FAMILY MEDICINE III

Topic: gifted child and adolescent

Lecturer: medalla md

GIFTED CHILDREN - Most people fall in the range between 85 and

115with the absolute norm, this is considered
A CHILD WHO HAS THE NORMAL
- Potential or demonstrated achievement in
- The farther away from the absolute norm of 100,
general intellectual ability, specific academic
aptitude, creative or productive thinking the greater the need for SPECIAL EDUCATION,
leadership ability, visual or performing arts or regardless the distance is on the left or right.
psychomotor.
12 SIGNS OF GIFTED CHILD
BINET SIMON SCALE (1890)
- Hired by Paris school system to develop test 1. ADVANCED DEVELOPMENT
that would identify children who were not - Achieves milestones earlier, greater vocabulary
learning & would not benefit from further than other children.
learning and education.
- From Binet‟s work the term “intelligence 2. EARLY INTELLECTUAL TALENT
quotient” or IQ evolved. - Group memory, learn concepts easily
- Grasp into a topic and have amazing
TESMAN STANDFORD BINET INDIVIDUAL understanding of the subject, wide interest in
INTELLIGENCE everything.
- Best individual test of intelligence
3. THIRST FOR KNOWLEDGE
INTELLIGENCE QUOTIENT
- Serve as the basis for the definition of - Drive to learn, want to discover, learn for the
intellectual giftedness. sake of discovering.
- The quotient is derived by”
o Dividing the mental Age score by the 4. HIGH LEVEL OF ACTIVITY
chronological age and multiply by 100 to - Very active, reduced need for sleep as they
remove the decimal part divert this energy into a purpose.
- Long attention span if of interest to them.
IQ SCORES
5. CAUTIONARY
34.13%
- Great ability to read more into situations and the
- One standard deviation above
- One standard deviation below future, work out implications and worry about the
possibility of failure.
68.26% 6. SENSITIVITY
- Have average mental ability - Very sensitive, general anger or criticism is
taken personally.
CLASSIFICATION OF GIFTEDNESS
7. UNEVEN DEVELOPMENT
- Ranges are based on a STANDARD BELL
- Often have a large gap between the mental,
CURVE
social, physical, and emotional development.
Mildly gifted 115 to 129
8. CAN DISTINGUSH EARLY BETWEEN REALITY
Moderately gifted 130 to 144
AND FANTASY
Highly gifted 145 to 159
- Leas to discussions, analyzation, acceptance,
Exceptionally gifted 160 to 179
asking awkward questions.
Profoundly gifted 180

9. EARLY INSIGHT INTO SOCIAL AND MORAL

ISSUES
- Highly developed social conscience
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 - Worried about war, pollution, injustice and LANGUAGE TRAITS OF GIFTED CHILD
violence.
- See through adult hypocrisy and become angry 1. May read early
and scared when they see that adults are 2. Extensive vocabulary
unreasonable and inconsistent. 3. Reads rapidly and widely
4. Asks „what if‟ questions
10. GREATER REASONING POWER AND 5. Enjoys learning new things
MANIPULATION. 6. Enjoys intellectual activity
- Greater logical prowess and understanding of 7. Displays intellectual playfulness
relationships 8. Prefers books and magazines meant for older
- Manipulative children.

