DETAILED LESSON PLAN

IN
FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Time: 10:00 – 11:30 am Day: Tuesday, Thursday

Teachers: Zabala, Mikaela G. Course/ Year: BPED 2nd Year

Orsua, Andrea Mae G.

Monteroso, Patricia Ann

I. OBJECTIVES: At the end of the lesson, the students are expected to:

1. Determine the characteristics of gifted and talented learners with disabilities.

2. Analyze trends and issues in teaching gifted and talented learners.
3. Reflect on the trends and issues in teaching gifted and
Talented learners.

II: SUBJECT MATTER

Major Topic: Section 2: Gifted and Talented Learners

Minor Topic: Chapter V, Trends and Issues in Teaching Gifted and Talented Learners

Reference: Foundation of Special and Inclusive Education (Book) by Jenina N. Nalipay

Materials: Visual Aids (Cartolina, Color paper, Pentel pen)

Strategies: Reflective and Inquiry based learning approach, Cooperative Learning

Process: Examining and analyzing, listening, discussing, explaining and

identifying

Multiple Intelligence: Verbal-linguistic, Interpersonal and Intrapersonal.

III. PROCEDURE
Teachers Activity Students Activity

Preliminaries

Good morning class! Good morning ma’am!

Prayer

Okay class let us pray first, may I ask one student to lead
the prayer. (Students will stand up for the prayer)

Checking of Attendance

Now let us check your attendance, please raise your

right hand and say present if your name is called. (The student will response)

Cleanliness and Orderliness of the Room

Before we start our discussion, kindly check if there are

pieces of paper or plastic under your chairs, pick it up
and arrange your perspective chairs properly. (Students pick up the pieces of paper or trash under
their chair)

Submission of Assignment

Class, do we have an assignment? None ma’am

Since we don’t have an assignment, let’s proceed now

to our discussion.

Review

But first, let’s have a short recap of your past discussion.

last meeting we’ve discussed about the principles and

strategies of teaching and designing IEP for gifted and
talented learners. Who can give the Five Components
that was organized as a comprehensive inclusive
program for learners with disabilities?
Ma’am!

The Five Components are:

1. Child find
2. Assessment
3. Program Options

4. Curriculum Modifications

5. Parental Involvement
Very good!
How about the types of Grouping? Full-time Homogenous Grouping

Full-time Heterogenous Grouping

Part-time and Temporary Grouping

That’s right!
Curriculum Modification ma’am!
And where can we find Differentiation?

That’s correct! And we also have different Enrichment

Strategies. What are those? -Library and Internet Research Projects
-Scientific Research Projects
-Art, drama, creative writing, and other
Independent Projects
-Mentorships
-Peer tutoring
-Questioning
Very good! I can say that you really listened last
meeting.

Motivation

Let me ask you a question class, can a learner be both

gifted and coupled with a learning disability? Yes ma’am!

How can you say so? Give some examples. For example, they achieve outstanding results in
one subject area, yet the same achievement is not
reflected in other subjects.
That’ correct!
It seems that you already have an idea on what we are
going to tackle this morning. I want you to listen
attentively and do participate, okay?

Presentation

We will be discussing today about the Trends and Issues

in Teaching Gifted and Talented Learners

At the end of the lesson, the students are expected to:

1. Determine the characteristics of gifted and

talented learners with disabilities.
2. Analyze trends and issues in teaching gifted and
talented learners.
3. Reflect on the trends and issues in teaching gifted
and Talented learners.

I. Activity

Now, let’s have first an activity. We will divide the class

into three groups and each group are going to answer
the concept map given to you. We have prepared some
example characteristics of gifted learners with
disabilities and you need to indicate them on where do
you think it belongs.

II. Analysis

Now that we are done with your activity, what did you
observe?
From the group 1? Mostly the gifted learners excel on one thing but
didn’t perform well on the other.
How about from group 2? Works more from their mental activity.

And how about the group 3? Concerns like having a lack of organizational skills
and social skills.
Yes, very good!
It seems that you already have the knowledge about
this, but let’s find out during our discussion whether
your answer is correct.

III. Abstraction

Now let’s proceed to our proper discussion.

Giftedness comes in different variations. There are

some gifted with extraordinary IQ scores coupled with
remarkable skills while others have high IQ scores
combined with disabilities. With the latter described
condition, the disability of these learner turn to
overpower their cognitive abilities especially when they
are already labeled to having disabilities. Commonly,
the priority is given to the disabling condition, which
often delimits the actual talents and capabilities of
these learners. With this, opportunities were denied to
intellectually gifted children due to their disabling
condition.
The gifted learners with disabilities are individuals with
exceptional potentials who have the capabilities of
performing high ability skills even with the presence of
impairments and/or disabilities. These conditions are
not limited to learning disabilities, emotional and
behavioral disorders, hearing impairments, visual
impairments, physical disabilities, which manifest either
alone or in combination. Furthermore, these individuals
are often called as twice exceptional, doubled labeled,
or those with dual exceptionalities.

