Pub Date : 2022-01-01DOI: 10.4018/978-1-7998-7732-5.ch008
Judy Ruth Williamson
This chapter explores the visual arts and the autism spectrum. Descriptions and working definitions of “visual arts” and “autism spectrum” will be presented. The four defining and observable characteristics that make the autism spectrum will be considered. The purpose of the autism spectrum coordinates increasing possibilities that need to be discussed and evaluated for each person by many people. Five disabilities that preceded the autism spectrum organization will be identified. The five disabilities have been joined together in the autism spectrum. The authors invite people identified as being on the autism spectrum to consider engaging in art activities often. Art is a joyful activity for many people. Some people who are on the autism spectrum seem to be very artistic. This observation is being studied and discussed by many professionals at this time. What are positive ways for people on the autism spectrum to express their artistic talents?
{"title":"Considering the Visual Arts and the Autism Spectrum","authors":"Judy Ruth Williamson","doi":"10.4018/978-1-7998-7732-5.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-7732-5.ch008","url":null,"abstract":"This chapter explores the visual arts and the autism spectrum. Descriptions and working definitions of “visual arts” and “autism spectrum” will be presented. The four defining and observable characteristics that make the autism spectrum will be considered. The purpose of the autism spectrum coordinates increasing possibilities that need to be discussed and evaluated for each person by many people. Five disabilities that preceded the autism spectrum organization will be identified. The five disabilities have been joined together in the autism spectrum. The authors invite people identified as being on the autism spectrum to consider engaging in art activities often. Art is a joyful activity for many people. Some people who are on the autism spectrum seem to be very artistic. This observation is being studied and discussed by many professionals at this time. What are positive ways for people on the autism spectrum to express their artistic talents?","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"105 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89171156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/978-1-7998-7732-5.ch003
Denise Francis
This chapter provides strategies, tips, and language through the IEP process from the first person perspective of a parent turned parent-advocate. This chapter shares with educators what the experience is like from a parent side of the table and the emotions involved. It also is meant to help build a knowledge base for parents and encouragement from the author's perspective as a parent. Lastly, this chapter shows that there are ways to bring the student's voice into their IEP regardless of their communication ability.
{"title":"Strategies, Tips, and Language to Support Parent and Educators Through the IEP Process","authors":"Denise Francis","doi":"10.4018/978-1-7998-7732-5.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7732-5.ch003","url":null,"abstract":"This chapter provides strategies, tips, and language through the IEP process from the first person perspective of a parent turned parent-advocate. This chapter shares with educators what the experience is like from a parent side of the table and the emotions involved. It also is meant to help build a knowledge base for parents and encouragement from the author's perspective as a parent. Lastly, this chapter shows that there are ways to bring the student's voice into their IEP regardless of their communication ability.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79500156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/978-1-7998-7732-5.ch010
Laura G. Buckner, J. Yarbrough
With autism there are so many questions. Researchers, educators, family members, and individuals with autism ask questions about the disorder. What causes the disorder? What are the outcomes? What does an autism diagnosis mean in terms of quality of life? Along with these practical questions, most individuals and families will also ask, “Why?” Why does one person have autism and not another? We are fortunate to be living in the 21st century where many elite researchers have developed answers to these questions and even answers, “Why?” In fact, many researchers are beginning to identify that there is a genetic component to autism. The following chapter will discuss a brief overview of critical historical research studies illuminating the relationship between autism and genetics.
