Timetable > 20.11.2020 > Dvojno izjemni otroci in učenci

Parallel sessions III.

Dvojno izjemni otroci in učenci
Slovene

Fri 20.11.2020 12:00-14:30
Lecture hall: Room D
Chair: Lea Cahunek
  • Recognizing the problems of gifted children
    Paper
    Practice
    Slovene
    Presenter(s): Franci Žibert
    In more than 30 years of work in education I have met many children, different from each other as well as by their academic achievement as by their social status. Many years ago there was no mentioning of gifted students at all, attention was only paid to them later. After a long and complicated procedure, it is first and foremost necessary to identify talent and systematically tackle individuals.

    It is important that children, parents and teachers are satisfied. Complications arise when problems start to pile up at school and in the family, often the source of the problems being an underestimation of child's talent and intelligence. The envy of classmates often pushes a gifted child into an isolation. At that point even conflicts with teachers might be unavoidable. Continuing like this loneliness and feelings of inferiority are inevitable.

    Some parents take advantage of a gifted child for their own reputation, seeing him as an adult already. This deprives the child of social and emotional development. It is even more difficult in families with more siblings. It is uninspiring for a child to have a special role inside the family or if the parents deliberately overlook his mistakes due to his talent. Parents’ lack of interest in talent, or even when they intentionally hope their own child to fail, will most likely lead to the child experiencing the failure.
  • Double outstanding students as a challenge in Slovene in primary school
    Paper
    Scientific
    Slovene
    Presenter(s): Gordana Rodinger
    When teaching Slovene in the last triad, teachers also meet doubly exceptional students. At the same time, we often meet students who are recognized by teachers as doubly exceptional, but due to parental prejudices are not recognized as students with deficits in individual areas of learning or due to various deficits in the vast majority of teachers are not recognized as gifted students.
    When teaching Slovene, teachers meet a diverse group of doubly exceptional children. Among them, individuals for whom the teaching of Slovene, whether reading or artistic or non-artistic texts, is the strongest area. It is necessary to enable such students in individual segments to develop their potential, with the help of different approaches and ways of working, and for the teacher to guide, encourage and monitor their progress. He also meets a group of students who are outstanding in some other field, e.g. mathematics and a foreign language, and in Slovene they need additional help and explanation from the teacher. This group of students also needs different ways of teaching and learning, and above all they need an individual approach. The third group are students who are recognized as gifted students with individual deficits, but are extremely unsuccessful in the school environment due to the influence of various factors. They are most often disciplinary disruptive, so it is necessary for the teacher to choose an individual approach when working with them.
  • Talented children with Asperger syndrome
    Paper
    Scientific
    Slovene
    Presenter(s): Janja Cankar
    Summary:
    Almost half of children whith spectrum autistic disorder reach at least average to above average in inteligence level tests. There is a mith that people with spectrum autistic disorder cant develope loving feelings. This is just not the case. They may be more sensitive to touching , but can show effections to other people. On one hand , they may have less develope verbal communication skills, but on the other hand their visualization and mathemtical sklills can reach high levels.
    The exact cause of aspergers is unknown. While it is largery inherited, the uderlying genetics have not been determined conclusively. Environmental factors are also believed to play a role. Brain imaging has not identified a common udnerlying condition. In 2013 the diagnosis of Aspergers was removed from the Diagnostic and Statistical Manual of mental Disorders, with the symptoms now included within the autism spectrum disorder along with autism and pervasive developmental disorder not otherwise specified. There is no single treatment, and the effectiveness of particular interventions is supported by only limited data. Treatment is aimed at lowering obsessive or repetitive routines and improving communication skills and physical clumsiness. Interventions may include social skills training, cognitive behavioral therapy, physical therapy,speech therapy, parent trainin.
  • A gifted but difficult child with adhd at school
    Paper
    Practice
    Slovene
    Presenter(s): Kristina Šegel
    The article portraits, through various case studies, the child’s inability to develop owing to ADHD syndrome related issues, also some other factors play a significant role. Inadequate conditions of the school environment and consequently the social environment, prejudices of teachers, their ignorance and misunderstanding of the specifics of hyperactivity disorders and poor organization, in addition functioning of the entire school community have strongly influenced and hampered his early learning and personal development. Negative and violent peer influences, furthermore unprofessional behavior of the teachers, together with his restless behavior, affected his learning ability and had a great influence on comfort at both school and at home. Due to the labeling, his positive qualities and sources of will to be active had gone unnoticed. At the end of the primary schooling, a shift in how he is seen by others could be observed, which is reflected in a greater support of the teachers with, giving him more active involvement in individual school activities and higher tolerance of his disorders. This is followed by a noticeable improvement in his behavior and learning success. With the help of competent adults, an extremely capable school special pedagogue and with a great investment of his own will and self-regulation, he managed to develop into a healthy, responsible and knowledge-seeking personality during his youth. Already in high school, he began to achieve individual good results in several areas, and even more during his studies and in now his adulthood.
  • Značilnosti in potrebe dvojno izjemnih učencev / Features and needs of twice-exceptional pupils
    Paper
    Scientific
    Slovene
    Presenter(s): Lea Cahunek
    V prispevku predstavimo dvojno izjemne učence, kako jih prepoznamo in kakšni so izzivi pri delu z njimi. Dvojno izjemni učenci oziroma nadarjeni učenci s posebnimi potrebami so kljub temu, da jih je vedno več, velikokrat spregledani, saj jih je težje prepoznati kot nadarjene brez posebnih potreb. Med nadarjenimi učenci je takšnih učencev 3-5%. Pojem je v ZDA znan približno od 1980, medtem ko se v Sloveniji o dvojno izjemnih piše dobrih dvajset let. V praksi je še pogosto prisotno mnenje, da sta nadarjenost in posebne potrebe dva nezdružljiva pojma. Dlje časa, ko učenci niso prepoznani kot dvojno izjemni, več težav lahko razvijejo na čustvenem in vedenjskem področju. Nudenje učinkovite podpore dvojno izjemnemu učencu, ki zajema spodbujanje na močnih področjih in razvijanje kompenzacijskih vzorcev za premagovanje primanjkljajev, je le eno od mnogih priporočil za delo v praksi.

    First recognizing and afterwards dealing with twice-exceptional children – double in two segments (gifted and with special needs simultaneously) – is the main topic of this paper. The group is often overlooked, despite growing in numbers. This may be connected with more difficult recognition of twice-exceptional pupils in comparison to recognition of either gifted or with special needs. Around 3-5% of gifted pupils are also children with special needs. The concept of twice-exceptional pupils is known in USA from 1980s and in Slovenia for around twenty years, respectively. Incompatibility of two different concepts (gifted versus special needs) is a common perception. The longer pupil is incorrectly diagnosed as double extraordinary, the bigger emotional and social difficulties he/she may evolve. Efficient support to the child with boosting his strong sides and simultaneously compensating deficit behaviours is one of many recommended approaches.