This can go a long way to reducing any sense of guilt or inadequacy. Furthermore, the teacher should help the student to recognize his or her strengths. The strategies that students must use when they feel the strong feelings that are preventing them from learning effectively."( Elias, 2004). The teacher becomes involved in the process of articulating ". Once they have been recognized, a responsive and caring approach should be taken. In order to deal with these problems, the author suggests that in the first instance these inabilities and difficulties in the student must be recognized by the teacher or the therapist. The article also reviews the literature and theoretical positions on this topic. These include the recognition of emotions in self and others the regulation and management of strong emotions and the recognition of strengths and areas of need ( Elias, 2004). The author of this article identifies a number of problematic social and emotional areas for the learning disabled or special needs student. n the final analysis the article does provide some illuminating insights into the possibilities of literature for social and emotional development in gifted students.Īrticle 3: The Connection between Social-Emotional Learning and Learning Disabilities: mplications for ntervention by Maurice J. N other words, it can be criticized for being somewhat discursive and for not providing any form of comparative analysis.Īlternatively, one could argue that methodologically the research falls into the category of a case study, a legitimate form of intensive qualitative research. The goal is to move toward integration within the details of the classroom begin by offering some extra time and then gradually diminishing it based on Intervention will be gradual, at first allowing extra time or an untimed period (when applicable), gradually reducing the extra time until CB is back on the schedule with other students at grade level. Most of the people that work with her, however, believe that CB is quite capable of completing the tasks, but is hyper-self-critical and then unable to finish the work in the timeframe needed. Intervention #2 - Issue: Extended Time needed/Hyper Perfectionism - Part of CB's OCD and Anxiety diagnosis have resultant behaviors in needing extended time to complete assignments. Possible solutions to aid in this would be to allow an older student or an intern from a local teacher's college to visit a few times a week to work with CB and, with individualized attention, continually reinforce attention to tasks at hand. This will focus CBs attention on aspects of the lesson that are more comfortable. Allow her to focus more on those aspects, and potentially preload the evening before if possible. Intervention #1 - Issue: Attention Span - Work with teacher to find modifications within the stated curriculum that are interesting to CB. The key, in wrapping up all the issues, seems to be finding intervention strategies that will allow her to focus, to remove some of the anxiety and perfectionistic issues, and to improve social skills (Suping, 2003 Taylor, 1998): We find that there may a disconnect in motivational issues, as well, CB is clearly bright, and when engaged, is able to perform at a higher than grade level. In each of these there is a discrepency between what is needed and/or expected in CB's school curriculum and her performance. Her research found that “every time push out of their comfort zone to learn something new and difficult, the neurons in their brain can form new, stronger connections, and over time, they can get smarter.Intervention Plan- For CB there are essentially four major issues: her lack of attention span, the need for extended time on some assignments combined hyper-perfectionism, lack of social skills, and home activity intervention/anxiety. “Just the words ‘yet’ or ‘not yet,’ we’re finding, give kids greater confidence, give them a path into the future that creates greater persistence,” she said. Growth mindset, Dweck says, inspires perseverance in mastering difficult material, encourages a willingness to learn from setbacks, and reveals untapped potential. “I don’t understand this … not yet” is a key phrase in the development of a growth mindset, a learning attitude that works for all topics. Reading while school is out keeps students at gifted and talented reading levels engaged, and books that challenge all learners to get out of their comfort zones have the potential to rewire their brains and turn them into academic superstars.Ĭarol Dweck, a leading advocate for growth mindset in education, said in a TED Talk that students who are motivated by “the power of not yet” learn the value of pushing themselves to grasp content that is just out of their reach.
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