{"title":"Autism Genetics","authors":"Laura G. Buckner, J. Yarbrough","doi":"10.4018/978-1-7998-7732-5.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-7732-5.ch010","url":null,"abstract":"With autism there are so many questions. Researchers, educators, family members, and individuals with autism ask questions about the disorder. What causes the disorder? What are the outcomes? What does an autism diagnosis mean in terms of quality of life? Along with these practical questions, most individuals and families will also ask, “Why?” Why does one person have autism and not another? We are fortunate to be living in the 21st century where many elite researchers have developed answers to these questions and even answers, “Why?” In fact, many researchers are beginning to identify that there is a genetic component to autism. The following chapter will discuss a brief overview of critical historical research studies illuminating the relationship between autism and genetics.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81750784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/978-1-7998-8153-7.ch010
Eugenia R. Mora-Flores
This chapter presents a need to understand the diversity of the English learner population. Within this large multi-lingual group of students, there is a richness of diversity in languages, skills, histories, abilities, and experiences. Teaching for differences begins by learning about the students in the classroom. English learners collectively share language needs, but as individuals require attention to their own personal assets and abilities and ongoing learning needs. This chapter presents suggestions for teaching English learners through the lens of differentiation and extends to individualization and personalization. Strategies for supporting the unique needs within and across the multi-lingual learning population are presented. A focus on maximizing thinking shows a strong correlation to language development. Therefore, this chapter presents instruction for English learners as rigorous and challenging to promote thinking and language development.
{"title":"Diversity of and Differentiation for Gifted English Learners","authors":"Eugenia R. Mora-Flores","doi":"10.4018/978-1-7998-8153-7.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-8153-7.ch010","url":null,"abstract":"This chapter presents a need to understand the diversity of the English learner population. Within this large multi-lingual group of students, there is a richness of diversity in languages, skills, histories, abilities, and experiences. Teaching for differences begins by learning about the students in the classroom. English learners collectively share language needs, but as individuals require attention to their own personal assets and abilities and ongoing learning needs. This chapter presents suggestions for teaching English learners through the lens of differentiation and extends to individualization and personalization. Strategies for supporting the unique needs within and across the multi-lingual learning population are presented. A focus on maximizing thinking shows a strong correlation to language development. Therefore, this chapter presents instruction for English learners as rigorous and challenging to promote thinking and language development.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"96 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85776357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/978-1-7998-7732-5.ch005
J. C. Yarbrough
I am a dad. Not a common dad. Rather, I am uncommon. Uncommon and very much like Dan Marino, Doug Flutie, Joe Mantegna, Sylvester Stallone, and Ed Asner. We are all dads to children with autism, or, as I will call us, “Autism Dads.” Having a child on the spectrum is a unique dad experience. And having a child that receives an autism diagnosis can be surprising. Adjustment to this new information can take some time. When we have a family member with autism, each family member's role must shift a little with unknown expectations. This chapter has the purpose of sharing from one dad to another some of the important steps you should consider taking to support your child on the autism spectrum in the kindergarten-through-high-school academic journey. First, a discussion of relevant literature and finally some tips and suggestions based on experience are presented.
{"title":"Fathers' Perspectives","authors":"J. C. Yarbrough","doi":"10.4018/978-1-7998-7732-5.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-7732-5.ch005","url":null,"abstract":"I am a dad. Not a common dad. Rather, I am uncommon. Uncommon and very much like Dan Marino, Doug Flutie, Joe Mantegna, Sylvester Stallone, and Ed Asner. We are all dads to children with autism, or, as I will call us, “Autism Dads.” Having a child on the spectrum is a unique dad experience. And having a child that receives an autism diagnosis can be surprising. Adjustment to this new information can take some time. When we have a family member with autism, each family member's role must shift a little with unknown expectations. This chapter has the purpose of sharing from one dad to another some of the important steps you should consider taking to support your child on the autism spectrum in the kindergarten-through-high-school academic journey. First, a discussion of relevant literature and finally some tips and suggestions based on experience are presented.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84153267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/978-1-7998-7732-5.ch007
Judy Ruth Williamson
Let us consider some good things that have happened before the year 2021 concludes: 1) On February 1, 2021, researchers at Children's Hospital of Philadelphia (CHOP) announced that the autism spectrum disorders may be caused by defects in the mitochondria of brain cells of the eye. The research continues. 2) In the year 2021, many people have adopted the term “on the spectrum” to refer to the many brain dysfunctions that can and cannot be named and diagnosed yet. 3) Yale University Child Study Center and The Jim Henson Institute have invited many experts from many fields of study together to discover what happens when spectrum and non-spectrum children and adults look at puppets. What are they looking at? What do they see? Why don't we already know what they see? Are we looking at the important things? The chapter will explore these questions and specifically learning and the impact of puppets further.
