2022 SECD Research Roundup - Kristen Job

Kelcey Buck Author

03/08/2022 Added

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Kristen Job, a Special Education Ph.D. student, discusses her interests in creating interventions to help twice-exceptional students who are recognized as gifted and talented while also falling into one of the Special Education categories.

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[00:00:00.000]So, my focus is twice-exceptional kids.
[00:00:01.801]So, kids who are both identified as gifted and talented
[00:00:04.304]as per their district regulations
[00:00:06.373]and then fall in one of the SpEd categories as well.
[00:00:09.142]Um, because I'm a recovering English teacher,
[00:00:11.878]English language arts
[00:00:12.979]came naturally to me and I worked with
[00:00:14.681]a lot of high-ability kids
[00:00:16.316]in, with English language arts.
[00:00:19.052]So, I'm using a morphemic intervention
[00:00:22.222]to work with kids who are identified as stealth dyslexics,
[00:00:25.959]meaning students who probably
[00:00:28.561]showed dyslexia, you know,
[00:00:31.631]factors, indicators early on, but because
[00:00:35.001]they're identified gifted and talented,
[00:00:37.270]their vocabulary or their context clue ability
[00:00:39.672]or their ability to baffle you with great amounts of knowledge,
[00:00:43.143]somewhat related to whatever they're reading
[00:00:45.345]has helped make up for their deficit in reading.
[00:00:47.347]So, they don't
[00:00:48.314]find out or they don't
[00:00:49.649]get diagnosed with dyslexia until much later.
[00:00:52.385]So, they're usually middle school, late elementary,
[00:00:54.788]so a phonemic approach is kind of boring to them.
[00:00:57.590]It needs to be at their level, so I'm using Greek and Latin roots
[00:01:00.560]to help them
[00:01:02.028]master morphemes
[00:01:03.730]to help them with their reading disabilities,
[00:01:05.765]which is also kind of at content at their level as well because it's
[00:01:09.202]Greek and Latin roots form most of our English language,
[00:01:12.005]and so it's kind of that scientific
[00:01:13.873]medical terminology too that they may
[00:01:16.176]eventually move into anyway.
[00:01:18.111]I hope that
[00:01:19.612]this intervention is something that
[00:01:22.148]especially rural districts
[00:01:23.883]can implement immediately.
[00:01:25.852]I would like to branch off into more twice-exceptional rural studies.
[00:01:30.623]That's a huge
[00:01:32.392]interest just for me. That would be like a passion project.
[00:01:35.128]I don't know what that translates into.
[00:01:37.363]Um
[00:01:38.098]I have done an initial survey
[00:01:40.433]to certified teachers in the state, uh, re-
[00:01:42.569]uh, you know, just about
[00:01:44.337]their training for gifted and high ability
[00:01:46.339]and if there was any training for twice-exceptional,
[00:01:48.575]and the results have come back that
[00:01:50.176]there is
[00:01:51.077]next to no training for gifted and talented
[00:01:53.113]and they really didn't even know what twice-exceptional was,
[00:01:55.548]so, I think
[00:01:57.150]we know the need is out there
[00:01:58.718]and developing some sort of way
[00:02:00.820]to get training to teachers
[00:02:02.522]in rural areas –
[00:02:03.523]If we could develop
[00:02:04.424]some sort of module that we just go
[00:02:06.693]and we just
[00:02:07.727]plop right into schools,
[00:02:09.129]and help them out where they need it,
[00:02:10.463]I think that would be
[00:02:11.764]the ultimate goal of this.

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2022 SECD Research Roundup - Kristen Job

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