Inclusion of
Students that are Gifted in
the Regular Classroom
and
Students with Learning
Challenges in Gifted Programs
Becki Hendrick
Courtney Velpel
Dory Witzeling
Courtney Velpel

Teaching:
10 yrs. gifted education – grades 5 & 6
communication arts & social studies
Appleton, WI – Odyssey Elementary Charter
Becki Hendrick

Teaching:
7 yrs. gifted education – grades K-6
elementary TAG teacher Appleton, WI
Dory Witzeling

Teaching:
7yrs gifted education – grades 3-6
science and math Appleton, WI –
Odyssey Elementary Charter
Wide Range of Abilities
Just like there is incredible variability in populations of
students receiving special education services, we see
the same in gifted populations.
If we draw students from the top 5%,
how high does that go?
Common Misconceptions about Gifted Students:
Adapted from Judy Galbraith’s book The gifted Kids’ Survival Guide
Many people think that all gifted students:
Know the answers
Are interested
Pay attention
Work hard
Answer questions
Enjoy same-age peers
Learn easily
Listen well
Are well-organized
Are self-satisfied
Many people comment that our jobs must be a breeze,
but…
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In fact, gifted students often:
Attributes Framed
Positively
Ask questions
Attributes Framed
Negatively
Can be confrontational
Are very curious
Can get fixated
Get involved mentally and physically
Can be hyperactive
Play around and still get good
grades and test scores
Questions answers
Can be lazy
Prefer adults or older children
Can be misfits
Show strong feelings and opinions
Can be immature and intense
Are bored, already know the
answers
Can be disengaged, depressed
Are highly critical of themselves
Can be perfectionistic and
obsessive
Can be insubordinate
AREAS OF
GIFTEDNESS
the all-around bright individual
Specific Academic
Aptitude
the math or science whiz,
history buff, etc.
the initiator or organizer of
activities within groups of people
Ability in Visual or
Performing Arts
the innovator of novel and often
unique ideas, responses, or
solutions to problems
the artistic stand-out in visual art
forms, music, drama, creative
writing or dance
Asynchronous Development
Gifted students develop unevenly
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academically
socially
emotionally
Many adults treat gifted children like little adults
because of their advanced vocabularies and complex
speech patterns. But emotionally and socially they
are often closer to their true age.
Gifted Children are intellectually, emotionally,
socially, and culturally diverse!
Gifted children are sweet, kind-hearted, funny, funloving, social, creative, impulsive, sensitive,
competitive, cooperative, reclusive, leaders, loners…
They also come from different cultures and ethnic
backgrounds, but many minority students are
underrepresented in gifted populations. We
continually work on improving identification
methods…
GIFTED AND DISABLED STUDENT
POPULATIONS OVERLAP
All Students
Students Who
are Gifted
Students who
are Highly
Gifted
Students who are
Twice-Exceptional (2e)
Students
with Disabilities
IDENTIFYING 2E STUDENTS
INDICATORS OF ABILITY - ACHIEVEMENT
DISCREPANCY
Look for kids whose performance varies
significantly in different areas.
 Look beyond test scores.
 Studies have shown no consistent pattern in
twice exceptional students
 There may be a discrepancy between Verbal and
Performance IQ but it is much more important
to look at the subtests.

COMMON TRAITS
OF
Signs of Learning
Disabilities
Signs of Giftedness

excellent long-term memory
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extensive vocabulary
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advanced verbal skills
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grasps abstract concepts

performs better with challenging
work
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thrives on complexity
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highly creative, imaginative

