psd [programa & cerinte]

Psihopedagogia supradotailor

Titularul disciplinei: lect. dr. Cristian Buic-Belciu Email: [email protected] Locaie: sediul FPSE, str. Ana Davila nr. 28, Bucureti, sector 5 Consultaii: dup curs (cu programare) Regimul disciplinei: Disciplin opional, inclus n modulul B. Evaluare i consiliere, finalizat cu examen scris. Precondiii curriculare: Psihologia copilului; Introducere n psihodiagnosticul special; Teoria i metodologia instruirii. Descrierea cursului: Psihopedagogia supradotailor reflect efortul interdisciplinar de a aborda supradotarea i talentul dintr-o perspectiv dual, pe de o parte formulnd ipoteze i teorii cu privire la natura i structura acestora, iar, pe de alt parte, elabornd multiple tehnici, modele i strategii de cultivare i valorificare a acestor caliti excepionale. Psihopedagogia supradotailor se adreseaz copiilor i tinerilor cu abiliti peste medie, identificai ca atare. Specialitii n domeniu consider c acetia au cerine educaionale speciale i c prin urmare trebuie s beneficieze de instruire difereniat. n timp ce unele opinii susin c prea multe resurse sunt investite n educaia copiilor i tinerilor cu dizabiliti n loc ca o parte s fie alocat programelor destinate excelenei intelectuale i artistice, altele se ndoiesc de faptul c cei supradotai i talentai au nevoie de sprijin n mod real, ci numai de oportuniti de afirmare. O atenie deosebit va fi acordat conceptualizrii supradotrii i talentului, avnd n vedere att multitudinea de termeni concureni (e.g., precocitate, eminen, geniu), ct i varietatea definiiilor ce se afl n circulaie. Identificarea copiilor supradotai i talentai constituie o tem fundamental, tratat n mod consistent att la curs, ct i la seminar. Procedura tehnic de identificare a acestora se numete screening (triere) i de regul necesit o combinaie de probe diagnostice i nominalizri (recomandri). Testarea psihologic are rolul de a msura corect aptitudinile generale i specifice, permind o proiectare curricular corect a activitilor instructiv-educative. Psihometria inteligenei, concretizat n calcularea coeficientului de inteligen, reprezint o condiie sine qua non a ierarhizrii performanelor intelectuale. Practicile adecvate presupun coroborarea informaiilor provenite din surse diverse: scoruri la teste, note obinute la disciplinele academice de baz, rezultate obinute la diverse competiii, concursuri, olimpiade etc., diplome de recunoatere, premii, trofee ctigate, portofoliu de lucrri. De asemenea, n funcie de programul educaional destinat supradotailor, accentul poate fi pus pe un tip anume de aptitudine: matematic, muzical, atletic etc. Alte teme de interes vor trata geneza i expresia creativitii, relaia dintre supradotare i tulburrile de nvare, metodologia educaiei speciale a copiilor supradotai i talentai, consilierea psihopedagogic a acestora, precum i formarea profesorilor calificai.

Obiectivele disciplinei: Acest curs i propune trei obiective:

a) unul fundamental, i anume nsuirea conceptelor de baz vehiculate n domeniu; b) unul teoretic, privitor la cunoaterea principalelor elemente de coninut referitoare

la identificarea copiilor supradotai i talentai, instruirea difereniat a acestora, consilierea lor psihopedagogic, formarea profesorilor specializai n educaia lor, dubla excepionalitate, planul educaional individualizat;

c) unul aplicativ, viznd situarea cunotinelor nsuite n contextul educaional din ara noastr i exersarea unor modaliti concrete de instruire difereniat a celor supradotai i talentai.

