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Description

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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 always cater for extending children with advanced abilities and there is often a 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 a comprehensive strategies and a toolkit.

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This is a self-study course

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Credits: 5
Time: 50 Hours
Cost: R1950 per person
Accreditation: Accredited with the Health Professions Council
of South Africa for 21 general CEU points.

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What you get:

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Full Colour Textbook and Toolkit
Portfolio
Access to expert online tutoring
Certificate on successful completion of the course

 

To register now, contact: hello@hollyblueacademy.co.za or www.hollyblue.co.za

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Course Outcomes

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This course has been structured according to 10 different lessons. Each lesson is aimed at ensuring the learner achieves understanding of a specific area within the field of gifted children. Assignments which include case studies are interspersed throughout the lessons. The course is completed with a test. Each lesson and its outcomes are listed below:

[/vc_column_text][vc_empty_space height=”10px”][vc_accordion active_tab=”1″ style=”boxed_accordion”][vc_accordion_tab title=”Lesson 1 – The concept of intelligence” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]

• 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?

[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Lesson 2 – Defining giftedness” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• A brief history and background of giftedness
• Definitions of giftedness
• The difference between talented and bright
• Theories of giftedness
• Myths and misunderstandings of giftedness[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Lesson 3 – Characteristics of giftedness” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• The importance of recognizing gifted children
• Early signs of giftedness
• General characteristics of the gifted child
• Broad categories of giftedness
• Classroom behaviour of gifted children[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Lesson 4 – Understanding the gifted child” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Dabrowski’s theory of overexcitabilities
• The differentiated model of giftedness and talent
• Renzulli’s theory of giftedness
• Sternberg’s theory of augmented intelligence
• Howard Garderner’s theory of multiple intelligence
[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Lesson 5 – Profiles of gifted children”][vc_column_text]• 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
[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Lesson 6 – The development of the gifted child” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Normal childhood development
• Asynchronous development
• Other developmental issues
• The social and emotional difficulties and needs of a gifted child
[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Lesson 7- Giftedness and related conditions” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• The importance of diagnosis
• Common misdiagnoses
• Dual diagnosis or twice exceptionality
• Characteristics of twice-exceptional children[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Lesson 8 – The importance of psychological assessment” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• The purpose of psychological assessment
• When to refer for an assessment?
• Who should conduct an assessment?
• What types of assessments can be used?
• Assessment results and profile of gifted children
[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Lesson 9 – Inclusive Education and the Gifted Child” title_color=”#143143″ background_color=”#e6e6e6″][vc_column_text]• Inclusive education and accommodating the gifted child in the classroom
• Guidelines on inclusive education[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Lesson 10 – Strategies and techniques to support a gifted child”][vc_column_text]• 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[/vc_column_text][/vc_accordion_tab][/vc_accordion][/vc_column][/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” css=”.vc_custom_1570778965453{padding-top: 20px !important;padding-bottom: 20px !important;background-color: #143143 !important;}” z_index=””][vc_column][vc_column_text]

Course Assessment Requirements

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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.

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Need to know more?

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Read our FAQ
Contact us

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