Full-paper available by requestSlides and paper will be published on

Website following the conference.

Keynote and B/O References/ Zack, Y. (October 2006). Developing a Full Inclusion Program for Special Needs

Students Within a Regular General Education Classroomhttp://www.associatedcontent.com/article/75762/developing_a_full_inclusion_program.html?singlepage=true&cat=4

U.S. Department of Education, Office of Special Education and Rehabilitative Services, Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2004, table 2-7, data from Individuals with Disabilities Education Act (IDEA) database. Retrieved on August 4, 2006, from https://www.ideadata.org/tables28th/ar_2-7.htm

/ http://www.metiri.com/presentations/FETC2010.html

In educational settingsinclusion means that all students,

including those who are G/T, with mild and severe disabilities, be placed in the least restrictive

environment available. This often means the regular

classroom.