Children who are classified as gifted are not as privileged as many people believe. Many experience uneven development and may also have underlying learning or emotional difficulties which make it hard for them to achieve their full potential. Schooling systems also do not cater for extending children with advanced abilities. There is also sometimes stigma attached to identifying children who are gifted. This course provides parents, teachers, and healthcare professionals with well-researched theoretical information about the topic. Practical application is an essential element of this course and case studies are used to provide the learner with real-life examples. The course also includes comprehensive strategies and a toolkit.
This course is a self-study course. When you are registered you will receive: a full colour text book and toolkit, a
portfolio guide, access to expert online tutoring, certificate on successful course completion.
This course has 10 modules. Each module is aimed at ensuring the learner achieves understanding of a specific area within the field giftedness. Assignments which include case studies are interspersed throughout the modules. Each module and its outcomes are listed below:
Module 1 – The concept of intelligence
• What is intelligence? • Factors that influence intelligence. • How is intelligence measured? • Controversies in intelligence testing. • How is intelligence and intelligence testing relevant to the gifted population?
Module 2 – Defining giftedness
• A brief history and background of giftedness. • Definitions of giftedness. •The difference between talented and bright. • Theories of giftedness.
Module 3 – Characteristics of giftedness
• The importance of recognising gifted children. • Early signs giftedness. • General characteristics of the gifted child. • Broad categories of giftedness. • Classroom behaviour of gifted children.
Module 4 – Understanding the gifted child
• Dabrowski’s theory of overexcitabilities. • The differentiated model of giftedness and talent. • Renzulli’s theory of giftedness. • Sternberg’s theory of augmented intelligence. • Howard Gardner’s theory of multiple intelligence.
Module 5 – Profiles of gifted children
• The ‘successful’. • The ‘challengings’ (or creatives). • The ‘undergrounds.’ • The ‘dropouts’ (or at risk). • The ‘double-labelled’ (or twice-exceptional). • The ‘autonomous learners.’ • A matrix of profiles of gifted children.
Module 6 – The development of the gifted child
• Normal childhood development. • Asynchronous development. • Other developmental concerns. • The social and emotional difficulties and needs of a gifted child.
Module 7 – Giftedness and related conditions
• The importance of diagnosis. • Common misdiagnoses. • Dual diagnosis or twice exceptionality. • Characteristics of twice-exceptional children.
Module 8 – The importance of psychological assessment
• The purpose of psychological assessment. • When to refer for an assessment? • Who should conduct an assessment? • What types of assessment should be used? • Assessment results and profiles of gifted children.
Module 9 – Inclusive education and the gifted child
• Inclusive education and accommodating the gifted child in the classroom. • Guidelines on inclusive education.
Module 10 – Strategies and techniques to support a gifted child
• Planning for programming • Tips for differentiated classrooms • Education programme options • Classroom accommodations and strategies • Sensory integration • Parenting a gifted child • General strategies and techniques • Managing stress • Specific activities • Career planning and support
Course Assessment Requirements
This course is comprised of 50 notional hours. These hours are structured within the following manner:
• 20 hours of reading and self-study using the allocated readings and learner guide. • 15 hours completing the formative and summative assessment activity requirements for the course. This includes multiple-choice questions, knowledge questions and an essay submission requirement as part of the portfolio of evidence. • 15 hours completing the practical and case study requirements of the course through the use of case studies developed for the purposes of assessing applied knowledge of the content of the course.
*Note: hours spent reading, in self-study and completing assessment activity requirements will be recorded in a logbook/ attendance register for the purposes of confirming attendance on the course.