Coninuturi: Principalele teme de curs i seminar sunt prezentate mai jos: Curs Metode de predare Observaii

1 Obiectul, domeniul de aplicaie i metodele psihopedagogiei supradotailor

Prelegere interactiv Blended learning

Suport de curs Link-uri adecvate

2 Repere istorice n apariia i dezvoltarea psiho-pedagogiei supradotailor ca disciplin tiinific



3 Delimitri conceptuale; analiz comparativ critic a termenilor tiinifici i a celor livreti



4 Principii, metode i strategii de identificare a copiilor supradotai i talentai



5 Instrumente utilizate n depistarea supradotrii i talentului; Total Talent Portfolio



6 Structura i funciile aptitudinilor speciale; relaia dintre aptitudinile speciale i motivaie



7 Trsturi definitorii ale personalitii copiilor supradotai i talentai; dezvoltare asincron



8 Dubla excepionalitate: supradotare i dizabilitate (e.g. tulb. de nvare, deficiene fizice/senzoriale)



9 Modaliti de accelerare educaional pentru elevii supradotai i talentai



10 Modele de mbogire curricular pentru copiii supradotai i talentai; modaliti de grupare



11 Consilierea i orientarea colar i vocaional a copiilor supradotai i talentai



12 Formarea personalului didactic specializat n educaia difereniat a copiilor supradotai/talentai



13 Planul educaional individualizat: principii i finaliti, structur, relaii ntre secvena evaluativ i cea instrucional; rspuns la intervenie (RTI)

Prelegere interactiv Blended learning Studiu de caz

Suport de curs Link-uri adecvate Mostr de p.e.i.

14 Recapitulare a noiunilor de baz; clarificarea eventualelor neclariti/confuzii

Problematizare Dezbatere structurat

Fi recapitulativ Checklist

Bibliografie A. Suport de curs principal Buic, C. B. (2014). Psihopedagogia supradotailor: introducere in G.A.T.E. (Gifted and Talented

Education) (suport de curs). Bucureti: Universitatea din Bucureti, FPSE. B. Material de aprofundare Alvino, J., Wieler, J. (1979). How standardized testing fails to identify the gifted and what teachers can do

about it. Phi Delta Kappan, 61, 106-109. Anastasi, A. (2007). Differential psychology. New York: Macmillan. Baldwin, A. Y. (1984). Baldwin Identification Matrix 2 for the identification of gifted and talented. New

York: Royal Fireworks. Baum, S., Owen, S. V., Dixon, J. (1991). To be gifted and learning disabled: From identification to

practical intervention strategies. Mansfield Center, CT: Creative Learning Press. Baum, S. M., Renzulli, J. S., Hbert, T. P. (1995). Reversing underachievement: Creative productivity as a

systematic intervention. Gifted Child Quarterly, 39(4), 224-235 Bejat, M. (1971). Talent, inteligen, creativitate. Bucureti: Ed. tiinific. Benito, Y., Alonso, J. (2003). Educarea copilului talentat (trad. rom.) Iai: Polirom. Berger, S. (1989). College planning for gifted students. Reston, VA: The Council for Exceptional Children. Bogdan, T. (coord.) (1978). Copiii capabili de performane superioare. Bucureti: E.D.P. Boodoo, G. M., Bradley, C. L., Frontera, R. L., Pitts, J. R., Wright, L. B. (1989). A survey of procedures

used for identifying gifted learning disabled children. Gifted Child Quarterly, 33(3), 110-114. Brody, L. E., Benbow, C. P. (1987). Accelerative strategies. How effective are they for the gifted? Gifted

Child Quarterly, 31, 105-110. Brody, L. E., Mills, C. J. (1997). Gifted children with learning disabilities. Journal of Learning Disabilities,

30(2), 282-297. Buic, C. B. (2004). Bazele defectologiei. Bucureti: Aramis. Buic, C. B., Popovici, D. V. (2014). Being twice exceptional: Gifted students with learning disabilities.

Procedia Social and Behavioral Sciences, 127, 519-523. doi: 10.1016/j.sbspro.2014.03.302 Clark, B. (1992). Growing-up gifted (ed. a patra). New York: Macmillan. Creu, C. M. (1998). Curriculum difereniat i personalizat Ghid metodologic pentru nvtorii,

profesorii i prinii copiilor cu disponibiliti aptitudinale nalte (vol. I). Iai: Polirom. Csikszentmihyi, M., Robinson, R. E. (1986). Culture, time and development of talent. In R. J. Sternberg i

J. E. Davidson (coord.), Conceptions of giftedness (pp. 264-284). New York: Cambridge University Press.

Coleman, M. R., Harradine, C., King, E. W. (2005). Meeting the needs of students who are twice exceptional. Teaching Exceptional Children, 38(1), 5-6.

