Teaching Gifted Children with Special Educational Needs: Supporting Dual And Multiple Exceptionality

Children with both giftedness and special educational needs are often found in the mainstream classrooms. This essential resource provides an overview of existing knowledge about dual and multiple exceptionality (DME), examining the needs of gifted and talented children from both the class teacher’s and SENCo’s perspectives. Diane Montgomery explores both the specialist interventions that some children will need at least for part of their school life, as well as the general inclusive provision that every school can develop to meet the needs of all children. Focusing on evidence-based identification throughout, chapters in this accessible book cover:

• An analysis of the terms ‘giftedness and talent’ and the different methods that can be used for identifying them and assessing their limitations
• Identifying and supporting a range of difficulties, syndromes and disorders such as dyslexia, dyscalculia, DCD, ASD, ADHD and SEBD
• How to manage classroom behaviour, improve school ethos and create a DME-friendly school through inclusive teaching and learning

This invaluable resource will assist you in creating a DME friendly school, help to integrate learners with a range of difficulties and enable them and others to learn.

Table of Contents

Introduction

1. DME and the identification of giftedness and talent
2. Identifying and supporting children with Developmental Coordination Difficulties – dyspraxia and dysgraphia
3. Identifying and supporting children with Dyslexia Spectrum Difficulties – dyslexia, dysorthographia and dyscalculia
4. Identifying and supporting children with High Functioning Autism - Asperger Syndrome
5. Identifying and supporting children with Attention Deficit Hyperactivity Disorder
6. Identifying and supporting children with Social, Emotional and Behavioural Difficulties: Managing classroom behaviour, improving classroom climate and school ethos
7. How to create the DME friendly school through inclusive teaching and learning

Postscript

References

Index