Gifted with Learning Disabilities

For you class, what is your own explanation of a gifted

student with a learning disability? Those who posses an outstanding gift or talent and
are capable of high performance, but who also have
a learning disability that makes some aspect of
academic achievement difficult.
Yes, that’s correct. And some students are identified
and their needs are met.

Now, the prevalence of twice exceptional learners is

difficult to identify, mainly because they are usually
clustered with groups of learners with disabilities.
Current research suggest that intellectually gifted
learners often have learning disabilities, which is often
hard to recognized. The most common and significant
feature of GLD (gifted with learning disabilities) is
having an inconsistent, unpredictable and inexplicable
academic performance. This means that they achieve
outstanding results in one subject area, yet the same
achievement is not reflected in other subjects or vice-
versa. Others may also excel in written tasks but may
perform poorly on verbal activities. Many of them tend
to be inattentive in class, have difficulties in spelling or
reading skills, have poor relationship with peers, and
even have low self-esteem.

Do you know someone like these? Yes ma’am!

One famous individual of this condition is Thomas Alva

Edison.
Are you familiar with him? No ma’am!

Thomas Alva Edison who was unable to read until he

was twelve years old. His writing skills were poor
throughout his life but these difficulties did not stop him
to become one of the greatest inventors throughout
history. Some others who were said to have same
condition are Walt Disney, Leonardo Da Vinci, and
George Washington, who were famous for their
contributions and not for their disabling conditions.

How about you class, if you have a classmate or you

know someone with disability and giftedness how do
you deal with them? Starting from accepting them, make them feel that
they belonged like a normal one, giving them
attention because its part of their development and
acknowledge their strengths as well as the
weaknesses. If you could possibly praise him then
do, praise the child for his/her successes.
That’s right!
Now let’s proceed to gifted with autism.

Gifted with Autism

Autism Spectrum Disorder (ASD) is a

neurodevelopmental disorder that can affect the ways a
person interacts, communicates and behave.
Another unique intersection happens between
giftedness and autism. Some characteristics of these
learners include extreme ability to concentrate, poor
social skills, and extraordinary visual talents. Some
learners with this condition exhibit repetitive motor
mannerisms, have an unusual but passionate interest in
one topic, and often lack empathy for others and may
tend to disengage in social activities that result to
having trouble forming friendships.

Some common traits associated with autism spectrum

disorder (ASD).

1. Repetitive motor mannerisms:

What do you mean by this? Many individuals with ASD engage in repetitive
behaviors or movements, such as hand- flapping,
rocking, or spinning objects.
Yes, and these behaviors can be comforting or self-
soothing for them.

2. Unusual but passionate interest in one topic: People

with ASD often develop intense interests in specific
subjects or activities. These interests can be highly
focused and may seem unusual or uncommon to others.
However, for the individual with ASD, these interests
can be a source of great joy and fulfillment.

3. Lack of empathy for others:

What do you mean by that? Difficulty understanding and expressing empathy is

a common trait among individuals with ASD.
Yes, and they may also struggle to recognize or interpret
others' emotions and may not respond to social cues in
typical ways. This doesn't mean they lack empathy
entirely, but rather they may have challenges in
understanding and expressing it.

4. Disengagement in social activities and trouble

forming friendships: Social interactions can be
challenging for individuals with ASD due to difficulties in
understanding social norms, nonverbal communication,
and the subtleties of social interactions. As a result, they
may feel more comfortable engaging in solitary
activities or routines rather than socializing with others.
This can lead to difficulty forming and maintaining
friendships.

One famous person with this condition is Dr. Temple

Grandin,

Are you familiar with him? No ma’am!

Dr. Temple Grandin, he has autism and was diagnosed

as deaf and brain-damaged at age 2, but was tested
with an IQ of 137 at age 8. Dr. Grandin became a
prominent author and speaker on both autism and
animal behavior and is recently a professor of Animal
Science at Colorado State University. Included in the
celebrated list of eminence with autistic characteristics
are Albert Einstein, Bill Gates, Bobby Fischer, Howard
Hughes, Sir Isaac Newton and Vincent Van Gogh (Davis,
Rimm & Siegle, 2014) who were known for their gifted
contributions and not for their autism spectrum
disorder.

Now, I’m going to ask you. What are some strategies

that educators can implement to support the needs of
gifted students with autism? By offering various instructional approaches, such
as visual aids, hands-on activities, and technology-
based learning, educators can cater to the
individual strengths and preferences of gifted
students with autism, promoting engagement and
comprehension.

