Diagnosis, Identification and Provision for the Needs of Jamaica`s
Dr. Viviene DeOkoro
Gifted Education Specialist-Consultant-Researcher
Deokoro Magnet Schools for the Gifted and Talented
Jamaica, West Indies
To Determine:
Competence level
Learning Style Profile
Dominant Intelligence(s) Gardner’s MI Theory
Mind Style
Environmental Preferences
Modalities
Cognitive Style
Ability Grouping Options:
(“unexpected and unexplained conditions occurring in child of average/above intelligence, characterized by a significant delay in 1 or more areas of learning” Mark
Selikowitz) Example:
Dyslexia
Dyscalculia
Dysorthographia
Dysgraphia
Placing students together based on prior achievement/abilities in particular curricular areas.
(Kullik & Kullik 1991, Rogers- 2002)
FULLTIME Ability Grouping with regrouping for specific instruction,
Mixed-ability cooperative groups
Like-ability cooperative groups
Peer
Instruction
Young Leadership
Who is Gifted
Viviene DeOkoro – 1994 states : “ Children who are Gifted and/or talented possess or demonstrate diverse exceptional abilities and potential in one or more aspects of culturally relevant human endeavour; encompassing the domains of the intellectual, creative & productive thinking, leadership, psychomotor abilities, visual & performing arts, specific academic aptitude, heightened psycho-spiritual awareness, street-smartness self-preservation & survival skills, and any other ability deemed valuable to their unique culture.
These children are at risk! and in danger of disengaging from learning and underachieving if not identified, and special provisions for differential instruction, emotional and social support, experiences and opportunities put in place in order for them to achieve their full potential”.
Level IQ Range Prevalence
Mildly
Moderately
Highly
Exceptionally 160-179
Profoundly
115-129 >1:40
130-144 1:40 – 1:1000
145-159 1:1000-1:10000
180+
1:10000-1:1 million
<1:1million
(Gross 2000)
A multifaceted approach to identification is important
Not simply a matter of IQ Testing; but rather
Multiple Criteria from various sources is generally most effective.
May use ONE. SOME or ALL of following:
Behaviour checklist
Teacher nominations
Parent nominations
Self nominations (well-hidden talent can be observed)
Deokoro Identification Model
Standardized Tests (intelligence, academic, creativity etc)
IQ Testing
Also EQ (emotional quotient) highly considered
PQ (play quotient) observed in young children.
Dr Stevanne Auerbach (AKA Dr Toy) Shows how high play quotient with toys can nurture/strengthen and develop high creativity in young children)
“In pretend or make-believe play, imagination is given a full reign- this form of play stimulates the child’s inventive rather than imitative abilities.”
Singer and Singer
How Diagnostic Assessment is
Carried Out
Four Stages:
Collection of information about child
Examination (testing) of child
Explanation of findings to parents
Recommendation of an appropriate management plan
Types of Test Used
Tests of Intelligence
Tests of Academic Achievement
Test of other specific abilities
Examples of Formal
Instruments Used
May include:
Stanford Binet Test
Otis Lennon School Abiloity Test
Weschler Intelligence Scale for Children
Teacher & Parent Observation
MUST be trained, (sensitized at least) and cognisant of the basic characteristics and needs of their Gifted students.
Must prepare themselves (and plan lessons) thoroughly before attempting to interface with Gifted children. They
KNOW when we are NOT!
Must know the types of learning styles and interests of G/T students
Must know that Gifted students learn quickly & easily. This can easily lead to BOREDOM
Must be able to modify curriculum to meet the educational needs of their students
Know some of the several approaches that can be use i.e
acceleration enrichment compacting differentiation
(Hasweh 2003)
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Many gifted and T children (and adults) are misdiagnosed by psychologists, psychiatrists, pediatricians, and other health care professionals. Most common mis-diagnosis are:
Deficit Hyperactivity Disorder (ADHD)
Deficit Disorder (OD)
Obsessive Compulsive Disorder (OCD)
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Mood Disorders such as:
Cyclothymic Disorder
Disthymic Disorder
Depression
Bi-Polar Disorder
When Is Giftedness a
Disadvantage?
Giftedness is a disadvantage when members of a community fail to understand, acknowledge or provide appropriate schooling for such students.
Queensland Education Policy Statement, 1993
Socio- cultural bias against high ability and high achievement
Stereotyped assumptions determining which gifts are valued
Failure to identify students exceptional potential (especially when masked by behavioural traits or compounding characteristics such as low socioeconomic circumstances, isolation, gender, non-
English speaking background...)
Lack of access to appropriately challenging educational experiences.
“To neglect Gifted children, is to CREATE a time bomb and postpone the inevitable social upheaval and disaster”
(DeOkoro 2014)