{"title":"Three Good Things","authors":"Judy Ruth Williamson","doi":"10.4018/978-1-7998-7732-5.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-7732-5.ch007","url":null,"abstract":"Let us consider some good things that have happened before the year 2021 concludes: 1) On February 1, 2021, researchers at Children's Hospital of Philadelphia (CHOP) announced that the autism spectrum disorders may be caused by defects in the mitochondria of brain cells of the eye. The research continues. 2) In the year 2021, many people have adopted the term “on the spectrum” to refer to the many brain dysfunctions that can and cannot be named and diagnosed yet. 3) Yale University Child Study Center and The Jim Henson Institute have invited many experts from many fields of study together to discover what happens when spectrum and non-spectrum children and adults look at puppets. What are they looking at? What do they see? Why don't we already know what they see? Are we looking at the important things? The chapter will explore these questions and specifically learning and the impact of puppets further.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74191734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/978-1-7998-8153-7.ch001
Kristen Seward, Marcia Gentry
The equitable identification of youth from all cultural, linguistic, and economic groups for gifted programming is a longstanding and tragic problem in gifted education. Many factors contribute to fallible, discriminatory identification practices, including identification based on manifest gifted behaviors alone (as opposed to gifted potential), on high cut-off scores on nationally normed instruments that yield differential results, and on exclusionary procedures where students must meet several criteria for identification or pass through a nomination gate for consideration. This chapter provides guidance for addressing access, equity, and missingness of underserved students in gifted education. Emphasis is placed on talent development, substantial changes to identification and programming, policy, and urgency to address systemic racism as steps critical to developing equitable, inclusive, socially just, and effective gifted education programming.
{"title":"Protocols for Identification","authors":"Kristen Seward, Marcia Gentry","doi":"10.4018/978-1-7998-8153-7.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-8153-7.ch001","url":null,"abstract":"The equitable identification of youth from all cultural, linguistic, and economic groups for gifted programming is a longstanding and tragic problem in gifted education. Many factors contribute to fallible, discriminatory identification practices, including identification based on manifest gifted behaviors alone (as opposed to gifted potential), on high cut-off scores on nationally normed instruments that yield differential results, and on exclusionary procedures where students must meet several criteria for identification or pass through a nomination gate for consideration. This chapter provides guidance for addressing access, equity, and missingness of underserved students in gifted education. Emphasis is placed on talent development, substantial changes to identification and programming, policy, and urgency to address systemic racism as steps critical to developing equitable, inclusive, socially just, and effective gifted education programming.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76686128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/978-1-7998-8153-7.ch018
A. Jensen, C. Leet
A nonresidential gifted program for economically disadvantaged students in India (Grades 6 through 12) uses a continuum of services for social emotional learning (SEL) support to prepare students for college admission. The program stands in contrast to the residential gifted schools in India, which have minimal SEL considerations. SEL is deeply integrated with the Sitare Foundation program's design and evaluation by using emotional intelligence assessments and action plans to customize support for its students and staff. During the coronavirus pandemic, SEL training and mentoring of the city coordinators provided resilience models to encourage continued commitment to the program, especially for female gifted students. Three specific examples (student, leader, and coordinators) are presented as illustrations of growth and transformation. Continuous gathering of both qualitative and quantitative SEL data, combined with traditional academic records, is recommended for effective program iterations.
