This keynote presentation focused on inclusive education for gifted and talented students in meeting 21st century standards. The speaker discussed how 21st century skills require teachers skilled in using technology as a learning tool. Teachers also need to understand inclusive education and teaching gifted students who are second language learners. The goal is to adequately identify and nurture gifted learners in UAE schools by preparing more teachers to teach at higher levels using technology. Product •Technical Process Support Pittman, J.(2003) Policy  #4 21st Century Learning is Project-based Project-based Learning - Authentic problems or questions - Student-centered activities - Projects

1. Inclusive Education and G/T: Meet
21st Century
Keynote Presentation
Dr. Joyce Pittman
Drexel University, USA
Philadelphia, PA

2. 13.00 Keynote Presentation: Inclusive
Education, Gifted and Talented: Meeting
the 21st Century
 In this keynote session, the speaker will focus on how 21st Century
standards of learning are changing expectations for teachers
and learners. To prepare gifted/talent students with 21st Century
lifelong learning skills,
we need teachers who are skilled in the use of computers as a
powerful teaching tool.
We need more teachers who understand inclusive education
and the challenge of teaching gifted/talented students who
are second language learners or ESL.
 The speaker believes that preparing more teachers to teach at a
higher level of achievement will ensure that highly able learners in
UAE society are adequately identified and nurtured in the
context of school and social settings.

4. The Rise of Generation C:
Implications for the world of 2020
* United Arab Emirates:
Sunday, August 29 - 2010 at
16:20
Something significant
happened.

5. Press Release!
In the course of the next 10 years, a new
generation—Generation C—will emerge.
Born after 1990, these gifted and talented
"digital natives," just now beginning to
attend university and enter the workforce,
will transform the world as we know it.

6. Something wonderful is
happening to children
throughout the United Arab
Emirates.
 Education is changing…

7. They are learning that all
people are entitled to equal
opportunities.

8. The C stands for
connect,
communicate,
change.

9. The aim
This presentation is about
 Achieving positive learning results
 Differentiating between Inclusion and mainstreaming
 Highlighting historical context of education for G/T
students in the UAE
 Discovering 21st Century lifelong learning skills and ICT
 Connecting best practices

10. Four critical questions
1. How do 21st Century learning frameworks support positive
learning for gifted and talented learners in inclusive education?
2. What is the historical context of differentiating between
inclusion, mainstreaming and gifted/talented schemes in UAE
education?
3. What do teachers need to know and be able to do to nurture
the exceptional abilities of the gifted and talented in UAE
schools ?
4. How does ICT support 21st Century instructional strategies, skills and
learning strategies?

11. A Key Question
If you want to inspire, mobilize and sustain human
energy which is the most effective way -- by focusing
on problems or pursuing possibilities?

12. Introduction/Overview
Inclusive Education and G/T
Connect, Communicate, Change

13. The education of exceptionally able children
raises fundamental questions about
Organization of
education
Curriculum doors to
knowledge
Teacher
preparedness

14. Sustainable change based on
 UAE societal, economical
and humanistic values
 Parents expectations
 Psychology of child
development and
 Complexity of individuals’
multi-faceted personalities.

15. Attitudes, Perceptions, Expectations
Develop new understandings about
Achieving positive learning results
Differentiating between Inclusion and mainstreaming
Highlighting the history of teaching G/T students
Discovering 21st learning and teaching with ICTs
Connecting best practices.

16. ADHDC for G/T Students Once
meant
 Attention
 Deficit
 Hyperactive
 Disorder
 Children

17. Historical context
Connect, Communicate, Change
Social and economical and political policies do make a difference.

18. In the USA in 1990, the 1975
Legislation Education for
Handicapped Children Act was
updated.
 The new law, "Individuals with Disabilities Education
Act," (IDEA) replaced Public Law 94-142 and
 mandated "free, appropriate public education for
every child or youth between the ages of three and
twenty-one, regardless of the nature or severity of the
disability he or she may have (Walther-Thomas, 1997).

