Using a Strengths-based Approach to Support Twice-Exceptional Students in the Classroom

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Using a Strengths-based Approach to Support Twice-Exceptional Students in the Classroom

$ 20.00

Presenters: Karen Rumley & Carol Sparber, OAGC
Core Area: Learner Development and Individual Learning Differences 1.1, Learner Development and Individual Learning Differences 1.2, Curricular Content Knowledge 3.2, Instructional Planning and Strategies 5.1, ODE Teacher Competency a, ODE Teacher Competency b, ODE Teacher Competency c, ODE Teacher Competency d
Grade Level: Elementary & Secondary
Hours: 1

Discover how to give your twice-exceptional students the tools they need to thrive. In this course, created by the Ohio Association for Gifted Children (OAGC), educators Karen Rumley and Carol Sparber draw on years of experience to challenge common assumptions about what it means to be twice-exceptional and how to best help your students learn. You’ll learn about the characteristics of twice-exceptional learners and how to use different types of strengths-based instruction to support your students. 

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SKU: OAGC-547 Categories: ,

Description

Twice-exceptional learners are students who both have a disability and are gifted learners. Understanding twice-exceptional students is an important part of helping them become lifelong learners. Many traditional strategies used to support either gifted students or students with a disability may not be enough to give twice-exceptional students the tools they need to thrive.

In this course, created by the Ohio Association for Gifted Children (OAGC), educators Karen Rumley and Carol Sparber draw on their years of experience to challenge common assumptions about what it means to be twice-exceptional and how to best help your students learn. You’ll discover both research-based data and practical examples to help you create a curriculum that supports twice-exceptional learners. 

After taking this course, educators will understand:

  • Characteristics of twice-exceptional learners
  • The definition of strengths-based instruction
  • The different types of strengths-based approaches to learning
  • Strategies used to facilitate learning
  • How to apply SPINs to case studies
ODE Competencies: a, b, c, d 
NAGC Teacher Preparation Standards: 1.1, 1.2, 3.2, 5.1

Karen Rumley is the past president of the Ohio Association for Gifted Children. She is the director of instruction with Kent City Schools and formerly a consultant with the Summit County Educational Service Center, specializing in gifted services and programming as well as secondary English language arts and social studies. She has coordinated gifted programs for eight years and is the past secretary of the OAGC governing and executive boards. She is also the co-chair of OAGC Annual Fall Conference. She and her husband, Eric, live near Ravenna and enjoy travel, reading, and training in Kung Fu.

Carol Sparber is a professor and program coordinator for the gifted endorsement program and a project coordinator at the CITE center at Kent State University. She has more than twenty years of experience as a professional in the field of gifted and special education and has presented at more than 40 local, state, national, and international conferences in areas such as differentiation, twice exceptionality, characteristics of underrepresented populations, evidence-based practices, and the social-emotional aspects of giftedness. As a parent, teacher, advocate, and researcher of gifted children, those with twice-exceptional needs are the focus of her research. Current inquiry interests include: strengths-based instruction, understanding social and emotional challenges, and analyzing evidence-based interventions and instructional strategies to promote positive outcomes for twice-exceptional students. Dr. Sparber is the recipient of numerous national awards for exemplary research and is a Jennings Scholar – an honor awarded for fostering the development of students with exceptionalities through creative and outstanding teaching.

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