Project high hopes summer institute:<i>Curriculum for developing talent in students with special needs</i>

Gentry, Marcia; Neu, Terry W.

doi:10.1080/02783199809553912

Cited by 9 publications

(6 citation statements)

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“…Only a few universities and institutions provided high-ability Native American students with opportunities to share their social and affective concerns. For example, through Project HOPE+ 1 (Having Opportunities Promotes Excellence; Gentry, 2011), beginning in 2012, high-ability Diné, Ojibwe, and Lakota students from five different reservation communities received full scholarships to participate in a 2-week, summer residential program for gifted, creative, and talented youth. However, studies on the social and affective concerns of high-ability Native American adolescents do not exist.…”

Section: Multiple Dimensions Of High-ability Adolescents’ Social and mentioning

confidence: 99%

Social and Affective Concerns High-Ability Adolescents Indicate They Would Like to Discuss With a Caring Adult

Jen

Gentry

2015

Journal of Advanced Academics

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This exploratory study investigated the social and affective concerns of 280 highability students in Grades 5 through 12 who participated in a summer residential program. Content analysis of responses from an open-ended survey indicated that high-ability adolescents expressed concerns regarding feelings and emotions, future aspirations, and relationships. How these social and affective concerns differed across gender, age, and among U.S. students, international students, and Native American subgroups were also investigated. Boys would like to discuss puberty and maturity more than girls; students in early adolescence cared about feelings, whereas those in late adolescence wanted to discuss future aspirations; Native American students had similar concerns to those of other students; however, Diné students were concerned about personal issues and bullying. These findings provide researchers and educators in the field of gifted education with new perspectives regarding social and affective concerns of high-ability students.In the past decade, the importance of the social and affective needs of high-ability students and the services that can be provided to meet these needs have received increased attention in the field of gifted education

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Section: Multiple Dimensions Of High-ability Adolescents’ Social and mentioning

confidence: 99%

Social and Affective Concerns High-Ability Adolescents Indicate They Would Like to Discuss With a Caring Adult

Jen

Gentry

2015

Journal of Advanced Academics

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“…Working together on a mutually decided goal brings about teamwork and sharing. This teamwork implies that each member of the team has something valuable to offer (Gentry & Neu, 1998;Maslow, 1962) to the team's success. Requiring students to work collaboratively, in which their contributions consist of passing out materials or being the time keeper, may not allow for true expression of students' talents or worth.…”

Section: Social Interactionmentioning

confidence: 99%

“…The steps to inquiry provided the structure to organize the task (Gentry & Neu, 1998). Furthermore, students were able to access information, using methods that did not depend on their reading skills, and communicate their ideas using talents to build, draw, and act rather than produce a proposal in writing.…”

Section: What the Curriculum Looks Likementioning

confidence: 99%

“…They applied the Creative Problem-Solving Process as a strategy for examining the problem and formulating alternate solutions. A study guide was developed (Gentry & Neu, 1998) that provided sample topics the students used as a springboard to higher level thinking about the pond's deterioration and postulate openended "what if" questions to help with the solutions their company was continuously formulating. It also guided them as they focused on attributes of the problem and asked relevant questions.…”

Section: What the Curriculum Looks Likementioning

confidence: 99%

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Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities

Baum

Cooper

Neu³

2001

Psychology in the Schools

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Gifted students who experience difficulty with reading, mathematics, spelling, handwriting, and organization frequently become frustrated at an early age. Well-intentioned teachers attempt to remediate their weaknesses; yet, these youngsters still feel alone in the classroom. Moreover, their academic limitations often mask enormous talent, which seldom has an opportunity to surface. Thus, gifted learning-disabled students require curriculum that develops their special talents and provides them strategies to compensate for problematic weaknesses. This article discusses the dual characteristics of gifted learning-disabled students and suggests a unique curriculum that integrates both through talent development. Developed through Project HIGH HOPES, funded federally by the Javits Act (1993)(1994)(1995)(1996), this dually differentiated curriculum offers strategies for addressing students' learning problems while fulfilling their need for sophisticated challenge through advanced-level content and a focus on solving authentic, real-world problems.

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“…Reis, Neu, and McGuire (1995) conducted extensive interviews with college students who had been identified as having both LD and a high IQ, trying to identify school factors that promoted or impeded their academic success. Under Project High Hopes, Gentry and Neu (1998) developed procedures for identifying talent in middle school students and selected students to participate in a summer program; Neu (2003) discussed case studies of several students whose academic and social skills benefited from this program.…”

Section: Gifted Children With Specific Ldmentioning

confidence: 99%

Gifted Students With Learning Disabilities

Lovett

Lewandowski

2006

J Learn Disabil

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More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted by recent research. We argue that an uncritical acceptance of the concept of concomitant giftedness and LD has led to unsound identification procedures and to interventions that are not targeted properly. Specific recommendations for future research and implications for current clinical practice are discussed.

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Project high hopes summer institute:Curriculum for developing talent in students with special needs

Cited by 9 publications

References 0 publications

Social and Affective Concerns High-Ability Adolescents Indicate They Would Like to Discuss With a Caring Adult

Social and Affective Concerns High-Ability Adolescents Indicate They Would Like to Discuss With a Caring Adult

Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities

Gifted Students With Learning Disabilities

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