19. Policies/Regulations (UAE)
The Federal Law No. 29 of year 2006 on
the Rights of People with Special Needs
guarantees:
―...the person with special needs access
to equal opportunities of education
within all educational institutions.

20. Article 13 of the law
―The Ministry of Education ... shall be
committed... to secure the complete
participation of students having special
needs.‖

21. Defining Inclusion: How?
Inclusion can be deeply disturbing.
Why?
Perhaps, it challenges our unexamined
notions of what "ordinary" and "normal"
really mean (Pearpoint and Forest, 1997).

22. Differentiating Between Inclusion
and Mainstreaming

23. Students?
Historically, we sort learners
Historically . . .

24. The teacher must understand how to differentiate the curriculum to meet
the needs of all learners.

25. Dianne L. Ferguson, 2002

27. Inclusion is a philosophy
The philosophical position of G/T inclusion is
based primarily on two arguments:
1. Segregating children in special classes or
programs denies children access to normal
experiences.
2. Segregated services have not resulted in
adequate education for GT students---- those
with or without disabilities.

28. Inclusion is not synonymous
with mainstreaming.
Mainstreaming =
students "earn"
their way back into
the classroom,
Inclusion =
establishes the
student's "right" to
be there

29. Achieving Positive Learning Results
http://www.iste.org/standards/global-reach.aspx
Click link to play movie

30. A Vision for Highly
Gifted/Talented Children

31. Defining Gifted/Talented
Gifted and talented children are those identified by
professionally qualified persons who, by virtue of
outstanding abilities, are capable of high
performance.
These are children who require differential programs
and/or services beyond those provided by the regular
school programs in order to realize their full contribution
to self and society ((The Marland Definition, 1972, USA
Commissioner of Education)

32. Gifted student education is a
shared responsibility among
educators, parents and
community members for the
learning and growth of gifted
students.

33. Goal: Create an interactive and
inclusive learning environment
Become
Implement
aware of Engage Use
Work with interactive
different students in appropriate
teacher questioning
learning learner verbal and
support techniques
and centered body
systems and give
teaching pedagogy language
feedback
styles

34. Defining Gifted/Talented

35. Gagne’s Giftedness Model
Gagnè has proposed that “gifts,” which are natural abilities,
must be developed to become “talents,”
which emerge through the systematic learning, training, and
practicing “of skills characteristic of a particular field of
human activity or performance” (p. 230).

36. Developing the ―Gift‖
The development of gifts into talents may be
facilitated or hindered by two types of
catalysts:
intrapersonal
environmental.

37. 21st Century Lifelong Learning Skills
and Standards of Learning with
ICTs
http://www.iste.org/standards.aspx

38. Inclusive learning Venn

39. Beliefs and Priorities to Improve
G/T Student Learning
EXPECTATIONS
AND STANDARDS
FOR ALL
LEARNERS
PEOPLE,
PEOPLE IMPROVED
PROCESS AND PERFORMANCE
TOOLS TO AND
GET THE JOB
GET THE JOB ACCOUNTABILITY
DONE
DONE

40. ―New‖ Basic Skills for the 21st
Century
Skilled workforce and learners with the ability to:
 access
 analyze
 communicate
information.
“ . . . Developing UAE’s Next Generation of Knowledge Workers.”

41. 21st Century Literacy
An information literate Generation C
G/T student is:
• an avid reader
• a critical thinker
• an interactive learner
• a creative problem solver
• an organized investigator
• an effective communicator
• a responsible information user
• a skilled user of technology tools

42. 21st Century Learning Tools

43. Connecting Best Practices
http://www.iste.org/standards/global-reach.aspx

44. Standards for Global Learning
in the Digital Age
Educational technology standards are the roadmap to
teaching effectively.
Technology literacy is a crucial component of modern
society.
In fact, the new globalizing economy and
technological advances place a premium on a highly
talented and creative labor force.