Daniels, P. R. (1983). Teaching the gifted/learning disabled child. Rockville, MD: Aspen Systems Corporation.

Dabrowski, K. (1972). Psychoneurosis is not an illness. London: Gyrf. Dabrowski, K., Piechowski, M. M. (1977). Theory of levels of emotional development (Vol. 1 i 2).

Oceanside, NY: Dabor Science. Davis, G. A., Rimm, S. B. (1989). Education of the gifted and talented (ed. a doua). Englewood Cliffs, NJ:

Prentice Hall. Eisenberg, D, Epstein, E. (1981). The discovery and development of giftedness in handicapped children.

Orlando, FL: CEC-TAG National Topical Conference on the Gifted and Talented Child. Feldhusen, J. F. (1986). A new conception of giftedness and programming for the gifted. Illinois Council

for the Gifted Journal, 5, 2-6. Feldhusen, J. F., Kolloff, M. B. (1978). A three-stage model for gifted education. Gifted/Creative/Talented

Journal, 1(2-5), 53, 58. Feldhusen, J., Koloff, P. B. (1986). The Purdue three-stage model for gifted education at the elementary

level. In J. S. Renzulli (coord.), Systems and models for developing programs for the gifted and talented (pp.126-152). Mansfield Center, CT: Creative Learning Press.

Feldhusen, J., Robinson, A. (1986). The Purdue secondary model for gifted and talented youth. In J. S. Renzulli (coord.), Systems and models for developing programs for the gifted and talented (pp. 153-179). Mansfield Center, CT: Creative Learning Press.

Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modificability. Baltimore, MD: University Park Press.

French, J. N. (1982). The gifted learning disabled child: A challenge and some suggestions. Roeper Review, 4(3), 19-21.

Fox, L. H., Brody, L. (1983). Models for identifying giftedness: Issues related to the learning disabled child. In L. H. Fox, L. Brody i D. Tobin (coord.), Learning disabled/gifted children: Identification and programming (pp. 101-116). Austin, TX: PRO-ED.

Gagn, F. (1993). Constructs and models pertaining to exceptional human abilities. In K. A. Heller, F. J.

Mnks i A. H. Passow (coord.), International handbook of research and development of giftedness and talent (pp. 69-87). Oxford: Pergamon Press.

Gagn, F. (1995). From giftedness to talent: A developmental model and its impact on the field. Roeper Review, 18(2), 103-111.

Gallagher, J. J. (1991). Programs for gifted students: Enlightened self-interest. Gifted Child Quarterly, 35(4), 177-178.

Gallagher, J. J. (2004). Public policy in gifted education. Charlotte, NC: Corwin Press. Galton, F. (1869/1976). Hereditary genius. In A. Rothenberg i C. Hausman (coord.), The creativity

question (pp. 42-47). Durham, NC: Duke University Press. Gowan, J. C. (1974). Development of the psychedelic individual. Northridge, CA: John Curtis Gowan. Heller, K. A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302-323. Hollingworth, L. S. (1926). Gifted children: Their nature and nurture. New York: Macmillan. Hollingworth, L. S. (1942). Children above 180 IQ. New York: World Books. Jigu, M. (1994). Copiii supradotai. Bucureti: Ed. tiin i Tehnic. Kerr, B. (1991). Handbook for counseling gifted and talented. Alexandria, VA: American Association for

Counseling and Development King, E. W. (2005). Addressing the social and emotional needs of twice-exceptional students. Council for

Exceptional Children, 28(1), 16-20. Krochak, L. A. Ryan, T. G. (2007). The challenge of identifying gifted/learning disabled students.

International Journal of Special Education, 22(3), 44-53. Lyon, G. R. (1989). IQ is irrelevant to the definition of learning disabilities: A position in search of logic

and data. Journal of Learning Disabilities, 22, 504-506, 512. Marland, S. P, Jr. (1972/1993). Education of the gifted and talented. Report to the Congress of the United

States by the US Commissioner of Education. In K. A. Heller, F. J. Mnks i A. H. Passow (coord.), International handbook of research and development of giftedness and talent (pp. 849-864). Londra: Pergamon Press.