2E LEARNERS

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poor short-term memory
speaking vocabulary more
sophisticated than written
has difficulty with spelling and
phonics
struggles with easy, sequential
material

difficulty with rote memorization
extremely curious

poor auditory memory

has high degree of energy

weak in language mechanics

insightful (seems "wise“)

finds clever ways to avoid weak
areas
Tier I (High Ability)
Includes the students that are scoring 90% or above on a variety of
assessments, they are kept in the regular ed classroom, and have
needs addressed by differentiated instruction.
Differentiated Instruction is the most important Tier 1 strategy
for High Ability and Gifted students. The key principles of
Differentiated Instruction are:
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Student-centered instructional practices and materials are
standards-based and grounded in research
Instruction has clear objectives with focused activities to reach
the objectives
Assessment results are used to shape future instructional
decisions
Students have multiple avenues to show mastery of essential
content and skills, and to demonstrate their learning
Instructional pacing, depth and complexity are varied.
STRATEGIES
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FOR
DIFFERENTIATING INSTRUCTION
Choice/Tic-tac-toe boards: Students make a work selection from a
certain row or column. Teachers can provide for student learning needs
while giving students choice.
Compacting: This strategy should be done at all levels to prevent
repetition and re-teaching of content students have already mastered. To
compact the teacher must pre-test students in the content to be
presented. Students mastering, or nearly mastering the content, then
move on to an advanced level of difficulty.
Extensions: Offer relevant extension options for learners who need
additional challenges.
Learning contracts: Students negotiate individually with teacher about
what and how much will be learned and when product will be due; often
connected with an individual or independent project.
Most difficult first: Students can demonstrate a mastery of a concept
by completing the five most difficult problems with 85 percent accuracy.
Students who demonstrate mastery do not need to practice any more.
RAFT: Provides students choice in a writing assignment varying Role,
Audience, Format, and Topic.
Tier II (Gifted/TAG Pull-together Class)
These are students that are scoring 95% or above on a variety of
assessments. These students need programming beyond the
differentiated instruction that is done in the regular classroom.
Strategies and Interventions for Tier 2
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Cluster grouping: Placing the top group of students from a grade
into the same classroom so the teacher has a “group,” rather
than just one student who is above and beyond his/her peers.
These teachers MUST enjoy working with gifted students and
have a background in differentiated instruction for gifted
students. Gifted students can work on advanced curriculum and
assignments as a group within a regular classroom. That way a
single child is not always working by him/herself and allows
interaction and discussion within their own group.
Pull-together (pull-out) grouping: Removal of gifted learners
from the regular classroom for a specific period of time each day
or week to work with a trained specialist on differentiated
curriculum.
STRATEGIES AND INTERVENTIONS FOR TIER 2
INCLUDED IN THE PULL-TOGETHER PROGRAM
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Complexity: Providing more difficult and intricately detailed content
Cooperative grouping with like-ability learners: Organizing groups
of learners in three to four member teams of like ability and
adjusting the group task accordingly.
Early instruction in presentation, research, study, and
organizational skills: Direct instruction in research which will allow
students to pursue areas of strength and interest.
Real audiences: Presenting work to a live audience or providing an
expert in the field to evaluate the child’s work
Real world problems: Providing learners with a problem or situation
to solve that is relevant to their own lives
Theme-based units: Students are involved in a study of concepts
through theme based units that stress the application of reasoning
to reading, writing, the creation of high-quality projects and the
organization of learning.
Tier III (Highly Gifted)
 These are students that are scoring 99% or
above on a variety of assessments.
They need specific, targeted academic programming
that addresses their unique academic needs.
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Targeted instruction in time management, organization, study habits,
realistic goal-setting, and project planning.
Emphasis on project-based learning allowing for work that is
interdisciplinary, creative, open-ended, and targets logic, critical
thinking, analysis, evaluation and more abstract concepts.
A compacted curriculum presented at an accelerated pace. These
students are often 2 years ahead of their same age peers.