Educators can facilitate peer interactions through

structured group activities and cooperative learning
projects, providing opportunities for gifted students
with autism to develop social skills and forge
meaningful connections with their classmates
By implementing these strategies, educators can
effectively meet the unique needs of gifted
students with autism and foster their academic and
social development.
Okay, Thank you!
Now, let’s proceed to gifted with ADHD

Gifted with ADHD

What is ADHD? Attention deficit hyperactivity disorder (ADHD) is a

mental health condition that can cause unusual
levels of hyperactivity and impulsive behaviors.
Learners with ADHD may have trouble focusing
their attention on a single task or sitting still for long
periods of time, being forgetful, difficulty of
listening and following instruction, that can affect
their studies and daily life.
Attention Deficit Hyperactivity Disorder (ADHD),
Impulsive-Hyperactive, and Inattentive types, are the
new catch-all diagnoses for children, gifted or otherwise
(Rimm, 2008). These conditions are characterized by
difficulty with concentration, distractibility impulsivity,
and hyperactivity. Learners with this condition tend to
appear disorganized and forgetful for they usually ally
pay little or no attention to details.

They also have difficulty in listening, following

instructions or simply staying in their seats. Rimm
(2008) claims that giftedness may mask ADHD, and
ADHD may mask giftedness.

What do you mean by these.

That giftedness may mask ADHD, and ADHD may mask
giftedness? Giftedness and ADHD can look a lot alike, some of
the symptoms of ADHD may look like signs of
giftedness, and some of the symptoms of giftedness
may look like a sign of ADHD, the symptoms of one
can make those of the other difficult to see.

For example, a child with ADHD who is highly

intelligent may perform well at school and show a
high level of talent. Because they’re a high achiever,
the parents and teachers may overlook ADHD
symptoms such as high energy or challenges with
organization.
It is as will in learners with ADHD, because of their
condition their giftedness also hide, or may
overlook, that causes them to not have a proper
education for giftedness.
Likewise, Flint (2001) gave importance on two things:
(1) that the double exceptionality of giftedness and
ADHD is common and (2) that giftedness does not
provide protection from the difficult symptoms of
ADHD. Just like typical learners with ADHD, gifted with
ADHD lag two to three years behind their age peers in
social and emotional maturity. This mismatch in their
cognitive and socio-emotional development is a
challenging consideration in guiding them learn across
the curriculum. Some famous people who fall in this
category are Robin Williams and Michael Phelps.

The combination of giftedness and disability can deliver

a double disadvantage that can make learners hide their
giftedness, or become unable to know their talents,
causing them not to be identified for gifted programs.
On the contrary, Moon (2004) claimed that their high
intellectual abilities might mask their disabilities,
causing them to be overlooked for special education
programs. In the case of gifted learners with learning
disabilities, Robinson (1999) argued that students are
doubly at risk because the characteristics of the two
categories influence one another, talents must be
nurtured and learning strategies must be taught.

The following guidelines are critical when creating

effective educational programs for gifted/LD students
(Baum, 1990; Robinson, 1999):

* Give focused attention to developing the gift or talent

in its own right. Enrichment does not equate to
remediation.
* Provide a supportive environment that values and
appreciates individual abilities:
* Teach students strategies to compensate for their
learning problems as well as provide direct instruction
in basic skills.

It is important to recognize that not all strategies will

work with all twice- exceptional students. Proper
diagnosis will help develop education plans for those
gifted and talented learners, but educators should be
flexible to try different strategies among different
learners. One of the strategies given to gifted learners
with learning disabilities is RTI or the Response to
Intervention.

Who has an idea of this? Response to Intervention is an early intervention

strategy that is implemented within the general
education classroom.
Yes, that’s right!
It is also a process used by educators in helping learners
who are struggling with either a lesson or a skill. This
strategy is not only made for gifted learners but to any
learner that struggle in some way. The general
framework of RTI revolves around a collaborative,
problem-solving and intervention process with
multitiered support on varying degrees.

RTI Model

Tier 3
Students lag behind their peers by one or more years,
demonstrate very weak progress on screening
measures, and require intensive intervention.
Tier 2
Students lag well behind their peers, demonstrate weak
progress on screening measures, and require some form
of intervention.
Tier 1
Students learn at roughly grade level or above, and are
least likely to fall behind or need intervention.

IV. Application

Now, why is it important to properly diagnose students

in the classroom setting when making an education plan
for gifted and talented learners? Because it allows educators to understand the
unique strengths, needs, and capabilities of each
individual student.

V. Evaluation

Get one whole sheet of paper and answer the following

questions:
Write the differences of gifted with learning disabilities,
gifted with autism, and gifted with ADHD on the Ven
diagram below.

Gifted Gifted
Gifted with
with
with ADHD
learning
autism
disabilities

VI. Assignment

In a ½ sheet of paper write your answer.

As a future teacher, how can you apply the trends and
issues in teaching gifted and talented learners?

Now that we are done with our discussion, any

questions or clarifications? None ma’am!

Then, that’s all for today, goodbye class! Goodbye ma’am!