GIFTED CHILDREN AND THEIR EDUCATION

11. INDIVIDUALITY
- Unique and can learn in different ways
12. IMPORTANCE OF ADULTS
- Adult guidance is very important which help
them determine which situation is necessary to
conform and when it is okay to be “different”
OBJECTIVES:
- To put realistic limits on an over ambitious
project, set realistic standards
- Avoid self criticism
COGNITIVE TRAITS OF GIFTED CHILD
1. Very observant
2. Extremely curioui8s
LOIS ROETS (1993) PROPOSED THREE OPTIONS
3. Intense interest
4. Excellent memory
5. Long attention span
6. Excellent reasoning skills
7. Fluent and flexible thinking
8. Elaborate and original thinking
9. Excellent solving skills
10. Unusual and or vivid imagination
11. Learns quickly and with less practice and
repetitions.
12. Quickly and easily sees relationships in ideas,
objects or facts
13. Well developed powers of abstraction,
conceptualization and synthesis.
SOCIAL AND EMOTIONAL TRAITS OF GIFTED
CHILD
1. Energetic
2. Perfectionist
3. Well developed sense of humor
4. Usually intrinsically motivated
5. Concerned about fairness and injustice
6. Very sensitive, emotionally and physically
7. Interested in philosophical and social issues
8. Relates well to parents, teachers and other
adults
- The presence of gifted child in the school can be
a matter of joy and excitement for the educator.
GENERAL STRATEGIES FOR
MODIFYING CURRICULUM
1. Meeting the learning capacity of the students
2. Meeting the student rapid rates of learning in all
or some areas of
3. Providing tie and resources so that student can
pursue areas of special interest.
1. LESSON MODIFICATION
- Through acceleration or enrichment of content
- Asking open-ended questions because it
requires thinking skills such as comparison,
synthesis, insight, judgement, hypothesis,
conjecture, and assimilation.
2. ASSIGNMENT CURRICULUM
- By using „CURRICULUM COMPACTING’ –
curriculum should be compacted to those areas
that represent his or her strengths.
3. SCHEDULING MODIFICATIONS
- Cooperative learning by grouping them with:
o Heterogenous groups – often
counterproductive ending up doing more
teaching than learning
o Homogenous groups – derive
significant learning benefits.
STEPS IN COMPACTING THE CURRICULUM
1. DETERMINING TTHE NEED TO DO SO
- A student is a candidate for compacting if he or
she finishes assignments correctly; consistently
scores high on tests related to the modified