Maslow, A. (1954). Motivation and personality. New York: Harper & Row. McCoach, D. B., Kehle, T. J., Bray, M. A., Siegle, D. (2001). Best practices in the identification of gifted

students with learning disabilities. Psychology in the Schools, 38(5), 403411. Mnks, F. J. (1992). Development of the gifted child: The issue of identification and programmimg. In F. J.

Mnks i W. Peters (coord.), Talent for the future (pp. 191-202). Maastricht: Assen. Mnks, F. J., Pflger, R. (2005). Gifted education in 21 European countries: Inventory and perspective.

Nijmegen: Radboud University Nijmegen. Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping: Recommendations for

best practice. Gifted Child Quarterly, 51(4), 330-341 Olson, R. K. (1985). Disabled reading processes and cognitive profiles. In D. B. Gray i J. F. Cavanaugh

(coord.), Biobehavioral measures of dyslexia (pp. 215-244). Parkton, MD: York Press. Popescu-Neveanu, P. (1978) Dicionar de psihologie. Bucureti: Albatros. Popovici, D. V., Balot, A. (2004). Introducere n psihopedagogia supradotailor. Bucureti: Ed. Fundaiei

Humanitas. Renzulli, J. S. (1977). The enrichment triad model: A guide for developing defensible programs for the

gifted and talented. Mansfield Center, CT: Creative Learning Press. Renzulli, J. S. (1978). What makes giftedness? Phi Delta Kappan, 60, 180-184, 261. Renzulli, J. S. (1983). Rating the behavioral characteristics of superior students. Gifted/Creative/Talented

Journal, 19, 30-35. Renzulli, J. S. (1986).The three-ring conception of giftedness: A developmental model for creative

productivity. In R. J. Sternberg i J. E. Davidson (coord.), Conceptions of giftedness (pp. 53-92). Cambridge: Cambridge University Press.

Rogers, K. B., Kimpston, R. D. (1992). Acceleration: What we do vs. what we know. Educational Leadership, 50(2), 58-61.

Schiff, M. M., Kaufman, A. S., Kaufman, N. L. (1981). Scatter analysis of WISC-R profiles for learning disabled children with superior intelligence. Journal of Learning Disabilities, 14, 400-404.

Seligman, M. E. P. (1972). Learned helplessness. Annual Review of Medicine, 23, 407-412. Senf, G. M. (1983). The nature and identification of learning disabilities and their relationship to the gifted

child. In L. H. Fox, L. Brody i D. Tobin (coord.), Learning disabled/gifted children (pp. 37-49). Austin, TX: PRO-ED.

Silverman, L. K. (1989). Invisible gifts, invisible handicaps. Roeper Review, 12, 37-42. Silverman, L. K. (1993). Counseling needs and programs for the gifted. In K. Heller, F. Mnks i A. H.

Passow (coord.), The international handbook of research and development of giftedness and talent (pp. 631-647). Oxford: Pergamon Press.

Silverman, L. K. (coord.) (1997a). Counseling the gifted and talented. Denver CO: Love. Silverman, L. K. (1997b). The construct of asychronous development. Peabody Journal of Education,

72(3-4), 36-58. Silverman, L. K. (2000). The two-edged sword of compensation: How the gifted cope with learning

disabilities. In K. Kay (coord.), Uniquely gifted: Identifying and meeting the needs of the twice-exceptional student (pp. 153159). Gilsum, NH: Avocus.

Stnescu, M. L. (2002). Instruirea difereniat a supradotailor. Iai: Polirom. Sternberg, R. J. (Ed.) (1985). Conceptions of giftedness. Cambridge: Cambridge University Press. Sutter, D. P., Wolf, J. S. (1987). Issues in the identification and programming of the gifted/learning

disabled child. Journal for the Education of the Gifted, 10(3), 227-237. Tannenbaum, A. J. (1983). Gifted children: Psychological and educational perspectives. New York:

Macmillan. Tannenbaum, A. J. (1986). Giftedness: a psychosocial approach. In R. J. Sternberg i J. E. Davidson (Eds.),

Conceptions of giftedness (pp. 21-52). New York: Cambridge University. Taylor, C. W. (1964). Creativity, progress and potential. New York: McGraw-Hill. Terman, L. M., Oden, M. H. (1925). Genetic studies of genius: I. Mental and physical traits of thousand

gifted children. Stanford, CA: Stanford University Press. Terrasier, J.-C. (1985). Dysynchronic uneven development. In J. Freeman (coord.), The psychology of

gifted children (pp. 265-274). New York: Wiley. Torrance, E. P. (1979). Creativity and its educational implications for the gifted. In J. C. Gowan, J. Khatena i E. P. Torrance (coord.), Educating the ablest: A book of readings on the education of gifted children (ed. a doua) (pp. 298-312). Itasca IL: Peacock. Torrance, E. P. (1982). Growing up creatively gifted with learning disabilities. In W. M. Cruickshank i J.

W. Lerner (coord.), Coming of age: The best of ACLD (Vol. 3) (pp. 24-35). Syracuse, NY: Syracuse University Press.

Van Tassel-Baska, J. (1986). Acceleration. In C. J. Maker (coord.), Critical issues in gifted education: Defensible programs for the gifted (pp. 179-196). Rockville, MD: Aspen.

Van Tassel-Baska (1992). Planning effective curriculum for gifted learners. Denver, CO: Love. Van Tassel-Baska, J. (1993). Theory and research on curriculum development for the gifted. In K. A.

Heller, F. J. Mnks i A. H. Passow (coord.), The international handbook of research and development of giftedness and talent (pp. 365-386). Londra: Pergamon Press.

Vernon, P. E. (1971). The structure of human abilities. Londra: Methuen. Waldron, K. A., Saphire, D. G. (1990). An analysis of WISC-R factors for gifted students with learning

disabilities. Journal of Learning Disabilities, 23, 491-498. Webb, J. T., Meckstroth, E. A., Tolan, S. S. (1982). Guiding the gifted child: A practical source for parents

and teachers. Columbus, OH: Ohio Psychology. Webb, N., Dietrich, A. (2005). Gifted and learning disabled: A neuropsychologists perspective. Gifted

Education Communicator, 36, 3-4. Whitmore, J. (1980). Giftedness, conflict, and underachievement. Boston: Allyn & Bacon. Yerkes, R. M., Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation.

Journal of Comparative Neurology and Psychology, 18(5), 459-482. Zisulescu, t. (1971). Aptitudini i talente. Bucureti: E.D.P. C. Alte surse utile http://gcq.sagepub.com/ http://www.eric.ed.gov http://www.nagc.org http://www.cec.sped.org http://www.hoagiesgifted.org http://gtworld.org/ http://www.davidsongifted.org/ http://www.apa.org/ed/schools/gifted/websites.aspx http://www.prometheussociety.org