45. Education Must Change
As technology dramatically changes our society,
educators need to demonstrate the skills and
behaviors of digital-age professionals. Competence
with technology is the foundation.
Societies are changing
Expectations are changing
Teaching is changing
Educators must lead
http://www.iste.org/standards.aspx

46. Giangreco (February, 1996) offers ten BEST
PRACTICES for regular teachers in an
inclusive setting:
1) work with other team members, 6) adapt activities to the
2) welcome the student in your class, students' needs,
3) be the teacher of all students, 7) provide active and
4) make sure everyone belongs to participatory learning
the classroom community and experiences,
everyone participates in the same 8) adapt classroom
activities, arrangements, materials, and
5) clarify shared expectations with strategies,
team members, 9) make sure support services
help, and
10) evaluate your teaching.

47. The Challenge to Excellence
Today, the CALL for education and teachers
is to
Look beyond mainstreaming to find inclusive
strategies to meet G/T student's individual
needs in the regular classroom.
Create a more complete merger of regular
and special education (Hines and Johnston, 2006).

48. Conclusion: Principles
G/T Learning and Teaching
Relevant, appropriate Identification and gifted
instruction and outcomes programming
Conceptual
Framework:
Principles for
G/T Learning
Shared responsibility and High quality standards for
involvement educators and
Teaching
Differentiation in curricula,
A climate of excellence
instruction, and
and rigorous curricula
assessment
http://saveamericasteachers.blogspot.com/

49. The Empowerment Framework
Purpose
•People
•Training
Product •Technical Process
Support
Pittman, J.(2003)
Policy

50. Thank you!
G/T Generation C
Connect, Communicate, Change

51. Introduction/Overview
Meet the 21st Century -
Integrating Technology into G/T Classrooms
Connect, Communicate, Change
http://www.iste.org/standards.aspx
Breakout: Workshop Session
Website: http://saveamericasteachers.blogspot.com/

52. The focus of the breakout session is Using technology
to motivate G/T students and increase learning
opportunities.
Teachers will be shown different technological tools
and how international technology standards are used
in teaching to increase learner engagement in critical
thinking activities.
Key focus will be on how ICT can be used across the
curriculum and to inspire teachers to teach more
creatively ---- allowing the learning experience to
become more socially interactive and fun!

53. WHAT TEACHERS NEED TO KNOW AND BE
ABLE TO DO WITH ICT IN THE CLASSROOM
FOR LEARNERS TO ACHIEVE ACADEMIC
EXCELLENCE.

54. New Interactive Learning
Technologies
“There is no quicker path to
comprehensive development
than cooperation in the fields of IT
and Communications.‖
—His Highness Sheikh Mohammed bin Rashid Al Maktoum

55. 21st Century Teaching and
Learning
 Multi-modal
 Differentiated
 Team-focused
 Collaborative
 Standards-based
 Technology supported
 Project-based learning
 Support different world-views

56. #1
21st Century Learning is
Multimodal

58. Multi-modal Thinking Model: TASC
http://www.tascwheel.com/en-US

60. ICT and Emerging
Technologies
Any
Learning Any time Any way
place

61. Information and Technology Planning
Approach in Education
Envisioning the Future
EDUCATIONAL IMPROVEMENT
Teaching,
,
Learning,
,
Management
Technological
Advances
1800 1850 1900 1950 2000 2050

63. 21st Century Learner
Outcomes
1. Core Subjects and 21st Century Themes
2. Learning and Innovation Skills
* Creativity and Innovation
* Critical Thinking and Problem Solving
* Communication and Collaboration
3. Information, Media and Technology Skills
* Information Literacy
* Media Literacy
* ICT Literacy
4. Life and Career Skills

64. 21st Century Wheel

65. Headline: Computers help special needs
people become a part of mainstream life
Technology is helping differently-abled
G/T UAE residents to work and study.