A much reduced emphasis on review, drill and practice.
An emphasis on group discussions, group work and conflict
resolution skills to address social skill needs and encourage discourse at
higher levels of thinking.
Problem solving and simulations.
NEW CHALLENGES FOR
ODYSSEY/MAGELLAN STUDENTS
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Many students that are highly gifted have never had to:
 Work hard in a class
 Acquire and utilize study skills
 Acquire and utilize organizational skills
 Ask questions for help understanding
 Share the spotlight in class
 Do appropriately leveled homework
Many students have difficulty forming relationships because:
 They feel more comfortable with adults vs. peers
 They need to share the attention of the teacher
 They need to be willing to listen to others and their ideas
 They need to take and give constructive criticism
WHAT ABOUT THOSE THAT ARE
ODYSSEY AND ARE 2E?
IN
ADD/ADHD – in class accommodations,
sit/stand, walk, stairs, oral/visual direction
 EBD – life/social skills, tweak current behavior
systems as needed, be consistent for them
 OHI – manipulatives as needed
 Asperger's/Autism – Autism services, social
skills, cues for listening, manipulatives as needed
 APD – FM system for that individual
 Speech and Language – speech and language
teacher
 Everyone – group work, clear expectations
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ODYSSEY/MAGELLAN PARENT COMMENTS
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“My son has grown a lot academically, socially and emotionally this
year. This was exactly the challenge that he needed to improve
his organization and study skills, as well as his interpersonal
skills. “
“Because my son is with students that are typically high
achievers, it forces him to do his best. High, consistent
expectations support us at home. Odyssey allows him to think
outside the box for projects and assignments.”
“They are around others that share an inquisitive nature.”
“My child is being taught at a faster pace and level suited to her
ability. She has been challenged in the right direction to do the
best she can in all the subjects. Her peers also provide the
stimulating environment that encourages academic growth.”
“My child is appropriately challenged and it feels like “regular
school” to him.”
RESOURCES
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SENG http://www.sengifted.org/
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WCATY http://www.wcaty.org/
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Hoagies Gifted http://www.hoagiesgifted.org
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National Association for Gifted Children http://www.nagc.org/
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ThedaCare Behavioral Health http://www.thedacare.org/Symptomsand-Conditions/Behavioral-Health.aspx
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Free Spirit Publishing http://www.freespirit.com
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Prufrock Press Inc. http://www.prufrock.com
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Bertie Kingore http://bertiekingore.com
2E RESOURCES
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Misdiagnosis and Dual Diagnoses of Gifted Children and Adults:
ADHD, Bipolar, OCD, Asperger's, and Other Disorders (2005) by
James T. Webb, Edward R. Amend, Nadia E. Webb, Jean Goerss, Paul
Beljan, and F. Richard Olenchak\
To Be Gifted and Learning Disabled: Strategies for Helping Bright
Students with LD, ADHD, and More (2004) by Susan Baum and
Steven Owen
Twice-exceptional Students Gifted Students with Disabilities Level
1: An Introductory Resource Book second Edition CO Dept. of Ed.
http://www.cde.state.co.us/gt/download/pdf/TwiceExceptionalResou
rceHandbook.pdf
2e Newsletter http://www.2enewsletter.com/welcome%20page.htm
Power Point Twice Exceptional - Gifted and Learning Disabled by
Rebecca L. Mann, Coordinator of Gifted and Talented Services, Bow
Elementary School, Bow, NH (great information and the great
comics!) at
www.bownet.org/besgifted/gtld/gtldfull/GTLD%20Presentation.PPT
Classroom Resources
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Making Differentiation a Habit
Book with CD-ROM
How to Ensure Success in Academically Diverse Classrooms
Diane Heacox, Ed.D.
Differentiating Instruction in the Regular Classroom
Book with CD-ROM
How to Reach and Teach All Learners, Grades 3–12
Diane Heacox, Ed.D.
The Cluster Grouping Handbook: A Schoolwide Model
Book with CD-ROM
How to Challenge Gifted Students and Improve Achievement for
All
Susan Winebrenner, M.S., and Dina Brulles, Ph.D.

Teaching Gifted Kids in Today’s Classroom
Book with CD-ROM
Strategies and Techniques Every Teacher Can Use (Revised &
Updated 3rd Edition)
Susan Winebrenner, M.S., and Dina Brulles, Ph.D.
QUESTIONS AND ANSWERS
Courtney Velpel - Odyssey Elem Charter Teacher
velpelcourtney@aasd.k12.wi.us
Becki Hendrick - Elementary TAG teacher
hendrickrebecc@aasd.k12.wi.us
Dory Witzeling - Odyssey Elem Charter Teacher
witzelingdorot@aasd.k12.wi.us
Tim & Kim Gehring
– Odyssey/Magellan parents
David & Chris Johnson
– Odyssey/Magellan parents