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School
Names and Phone Numbers
Bellehaven
Elementary School . . . . . . . . . . .298-7489
Principal
. . . . . . . . . . . .. Mrs. Nedda Hamilton
Secretary . . .. . . . . . . .. . Becky Thompson
Special
Education Programs
Twice-Exceptional Program
L. Dennis Higgins
Teacher
of the Gifted
Kathleen Snyder
Special
Education Program
DeeDee Vasilion
Jennifer Lewis
Resource
Room Teacher
Chris Carpenter
Speech/Language
Pathologist
Occupational Therapist
Elysa McKenzie
Evaluation
Specialist
Ginger Gedrom
Between
8:00 and 3:00, the teachers may be reached at the main school
number or at the Special Education number, 293-6009.
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Characteristics
and Referral
A
student is referred to the twice-exceptional program by a teacher, a counselor,
a parent, a peer, or by self. Screening is completed through normal channels
using a variety of methods, depending on the individual school of register.
This may include the use of informal questionnaires, achievement tests,
the Renzulli Behavior Scales, Betts¹s Pyramid Profile, and/or instruments
designed to examine basic characteristics of the twice-exceptional learner.
If conditions indicate possible and appropriate placement, the student
may be scheduled to be tested by the school's evaluation specialist. In
order to qualify for programming in a twice-exceptional class, the student
must:
- have an identified
disability.
- score at least
130+ on an intelligence test (or with documented factors)
- score in the gifted
range in creativity, critical thinking, or academics.
Once
a student is identified, placement is based upon the decision made by
the Multidisciplinary Team and/or the Individualized Educational Planning
Committee.
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Individualized
Education Plan
(IEP)
The
Individualized Education Plan (IEP) is an educational plan that reflects
modifications in the educational service necessitated by the unique educational
needs of the child. It involves assessment of the child's present levels
of performance in terms of strengths and needs. Long range goals and short
range objectives are written at this meeting. Parents are valuable members
of the IEP team. As a parent, you have the right to provide input to the
Individualized Educational Plan and will be asked to assist in the review
of the plan. In addition, your child should be present at IEP meetings
when appropriate.
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Programming
Goals
Since
your child is recognized as a gifted student as well as a special education
student, the instructional design component of your child's education
tends to be very complex. The basic principle underlying the creation
of special programming for the twice-exceptional student is that
the educational experiences must differ qualitatively from the basic curriculum
provided for all students. It must also take into account the learning
difficulties your child faces on a daily basis. Within the program, the
content, process, product, environment, and instructional methods are
modified. Concentration is placed upon the emotional, social, and cognitive
needs of the individual student. Specific strategies used in special education
and in gifted education must be implemented on a consistent basis. It
is the blending of these two fields, gifted education and special education,
that provides for appropriate and intelligent programming.
The major goal of the program is to facilitate the total
growth of the individual. Students develop and incorporate their own knowledge
and skills, learn independently, and apply their knowledge to the entire
scope of their lives. The student ultimately, and over time, becomes an
³autonomous learner.² The child is encouraged to improve ideas,
explore thoughts, invent, question, get new ideas from the old, and find
ways to use individual strengths to overcome individual weaknesses. The
program functions as a stimulating place where students are encouraged
to become self-directed, future focused learners.
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Curriculum
The
curriculum for the twice-exceptional program emphasizes the assimilation
of concepts and generalizations within a body of knowledge rather than
the accommodation of the specific facts of a subject. The design or "framework"
of the program is based upon the Autonomous Learner
Model (1986) designed by Dr. George Betts from the University of Northern
Colorado. The Autonomous Learner Model consists of five major dimensions:
- ORIENTATION -
The foundation of the model;
- INDIVIDUAL DEVELOPMENT
- Skill development for life-long learning;
- ENRICHMENT -
Awareness of the outside world;
- SEMINARS - Exploration
of Opassion¹ areas;
- IN-DEPTH STUDY
- Attainment of autonomous learner skills.
In
addition, the program will utilize five major modules and components designed
by Drs. Nielsen, Serna, and Higgins (1996) from the University of New
Mexico and based upon the current literature from the field of Resiliency.
These modules and their individual components are as follows:
- DEVELOPING SOCIAL
COMPETENCY SKILLS
- Giving Positive
Feedback
- Giving and
Receiving Negative Feedback
- Resistance
to Peer Pressure
- Self-Management
- Conversations
- Following
Instructions
- Negotiations
- DEVELOPING PROBLEM
SOLVING SKILLS
- Heuristics
of Creativity;
- Critical Inquiry
- General Decision
Making Strategies
- Creative
Problem Solving Strategies
- Problem-Based
Learning
- DEVELOPING AUTONOMY
THROUGH SELF DETERMINATION
- Self-Evaluation
- Goal Planning
and Goal Setting
- Persistence
- Networking
- Stress Management
- Personal
Problem-Solving
- Risk Taking
Through Decision Making
- DEVELOPING A SENSE
OF PURPOSE AND FUTURE
- Heuristics
of Futurism
- Career Awareness
- Extrapolated
Action Planning
- Future Time
Orientation
- Future Attitudes
- Constructed
Change
- DEVELOPING SKILLS
TO OVERCOME ACADEMIC BARRIERS
- Advanced
Organizers
- Concept Enhancement
- Collaboration
- Testing and
Grading Modifications
- Basic Instructional
and Classroom Modifications;
- Compensatory
Techniques and Technologies
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Methods
and Materials
Classroom
components consist of the general methods used by educators to approach
major topics of concern in the curriculum and in the specific content.