66. ICT Helps in Simple Ways to
Make a Difference
Physical and sensory difficulties-
• Provide switch access to classroom activities such as
matching, sorting and painting
• Word processing to improve writing
• Translate text into speech and speech into text
• Prepare work that is specially adapted with large
fonts, symbols and particular colors

67. ICT provides students with a clutter-free
Learning difficulties
working environment
Enhances clear, focused and attractive
activities
Students practice skills in a different
context,

68. Learning difficulties and ICT
Supports Offers a medium
Allowing
language for differentiated
numerous
development activities to help
repetitions in
activities offer with emotional
order to aid
multi-sensory and behavioral
learning
ways of learning problems

69. Personalizing learning and
delivery for special student needs
1. What do I need to know about a G/T student so that I
can do this?
 Cultural background
 Educational background
 Family history
 Skills – language and literacy
 Personal background
2. How can I carry out this important first step?

70. What does the research tell us about
inclusion?
Does it work?
YES.

71. Giangreco (February, 1996) offers ten BEST
PRACTICES for regular teachers in an
inclusive setting:
1) work with other team 6) adapt activities to the
members, students' needs,
2) welcome the student in your 7) provide active and
class, participatory learning
experiences,
3) be the teacher of all students,
8) adapt classroom
4) make sure everyone belongs arrangements, materials, and
to the classroom community strategies,
and everyone participates in 9) make sure support services
the same activities, help, and
5) clarify shared expectations 10) evaluate your teaching.
with team members,

72. Create an interactive and
inclusive learning environment
Become aware of
different learning
and teaching
styles
Implement
interactive Engage students
questioning in learner centered
techniques and pedagogy
give feedback
Use appropriate
Work with teacher
verbal and body
support systems
language

73. #2
21st Century
Learning is
TEAM WORK
COLLABORATION

74. Assessing Support (1 of 2)
1. Available Internal Staff and Services
 Teacher Consultants for students with disabilities
 Technology Learning Co-ordinators
 Multicultural Education Co-ordinators
 Counsellors and Advisors
 Collaboration with all stakeholders

75. Assessing Support (2 of 2)
1. External partners
 Case Managers with Public Agencies
 Job Network Providers
 Center linkages
 Community and Family Support Organizations
2. Making resources available and accessible

76. #3
21st Century Learning is
Standards-
based

77. ISTE-NETS

78. Example: National Education
Technology Standards for Students
http://www.iste.org
Wiki Connection
http://nets-
implementation.iste.wikispaces.net/
(B/O Workshop Intro)

79. The Empowerment Framework
Purpose
•People
•Training
Product •Technical Process
Support
Pittman, J.(2003)
Policy

80. Getting Started
Establish appropriate professional development
for teachers and faculties.
 Support the efforts undertaken by
MOE, colleges/universities and schools to
improve services to G/T students.
Develop clear policies for evaluating
performance and assessment (standards)
Disseminate information and contact details for
all service providers and support partners or an
―Inclusive Education e-Toolkit‖ for teachers.

82. Inclusion is worth the time and
effort.
http://vodpod.com/watch/663436-star-fish-
story-making-a-difference-every-day
Good luck to you.
Email: globaltechresearch@rocketmail.com

83. Thank you!
For listening.
Full-paper available by request
Slides and paper will be published on
Website following the conference.

84. Keynote and B/O References
/ Zack, Y. (October 2006). Developing a Full Inclusion Program for Special Needs
Students Within a Regular General Education
Classroomhttp://www.associatedcontent.com/article/75762/developing_a_full_in
clusion_program.html?singlepage=true&cat=4
 U.S. Department of Education, Office of Special Education and Rehabilitative
Services, Annual Report to Congress on the Implementation of the Individuals with
Disabilities Education Act, 2004, table 2-7, data from Individuals with Disabilities
Education Act (IDEA) database. Retrieved on August 4, 2006, from
https://www.ideadata.org/tables28th/ar_2-7.htm
/ http://www.metiri.com/presentations/FETC2010.html

85. In educational settings
inclusion means that all students,
including those who are G/T, with
mild and severe disabilities,
be placed in the least restrictive
environment available.
This often means the regular classroom.