Title slide : Foundation of Special and Inclusive Education
Learners with Special Needs ( Gifted and Talented Learners )
Presenters and shit
2nd Objectives
Children learn in many ways. This chapter discusses learners with additional needs, their definition,
traits, and educational adaptations.
By the end of this lesson, students are expected to:
a. Differentiate Gifted and Talented learners.
b. Recognize their characteristics and identify their various additional needs.
c. Apply their knowledge by analyzing a case study or scenario of a gifted/talented learner and
suggesting appropriate strategies to support them.
3rd Motivational Activity
4th Discussion
Gifted and talented learners have abilities above the average and need special provisions.
They often complete tasks quickly and seek more creative or challenging activities.
These learners come from all socio-economic, ethnic, and cultural backgrounds.
Giftedness - exceptional abilities across various academic areas.
Talent - exceptional abilities in a specific area.
5th Discussion
There is another way of looking into giftedness conceptualized by Howard Gardner in 1983.
Howard Gardner first proposee his theory of multiple intelligences in his book “ Frames of Mind
“ (1983) where he outlines several different types of intelligence competencies
6th Discussion
THEORY OF MULTIPLE INTELLIGENCES
(Show picture)
Suggests people have multiple intelligences that work in unique combinations.
Original 7 intelligences, later expanded to 8 :
1. Linguistic – word smart
2. Logical–Mathematical – number/reasoning smart
3. Musical – music smart
4. Bodily–Kinesthetic – body smart
5. Spatial – picture/visual smart
6. Interpersonal – people smart
7. Intrapersonal – self smart
8. Naturalistic – nature smart
Gardner defines intelligence as a “biopsychological potential to process information that can be
activated in a cultural setting to solve problems or create products that are of value in a culture”
(Gardner, 2000, p.28).
7th Discussion
How do we identify gifted and talented learners?
1. Locate domain of giftedness
Use tests (IQ, achievement, aptitude)
Observe learning behaviors
Review portfolios/work samples
2. Describe level of giftedness
Compare to age/grade norms
Use IQ/aptitude scores
Note classroom performance
3. Describe field of talents
Identify specific strengths (math, arts, sports, etc.)
Assess performance tasks/competitions
Get teacher/parent/mentor input
8th Discussion
Learning Characteristics :
Gifted and talented learners have abilities beyond their peers, requiring more challenging and creative
learning.
Listed below are commonly observed characteristics of a learner that is potentially gifted or talented
( Note that one may possess a combination of these characteristics in varrying degree )
High level of intellectual curiosity
Reads actively
High degree of task commitment
Keen power of observation
Highly verbal
Gets bored easily
Can retain and recall information
Excited about learning new concepts
Independence in learning
Good comprehension of complex contexts
Strong, well-developed imagination
Looks for new ways to do things
Often gives uncommon responses to common questions
Understanding their traits helps teachers provide proper support and opportunities for growth.
9th Discussion
General Educational Adaptations:
Gifted learners often get bored after mastering class concepts. They are highly inquisitive, making it
challenging to meet their instructional needs. Listed underneath are some strategies in teaching gifted
children.
Provide enrichment exercises for deeper study of the same topic.
Use acceleration to let students progress at their own pace, sometimes completing two grades in
a year.
Give open-ended tasks that encourage divergent thinking.
Assign leadership roles to support social growth.
Coordinate with the librarian for extensive reading in areas of interest.
Offer long-term projects to keep students engaged.
10th Discussion
Policies supporting the gifted and talented learners :
1.Republic Act No. 5250 — An Act Establishing a Ten-Year Training Program for Teachers of Special and
Exceptional Children (1968).
Established a 10-year training program for teachers of special and exceptional children, explicitly
including the gifted.
First legal step to build teacher capacity in gifted education.
2. Republic Act No. 10533 — Enhanced Basic Education Act of 2013
Mandated inclusivity in education, including “Programs for the Gifted and Talented.”
Allowed acceleration and enrichment for gifted learners under K–12.
3. DepEd Order No. 108, s. 1999 — Strengthening of Special Education Programs for the Gifted in the
Public School System.
Strengthened special education programs for gifted learners in public schools.
Required systematic identification, specialized classes, and technical support.
4. Presidential Decree No.603 (Child and Youth Welfare Code)
Declared that gifted children must be given opportunities and encouragement to develop their
talents.
Ensured that education should be suited to a child’s abilities.
11th Activity
12th Assessment
References :
Gardner, H. E. (2000). Intelligence reframed: Multiple intelligences for the 21st century. Hachette UK.
Department of Education. (1999, October 5). DO 108, s. 1999 – Strengthening of special education
programs for the gifted in the public school system. https://www.deped.gov.ph/wp-
content/uploads/1999/10/DO_s1999_108.pdf
Presidential Decree No. 603, Child and Youth Welfare Code. (1974).
https://lawphil.net/statutes/presdecs/pd1974/pd_603_1974.html
Republic Act No. 5250, An Act establishing a ten-year training program for teachers of special and
exceptional children. (1968).
https://lawphil.net/statutes/repacts/ra1968/ra_5250_1968.html
Republic Act No. 10533, Enhanced Basic Education Act of 2013. (2013).
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533