Experiences must be above and beyond the regular curriculum but also take
into account the student¹s special interests and style of learning.
They must give the student the opportunity to pursue topics to unlimited
levels of inquiry. In addition, classroom experiences must take into account
the individual¹s disability. They must allow for the child to experience
multisensory and mulitmodality approaches, learn specific coping, and
organizational strategies, and learn to "fall in love with self."
The physical classroom or learning environment for twice-exceptional
students must also be designed with the twice-exceptional learner in mind.
This requires a physical area with ³hard surface² work spaces
that allows students to work on assignments and to "spread-out"individual
work. This area is most characteristic of traditional school and is a
place where much of the academic instruction occurs. The environment must
also include a "softer area"where students can be more comfortable
while reading while working on individual projects, or while involved
in Seminar discussions. This includes large floor pillows, soft chairs,
soft floor lighting and possibly the inclusion of an overstuffed sofa.
The classroom at Bellehaven has been set-up with those components in mind.
The environment isever-changing and characteristic of
the dynamics within the program. In keeping with needs unique to twice-exceptional
children, the methods used every day must incorporate a variety of ways
of thinking about self; ways for students to increase their basic strengths
and academic performance; ways for students to effectively and creatively
communicate;
ways for students to interact with one another; and ways for students
to pursue their major areas of interest.
The major components of this program are as follows:
- individualized
academic folder assignments
- thematic, long
and short term projects
- independent studies
- development of
"passion areas"
- sophisticated
ways to think about the future
- literary analysis
of short novels
- written compositions
as needed
- methods for using
research and reference materials
- direct teaching
of skills related to positive social interactions
- respect for the
vulnerability of twice-exceptional students
- helping students
bypass their disabilities to access their gifts
- graphic design/drafting
- daily chores for
our "restoration"time
- Seminar
- Project and Studio
time
- 2 minute/1 minute
presentations
- conceptual as
well as "number crunch" math
- Weekly Report
Cards
- monthly "Future
Classics"Presentations (our book reports)
- individual "center"projects
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Student
Evaluation
Student
evaluation is ongoing throughout the year. The criteria for evaluation
is based upon the IEP and individual potential and expansion. Evaluative
instruments are rating scales, teacher observation, anecdotal records,
peer and self evaluation. It is important that each child in the
program understand that he/she has a serious commitment to the program
and carries a full responsibility to do the best work possible.
With some modification, your child will receive his/her
assignments each Thursday morning. These assignments become due on Wednesday
morning of the following week. These weekly assignments are monitored
very closely. One Friday per month is devoted to a formal group discussion
(Seminar). Some reading, knowledge gathering, or brief research will often
be assigned in
preparation for the seminar. Class time will be given to work on specific
assignments but your child may also need to spend additional time at home
on assignments.
Homework is not viewed as a task to be finished each
evening but as a time set aside to focus on class assignments. This time
period ranges from 20 to 45 minutes each evening and depends upon your
child¹s ability to work consistently over time. Occasionally, your
child or you may need to contact me after regular school hours. I accept
accept e-mail from students and parents on a regular basis. I can usually
respond to e-mail within a 24 hour period. My e-mail address is dhiggins@unm.edu.
Formal evaluations will occur every nine weeks in the
form of a comment sheet that reviews your child¹s progress in terms
of completion of weekly assignments, follow through on projects, use of
daily work time, understanding of basic skills, progress made toward autonomy,
and relationships with peers.
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Ways
to Encourage Your Child
Parents
can and do contribute to the education of their child. Parental support
and involvement is mutually beneficial to the program and to the family.
The assistance of a parent enriches the classroom and increases communication
between home and school.
City, state, and national organizations serve as sources
of information for all interested parents, covering such topics as current
legislation concerning the gifted as well as twice-exceptional students,
and after school workshops and activities. Information about these groups
is available from the following sources:
In
addition, parents can help with the following:
- type a newsletter
- conduct library
research with a student
- teach a mini-lesson
- serve as a resource
person
- chaperone a field
trip
- serve as a mentor
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Parental
Contributions
Provide your child
with a variety of experiences (museums, concerts, etc).
Encourage your child
to record original ideas in some way.
Permit ample time
for thinking and daydreaming.
Accept the tendency
to do and see things differently.
Play word games.
Don¹t worry
if your child has a single mindedness about one interest area.
These are known as Passion Areas.
Remember that your
child is a child first and twice-exceptional second.
Your child needs and responds to your love, caring, interest, and guidance.
Ask your child as
many questions as you are asked.
Never miss a chance
to allow your child to dream and wonder, wonder,
wonder, wonder, wonder . . . . . . . . . . . . . . .
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