Curriculum for Gifted Education: Understanding the Pedagogy of Differentiation
Dr. Todd Kettler
The concept of differentiated curriculum began in gifted education, but in some ways it has evolved into an educational approach for all students. The broadening of the concept surely has positive implications for all students, but gifted education professionals may lament the loss of a unique identity as those who differentiate learning opportunities. How can we merge principles of gifted education curriculum with the concept of differentiation to move beyond simple strategies to a more comprehensive pedagogy of differentiation consistent with developing expertise and elite talent within gifted education programs?
Brain-Behavior Links: Curriculum Implications for 2e Children
Dr. Claire E. Hughes
Recent research from the University of Toronto has found that there are underlying similarities in the brains of children with Attention Deficit Disorder, Autism Spectrum Disorder, and Obsessive-Compulsive Disorder. These similarities hold the keys to increased deep learning: attention, speed of processing, emotional connection, and repetition. It is the balance of these in which 2e children struggle. The goal of education is to help all children identify and nurture their abilities, including children with disabilities, by working with these tools of learning. Children who are gifted with disabilities have a double challenge of finding curriculum, teachers, and advocates who can help them manage the disability while nurturing the ability. Too often, the feedback and experiences they receive splinter their perception of themselves as bad in one situation and good in another. This presentation will highlight work on double differentiation and double emotional support that is backed by brain research and also provide educators strategies to promote happiness, growth, and the “sweet spot” of using the disability to help the ability.