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 areas or demonstrates high ability through
individualized assessment.
2. CREATE A WRITTEN PLAN OUTLINE
- When will the regular assignments be
completed, what alternate activities will be
accomplished.
- Time frame for each plan
- Modification plans
3. ALTERNATE ASSIGNMENTS
- Can either be projects related to the modified
areas of study that extend the curriculum or
independent project that are chosen based on
the students individual interest.
RESULTS OF INADEQUATE EDUCATION
1. NON-PARTICIPATION
- Find adjustment difficult if not stimulating or
challenging enough
- Hurry tasks in slipshod manner
- Does not participate in discussions
- Feel let down, when expectations are not met.
2. NON-CONFORMITY
- Want to do what is right
- Develop complex concepts of justice and
morality.
- High standards in behaviour and performance
3. IMAGE OF MEDIOCRITY
- Learn early to conceal their ability from teachers
in order to avoid being assigned additional work.
- In order to win friends or avoid the stigma of
being called a nerd.
4. REVOLT AGAINST ROLE
- Easy success fails to help the child develop
good working habits
- Difficulty or failure is due to unmet needs
- Drill subjects and activities requiring role
memory does not arouse his interest
- Response may range from passive acceptance
to active revolt.
5. MECHANICS OF SELF EXPRESSION
- Difficulty of writing due to rapid thought
processes occurring in their mind that they could
not abide in the slowing of writing down their
ideas.
- Ease to master ideas and verbal concepts
causes them to be fearful of attempting new
ideas.
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6. AVOIDANCE OF FAILURE
- Timid in trying new physical skills due to
possibility of failure
- If unable to avoid new situations which they are
not secure.
- Participation is only half hearted
7. OUTSPOKENNESS
- Strong feeling for truth and justice
- Often being considered rude, impertinent,
unruly, self-centered, undisciplined
- Need guidance in learning to get along with
people
BASIC TERMS IN SPECIAL EDUCATION
A. DEVELOPMENTAL DISABILITY
- Refers to as severe, chronic disability of a child
five years of age or older.
B. IMPAIRMENT OR DISABILITY
- Refer to reduced function or loss of a specific
part of the body or organ.
C. HANDICAP
- Refers to a problem a person with disability or
impairment encounters when interacting with
people, events, and the physical aspects of the
environment.
D. AT RISK
- Refers to children who have greater chances
than other children to develop a disability
CATEGORIES OF EXCEPTIONALITIES AMONG
CHILDREN AND YOUTH WITH SPECIAL NEEDS
1. MENTAL RETARDATION
- Substantial limitations in present functioning.
- Communication, self care, home-living social
skills, community use, self-direction, health and
safety academics, leisure and work.
- Manifests before age 18.
2. GIFTEDNESS AND TALENT
- High performance in intellectual, creative or
artistic areas, unusual leadership capacity and
excellence in specific academic field.
- Emphasizes talent as the primary defining
characteristics.
3. SPECIFIC LEARNING DISABILITY
- Disorder in one or more of the basic
psychological processes involved in
understanding or in using language, spoken or
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 written. Includes conditions as brain injury, Transition from childhood to adulthood:
minimal brain dysfunction, dyslexia, and
developmental aphasia. A. BIOLOGICAL
- Physical growth and personality formation
4. EMOTIONAL AND BEHAVIORAL DISORDERS
B. PYCHOLOGICAL
- Condition exhibiting one or more of the following
characteristics: - Secondary sexual characteristics indentify
a. Inability to learn which cannot be explained establishment, moving from dependent to
b. Inability to build or maintain satisfactory independent person.
interpersonal relationships with peers and
teachers. C. SOCIAL
c. Inappropriate types of behavioural general - Preparation for the forthcoming role of
pervasive mood of unhappiness and adulthood.
depression.
SELECT FEATURES OF ADOSLECENCE
d. Tendency to develop physical symptoms or
fears associated with personal or school Adolescence tends to be a time:
problems.  Of seeking status as an individual
 When peer group relations become of major
5. SPEECH AND LANGUAGE DISORDERS OR importance
COMMUNICATION DISORDERS  When physical maturity is attained
- Impact of communication pattern has on a  Of intellectual expansion and academic
experience
person‟s life.
 Of development and evaluation of values
a. Transmission/Perception of messages faulty
b. Person is placed at an economic ADOLSECENTS HEALTH SERVICES
disadvantage
c. Person is at a learning disadvantage 1. DELIVERY OF HEALTH SERVICES
d. Negative impact on a person’s emotional - Between ages 11 to 21 should have annual
growth. preventive health status.
- Should be developmentally appropriate and
sensitive to individual and socio cultural
6. HEARING IMPAIRMENT differences.
- Hearing disabilities from mil to profound, - Health care providers should establish
encompasses children who are deaf and those confidential care of adolescents.
hard of learning.
2. HEALTH GUIDANCE
7. VISUAL IMPAIRMENT - Should be at least once during early, middle and
late adolescence.
- Visual disabilities, blind, low vision
- To better understand physical, psychosocial,
and psychosexual development.
8. PHYSICAL IMPAIRMENTS - To be actively involved in health care decisions
- Orthopaedic impairments that involve the - To promote prevention of injuries
skeletal system – bones, joints, limbs and - To be concern with healthy nutrition and diet
associated muscles. habits
- To promote benefits of regular safe physical
activities.
9. SEVERE DISABILITIES
- To promote responsible sexual behaviour
- Encompasses individuals with severe and - To promote avoidance of alcohol, tobacco
profound disabilities in intellectual physical and and drug use.
social functioning.
3. SCREENING
ADOLESCENT - Annual hypertension screening, hyperlipidemia,
ACCORDING TO WHO CHD
- Eating disorders, obesity
Adolescence 10-19 years old - Tobacco use, alcohol, substance abuse, misuse
Youth 15-24 years old of over-the-counter and prescription drugs.
Young people 10-24 years old - Sexually transmitted diseases, confidential HIV
testing
- Sexual, physical and emotional abuse
THREE LEVELS OF DEVELOPMENT
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 - School performance and learning problems.

4. IMMUNIZATION
- Should receive prophylactic immunizations in
accordance with the guidelines of the Advisory
Committee on Immunization Practices

ROLE OF PARENTS

1. Show their love

2. Be understanding
3. Provide attention
- Parents are just as important to adolescents as
they are smaller to children.

POSITIVE INFLUENCE OF PATIENTS

1. Behavioral role model
2. Transmit values and information
3. Emotional support
4. Autonomy and interdependence

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