KYEESHA (PG. 83)

Cognition and the Exceptional Learner

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KYEESHA (PG. 83) by Mind Map: KYEESHA (PG. 83)

1. Student: Jaspreet

1.1. As a student, I moved from a private school to a local primary school that was a completely different environment and I had to adapt to it. My parents met with my principal and teacher recently and they say I am not in the gifted program anymore. I'm struggling to complete the assigned tasks in my teacher's main gifted program class, and maybe that is why I am no longer a part of the gifted program. Since I’m not a part of the gifted program, I think I will be doing the same work as my classmates now. Growing up, my parents always called me a "divine child" and with the expectations that my parents have of me, I felt very stressed. I feel constant pressure to do well in school. I think my parents are worried and upset with my principal and teacher because I'm not in the gifted program anymore, and I think I should recommend that they get me a private tutor.

2. My wife and I are distraught to hear about such a huge difference in the results of Kyeesha's intellectual assessments. How could she drop from the upper echelon of the spectrum to the average rating in just two years? I'll have you know that my girl is the divine gift, and she deserves only the best academic plan. So could we please get some formal results of her assessment from a credible source? We really find it hard to believe that this is the case and would like to see some more evidence of her work in class, compared to her peers that are said to be progressing well. Perhaps we were wrong to assess her so early into her schooling but its tough to realize that she's not what we thought she was. If that is the case, then we would only want whats best for her learning progression. Could we meet with an advisor to determine what the best course of action is?

2.1. Parent: David Sia

3. Principal: Mackenzie Robinson

3.1. from your respective perspective, describe the significance of the issue/problem to you. How might you be feeling? How might you respond or behave? What strategies or approaches would you propose? What mi ght be your plan of action or proposed solution?

3.2. As the principal, I am stunned that there are no previous documentation regarding Kyeesha's intellectual quotation scores (IQ). I am confused at what medical professional has completed the previous test to assess whether the student is gifted.

3.3. I would like to have a psycho-educational assessment completed to determine if Kyeesha is in the very superior range intellectually.

3.4. I think that Kyeesha should be tested for giftedness using the Wescler-Intellengence Scale (WISC). By completing this test, the school board can determine if the student is on the average to high average range or is in fact gifted.

3.5. If Kyeesha's psycho-educational assessment (WISC) comes back positive for giftedness, I will take the necessary steps to inform her teachers that an IEP will be formed. Also I will discuss the need to incorporate procedures, such as differentiated instruction, in the classrooms that will assist her learning in a positive way.

3.6. If Kyeesha's assessment comes back negative for giftedness and she is only average to high average, then I have no further educational steps that will need to be taken.

4. Teacher: Rachel Au-yeung

4.1. As the teacher, I have the most hands-on job in respect to the student's learning. My number one priority is to provide the student with the appropriate resources to enable them to achieve the highest level of success. Given the most recent test results, I would try to integrate Kyeesha into the classroom as a regular student with no exceptionalities or IEPs. Though the previous testing assessed her as gifted, I would base my teachings on the most recent results provided by the School Board pyschologist and approved by the principal.

4.2. In regards to the parents concerns, I will request for a meeting to speak with them. I will listen to their concerns and try to accommodate their needs as best I can. I will focus specifically on what they want for Kyeesha and attempt to come up with some sort of compromise, as I understand that they just want what's best for their child. If they request for a retesting, I will relay that information to the principal. I will also let them know that if I see Kyeesha excelling in my class, I will provide her with extra work. That way, even if she is assessed as above average and not gifted, she will still have opportunities to further her learning. Finally, I will show the parents evidence of her work in class and where she seems to be falling behind. I will highlight the areas she seems to be struggling with and suggest methods for them to help her at home as well.

4.3. If it turns out that Kyeesha is gifted, I will implement some strategies for giftedness. I would create a flexible atmosphere that allows Kyeesha to go one step further in school work. I will also encourage risk taking so she can expand her knowledge and go outside of her comfort zone. Finally, I would encourage her to learn about her areas of strength by giving her various forms of assessments.

4.4. With Kyeesha, I will continue to monitor her progress in the classroom. If she is still lagging behind, I will find potential accommodations that can help her and maybe discuss implementing an IEP if needed. I will also sit down with Kyeesha and ask what she thinks will better her learning environment. I will focus on her understanding of the lessons and track her assessments.

5. The case study focused on Kyeesha, who was originally assessed in a private clinic for intelligence. She was placed in the Very Superior range and thus, was enrolled into a private preschool. Over time, Kyeesha began to lag behind her peers. The school requested for a reassessment and the lead psychologist of the school board found that Kyeesha fell in the Average to High Average range. To the parents disbelief, they pondered the huge discrepancy between the two assessments and are searching for valid information regarding her intellectual status.

5.1. Summary:

6. Kyeesha's case pertains to the characteristic of giftedness, that is, the "unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated" (Ontario Ministry of Education). In class, we learned that giftedness is an above average rating after completing an IQ test, such as the WISC. From the information provided in the case, there is little to none on which assessments were conducted with Kyeesha but rather the feelings of the parents which is understandable especially after such a change in results.

6.1. Course Connection: