Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Exceptional Gifted in West Virginia: Reflections of a Teacher of the Exceptional Gifted on the State Program

  • Dr. Patricia Coon (Author) West Liberty University image/svg+xml
    Dr. Patricia Coon received her Secondary English Education Degree from Florida Atlantic University in 1978, teaching students who are gifted until she retired in 2010. She earned her Master’s Degree in Gifted and Special Education from West Virginia University in 1984, and her doctoral degree in Educational Psychology from West Virginia University in 2013. Patricia developed and taught gifted coursework for West Virginia University for seven years, until 2009. She has been at West Liberty University since 2010, where she is currently an online adjunct for the College of Education. Patricia’s research interests include service-learning, gifted underachieving, and gifted with disabilities.
DOI
https://doi.org/10.64546/jaasep.378
Abstract
Who are the students who qualify as Exceptional Gifted in West Virginia? In West Virginia, Policy 2419: Regulation for the Education of Exceptional Students, defines giftedness and delineates the criteria for eligibility. Identified Gifted students are served in grades 1-8; Exceptional Gifted students are served in grades 9-12. To understand what is exactly meant by this policy, one must first understand the definition. Giftedness refers to exceptional abilities and the potential for achievement that requires specially designed instruction and/or services beyond those provided in the general education classroom instruction (Policy 2419, 2017). In eighth grade in West Virginia, if a student who is gifted is underachieving, has a disability, is culturally and/or socioeconomically disadvantaged, and/or psychologically maladjusted, he may qualify for services in high school to keep him connected to school and to graduate. This paper explores the identification process for Gifted and Exceptional Gifted in West Virginia, as well as a teacher’s reflections on how to best serve these students through a program that is tailored to their specific needs, which can also serve as ideas for other programs of this nature.
Keywords
Academically Gifted, Disability Identification, Elementary Secondary Education, Eligibility, Individualized Education Programs, Intervention
References

Assouline, S.G, Nicpon, M.F., Whiteman, C. (2010). Cognitive and psychological characteristics of gifted students with written language disability. Gifted Child Quarterly, 54(2), 102-115. DOI: https://doi.org/10.1177/0016986209355974

Hoover-Schultz, B. (2005). Defining underachievement in gifted students. Gifted Child Today, 28(2), 46-49. DOI: https://doi.org/10.4219/gct-2005-171

Lewis, B.A. (1996). Serving others hooks gifted students on learning. Educational Leadership. 53(5) 70-74.

Mueller, A. (2005). Antidote to learned helplessness: empowering youth through service. Reclaiming Children and Youth, 14, 16-19.

Pereles, D.A., Omdal, S. & Baldwin, L. (2009). Response to intervention and twice-exceptional learners: a promising fit. Gifted Child Today, 32(3) 40-51. DOI: https://doi.org/10.1177/107621750903200310

Slocumb, P.D. & Payne, Ruby K. (2000). Removing the mask: Giftedness in poverty. RFT Publishing Company.

Trail, B.A. (2012). Improving outcomes for 2E children. Parenting For High Potential, 1(5) 8-10.

VanTassel-Baska, J. (2003). Content-based curriculum for high-ability learners. Prufrock Press, Incorporated, 16. West Virginia State Board Policies (Policy 2419, 2017)

There are 8 references in total.
How to Cite
Coon, P. (2018). Exceptional Gifted in West Virginia: Reflections of a Teacher of the Exceptional Gifted on the State Program. Journal of the American Academy of Special Education Professionals, 13(3), 137-144. https://doi.org/10.64546/jaasep.378

Fall 2018

Article Information

  • Article Type Articles
  • Submitted August 14, 2018
  • Published October 15, 2018
  • Issue Fall 2018
  • Section Articles
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