lørdag den 14. juli 2012

Job Alert: At School for Gifted Children

I found a job alert on the internet and decided to translate it so we could discuss how Education of Gifted Children would work with the this kind of setting, as described by this job alert. I would also like it if you could give their experiences of how Gifted Children that may or nay not be asynchronous would benefit from this type of environment and pedagogy as described by this advert. So it's not a "real alert" but one I chose to use for making ourselves aware of what is out there!
     The school's target audience is Gifted Children. A Gifted Child is a child with a particularly high learning potential, where the child has has different strengths and weaknesses than what is seen in the larger gourp of socalled normal children. Gifted Children can be asynchronously developed, that means the child is ahead intellectually, but behind emotionally. At the same time there can ba a huge difference in how well the child learns different subjects and how the child learns certain in areas of single subjects.
     As an applicant you must want to be challenged by a group of children and young people who think alternatively and questions everything, but needs a caring and very firm guidance. It would be an advantage, if you have knowledge in this area, or at least you must be passionate to acquire our consistent, open and structural pedagogy used to manage the children and their parents. You must be prepared that the children, as a result of and due to their past experiences, as well as / or because of their asynchronous development exhibit verbal and physical disruptive behaviours.

     If your professional and personal skills match the above and you are equipped to handle this group og children in a positive and appreciative manner, please send us your application with relevant documents in pdf format.

I hope this would create more awareness for parents desperately seeking a solution for their children, and I would also like to hear what the Gifted community suggests for wokring with Gifted Children, especially with asynkron children as I mentioned. For that I am busy on another article. I have also, since we are far apart and have different understandings of word explained the following terms:

Gifted Children: Most people fall in the IQ range between 85 and 115, with 100 the absolute norm. This range is considered normal. The farther away from the absolute norm of 100 a child is, the greater the need for special educational accommodations, regardless of whether the distance is on the left or right of 100. A Gifted Child in Denmark has an IQ of above 125 and thus needs certain educational accomodations since the child has a particularly high learning potential.

Asynchron developement as seen in Gifted Children has been described by many. for todays purpose I would like to point to the following description:

Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally. (The Columbus Group, 1991). Reference: http://www.stephanietolan.com/gt_as_asynch.htm
Asynchronous development refers to uneven intellectual, physical, and emotional development. In average children, intellectual, physical, and emotional development progresses at about the same rate. That is, the development is in "sync." An average three-year-old has the intellectual and physical abilities as well as the emotional maturity most other three-year-olds have. However, in gifted children, the development of those areas is out of "sync." They do not progress at the same rate. http://giftedkids.about.com/od/glossary/g/asynchronous.htm"Asynchronous development is the hallmark of giftedness and in a very real sense, as gifted children mature they "grow into" their intellect and become more balanced, more normal.  The more extreme the intellectual development  is, the more extreme the asynchrony." http://www.sengifted.org/archives/articles/asynchronous-developmen

Structural pedagogy. Is a pedagogical category that is used when there are said to be a focus on structure, strict guidlines as well as rules in order to create a forseeable and secure environment. In addition, key concepts such as behavior modification and reinforcement, firm structured environment, with visible adults that can use a combination of limit-setting and responsibility training.

In order to further clarify the what this means I would like to use the following example:  Institutions that use a therapeutic environment/system link actual treatment facilities with treatment-requiring children and young people who are described as having great emotional and social difficulties.

The description of the so-called structural pedagogy have been used at institutions, which focus on the education of students, usually institutions that had solely been set up for receiving adolescents aged 12-15 years with serious behaviour og criminalised backrounds, often adolescents with another ethnic background than Danish.

Twice Exceptional Denmark

Twice Exceptional Denmark er lavet for dobbelt exceptionelle børn dvs. børn med særlige forudsætninger som samtidig har indlæringsvanskeligheder. Disse børn kan have opmærksomheds-, koncentrations- og kontakt- vanskeligheder som oftest er pga. Ordblindhed/ Dyslexi, ADHD, AS, PDD NOS, OCD, Tourette osv.

Det ofte set at Børn med særlige forudsætninger er af natur Asynkron Udviklet dvs. det halter med at deres emotionelle og sociale udvikling følger med det som ses ved jævnaldrende, samtidig med at de lærer lynhurtigt det emner de er motiveret for og ender således ofte foran jævnaldrende i disse oråder, uden sparringspartner. Børnene ender ofte meget ”misforstået” og en tværfagligindsats er nødvendig hvis sådan en situation skal kunne vendes.

Tværfaglighed bør bestå af en BMSF konsulent/psykolog og derudover specialister jvf. barnets specifikke diagnoser og andre problemer hver gang handleplaner udarbejdes, barnets evalueres osv. Men der er langt vej endnu, da BMSF ikke anerkendes i Kommunerne, og dermed overses det at barnet har behov for en ”særlig” forståelse og indsigt for at børnene kan få den rette hjælp jvf. Socialloven og Inklusion.

Men desværre ses disse børn i AKT forløb, heldagsskoler og kan ende i Udsatte grupper:

De unge, som kommer til opholdsstederne, har været vanskelige at placere i de kommunale tilbud, hvor hverken de unge, som kommer til opholdstederne eller de elever, der går i de kommunale tilbud, vil profitere af at være sammen.