Special Populations

Concurrent

The Role of Teacher Inquiry in Working with Special Needs Gifted Learners

Saturday, November 11
3:45 PM - 4:45 PM
Location: 203 B

This presentation examines inquiry-based instructional approaches to working with students who have high potential, but also special needs. Focus is placed on inquiry as the thread that weaves together a plan of instruction that has been successful for these students. Profiles of students of color, poverty, twice exceptionality, and language needs are described with commentary regarding approaches that received positive results. Commonalities of instruction, such as the use of metacognition, the use of acceleration, and the use of career counseling, are provided alongside effective inquiry-based teacher instructional interventions. A differentiated educational plan for the use of inquiry techniques in the classroom will be provided.

Ariel Baska

Teacher
Fairfax County Public Schools

Ariel Baska teaches all levels of Latin in Fairfax County Public Schools. She received her Bachelor’s degree in Classics from The College of William and Mary, and Master's degree in Curriculum Studies with an emphasis in Gifted Education at George Mason University.
She has presented at many state, national and international conferences on the topics of twice exceptionality, foreign language education, and the classics. She has written numerous articles and chapters on these topics, and with her mother, Joyce VanTassel-Baska, she wrote a book designed to introduce gifted students to Latin - Ancient Roots and Ruins, Prufrock Press (2013). She was the 2015 recipient of the A. Harry Passow Classroom Teacher Award.


Presentation(s):

Send Email for Ariel Baska

Joyce VanTassel-Baska

Smith Professor Emerita
College of William and Mary

Joyce VanTassel-Baska is the Jody and Layton Smith Professor Emerita of Education and founding director of the Center for Gifted Education at The College of William and Mary in Virginia where she developed a graduate program and a research and development center in gifted education. She also initiated and directed the Center for Talent Development at Northwestern University. Prior to her work in higher education, Dr. VanTassel-Baska served as the state director of gifted programs for Illinois, as a regional director of a gifted service center in the Chicago area, as coordinator of gifted programs for the Toledo, Ohio public school system, and as a teacher of gifted high school students in English and Latin. She has worked as a consultant on gifted education in all 50 states and for key national groups and has consulted internationally in over 25 countries. Dr. VanTassel-Baska has published widely including 29 books and over 550 refereed journal articles, book chapters, and scholarly reports. Recent books include: Content-based Curriculum for Gifted Learners (2011) (with Catherine Little) and Patterns and Profiles of Low Income Learners (2010). Recent curriculum work includes units of study on leadership (with Linda Avery) and on Roman culture (with Ariel Baska). She also served as the editor of Gifted and Talented International, a research journal of the World Council on Gifted and Talented, for seven years from 1998-2005.
She was selected as a Fulbright Scholar to New Zealand in 2000 and a visiting scholar to Cambridge University in England in 1993. Her major research interests are on the talent development process and effective curricular interventions with the gifted. She has served as principal investigator on 62 grants and contracts totaling over $15 million. She holds B.A., M.A., M.Ed., and Ed.D. degrees from the University of Toledo,

Presentation(s):

Send Email for Joyce VanTassel-Baska


Assets

The Role of Teacher Inquiry in Working with Special Needs Gifted Learners

Slides

Attendees who have favorited this

Please enter your access key

The asset you are trying to access is locked. Please enter your access key to unlock.

Send Email for The Role of Teacher Inquiry in Working with Special Needs Gifted Learners