{"title":"Social-Emotional Learning Iterations to Strengthen Programs in India for Gifted Students in Poverty","authors":"A. Jensen, C. Leet","doi":"10.4018/978-1-7998-8153-7.ch018","DOIUrl":"https://doi.org/10.4018/978-1-7998-8153-7.ch018","url":null,"abstract":"A nonresidential gifted program for economically disadvantaged students in India (Grades 6 through 12) uses a continuum of services for social emotional learning (SEL) support to prepare students for college admission. The program stands in contrast to the residential gifted schools in India, which have minimal SEL considerations. SEL is deeply integrated with the Sitare Foundation program's design and evaluation by using emotional intelligence assessments and action plans to customize support for its students and staff. During the coronavirus pandemic, SEL training and mentoring of the city coordinators provided resilience models to encourage continued commitment to the program, especially for female gifted students. Three specific examples (student, leader, and coordinators) are presented as illustrations of growth and transformation. Continuous gathering of both qualitative and quantitative SEL data, combined with traditional academic records, is recommended for effective program iterations.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76745923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/978-1-7998-8153-7.ch017
E. Brown
Program evaluation is one of the few areas in gifted education that considers the coherence among gifted education program components across the K-12 spectrum. It increases the visibility of the gifted program while acknowledging the fluidity of change in a given context and engages individuals in influencing the nature and degree of changes that can occur within their system. Two key questions in the gifted field are: To what degree do these programs make a difference in the lives of gifted children? How do we know they are working? Program evaluation is a solid and necessary step in answering these questions. Program evaluation is necessary to drive gifted program improvement. This chapter provides the rationale and literature review on gifted program evaluation as well as research-based protocols for facilitating gifted program evaluations and the commensurate processes for ensuring quality, transparency, and comprehensiveness.
{"title":"Evaluating Gifted Programs","authors":"E. Brown","doi":"10.4018/978-1-7998-8153-7.ch017","DOIUrl":"https://doi.org/10.4018/978-1-7998-8153-7.ch017","url":null,"abstract":"Program evaluation is one of the few areas in gifted education that considers the coherence among gifted education program components across the K-12 spectrum. It increases the visibility of the gifted program while acknowledging the fluidity of change in a given context and engages individuals in influencing the nature and degree of changes that can occur within their system. Two key questions in the gifted field are: To what degree do these programs make a difference in the lives of gifted children? How do we know they are working? Program evaluation is a solid and necessary step in answering these questions. Program evaluation is necessary to drive gifted program improvement. This chapter provides the rationale and literature review on gifted program evaluation as well as research-based protocols for facilitating gifted program evaluations and the commensurate processes for ensuring quality, transparency, and comprehensiveness.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91515128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/978-1-7998-8153-7.ch016
Angela M. Novak
Gifted Black and Brown students are not voiceless; their voices are suffocated under the knee of systemic racism and white supremacy. This chapter proposes that the field of gifted education advocates for needed structural and systemic change through the discourse of critical race theory. A model of gifted critical race studies (GTCrit) is presented and described as both a way to understand race and racism in gifted education and to drive social change. GTCrit theorizes about the ways in which race, racism, ability, potentiality, and deficit ideology are built into daily interactions and discourses, informal and formal policies and procedures, and systems and structures of education, which disproportionately impact students of color qualitatively differently than white students.
{"title":"Not White Saviors, but Critical Scholars","authors":"Angela M. Novak","doi":"10.4018/978-1-7998-8153-7.ch016","DOIUrl":"https://doi.org/10.4018/978-1-7998-8153-7.ch016","url":null,"abstract":"Gifted Black and Brown students are not voiceless; their voices are suffocated under the knee of systemic racism and white supremacy. This chapter proposes that the field of gifted education advocates for needed structural and systemic change through the discourse of critical race theory. A model of gifted critical race studies (GTCrit) is presented and described as both a way to understand race and racism in gifted education and to drive social change. GTCrit theorizes about the ways in which race, racism, ability, potentiality, and deficit ideology are built into daily interactions and discourses, informal and formal policies and procedures, and systems and structures of education, which disproportionately impact students of color qualitatively differently than white students.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80036534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：