http://www.megafoundation.org/Ultranet/scores.htm http://www.mensa.org/ http://www.mensa.org/country/romania http://www.supradotati.ro/ http://giftededu.org/ http://giftededu.ro/ http://www.triplenine.org/ http://www.high-iq.net/ http://www.paulcooijmans.com/iqsocieties/grail.html http://www.gigasociety.com/ http://www.megafoundation.org/ProgramsandProjects.html http://www.intertel-iq.org/ http://www.innovativelearning.com/teaching/gifted_talented.html http://onemansblog.com/2007/11/08/the-massive-list-of-genius-people-with-the-highest-iq/ http://www.highiqsociety.org/about-us.php http://www.extremeintellect.com/ http://www.aagc.org/ http://www.tip.duke.edu/ http://www.gifted.uconn.edu/ http://cty.jhu.edu/ http://www.ctd.northwestern.edu http://www.geri.education.purdue.edu/ http://www.ed.gov/programs/triotalent/index.html http://www.marilynvossavant.com/ http://www.sidis.net/Sperling.htm http://twicegifted.net http://www.bced.gov.bc.ca/specialed/gifted/ www.msnbc.msn.com/id/10086479/ http://www.bmbf.de/pub/gifted_education_21_eu_countries.pdf http://www.genius-hochbegabung.de/ http://www.elmundodelsuperdotado.com/Superdotacion.htm http://www.surdouement.com/ http://www.wright.edu/ http://www.unl.edu/ http://www.iastate.edu/ http://www.greatschools.net http://www.ncld.org http://www.thenationalacademyforthegifted.org/ http://www.uniquelygifted.org/ http://www.cagifted.org/ http://www.gifteddevelopment.com http://giftededucation.suite101.com/ http://www.resourceroom.net/ http://www.tfsd.k12.id.us/ss/GiftedandTalented.htm http://epgy.stanford.edu/ http://esp.mit.edu/archives/outside.html http://www.gifted.uconn.edu/sem/semexec.html http://www.gifted.uconn.edu/siegle/Conferences/Wings/TotalTalentPortfolioSwitzerland.pdf http://www.renzullihome.com/home/who.aspx http://cty.jhu.edu/summer/summer-programs.html http://www.tip.duke.edu/summer_programs/ http://www.ctd.northwestern.edu/summer/ http://www.geri.education.purdue.edu/youth_programs/Summer_Residential/Summer_Residential.html http://www.fpspi.org/ http://www.odysseyofthemind.com/ http://www.greatbooks.org/

http://www.gifted.uconn.edu/gradprog.html http://www.geri.soe.purdue.edu/academic_programs/high_ability_teaching_license.html http://www.geri.soe.purdue.edu/academic_programs/med_in_gt.html http://www.geri.soe.purdue.edu/academic_programs/Phd_in_gt.html http://www.mdx.ac.uk/PIPupload/PG/PG-Teaching%20and%20Education/MA%20Gifted%20Education/ 005X309.asp http://www.coedu.usf.edu/main/departments/sped/gifteded/index.htm http://cfge.wm.edu/jlvantassel-baska/JLVTFullVita.htm http://education.missouri.edu/SPED/program_areas/gifted_masters.php http://www.coe.unt.edu/GIFTED/academic.php http://coe.ednet.lsu.edu/coe//ETPP/gifted/gifted_courses.html http://www.hre.wvu.edu/sped/GiftedHome.htm http://tip.duke.edu/node/903 http://www.gifted.com.hk/index.html 2. Seminar Metode de predare Observaii

1 Meritocraie vs. democraie: care este locul i rolul copiilor supradotai/talentai n societate?

Argumentare i contraargumentare

Link-uri adecvate Suport bibliografic

2 Chestionare de identificare a copiilor supradotai i talentai; Total Talent Portfolio

Prezentare Practic dirijat

Link-uri adecvate Material didactic

3 Modaliti de accelerare educaional: exemple, avantaje i limite, soluii posibile n Romnia

Prezentare Dezbatere structurat


4 Odyssey of the Mind, Academic Decathlon, Mock Court Trials, Future Problem Solving; alternative

Prezentare Brainstorming

Link-uri adecvate Con. nestructurat

5 Caliti profesionale i umane ale consilierului / profesorului n psihopedagogia supradotailor

Referat Dezbatere structurat


6 Planul educaional individualizat destinat elevilor supradotai: concepere, implementare, revizuire

Studiu de caz Lucru n echip

Link-uri adecvate Mostr de p.e.i.

7 Biografii ale unor personaliti exemplare Referat Link-uri adecvate Bibliografie Baldwin, A. Y. (1984). Baldwin Identification Matrix 2 for the identification of gifted and talented. New

York: Royal Fireworks. Bejat, M. (1971). Talent, inteligen, creativitate. Bucureti: Ed. tiinific. Benito, Y., Alonso, J. (2003). Educarea copilului talentat (trad. rom.) Iai: Polirom. Brody, L. E., Mills, C. J. (1997). Gifted children with learning disabilities. Journal of Learning Disabilities,

30(2), 282-297. Buic, C. B., Popovici, D. V. (2014). Being twice exceptional: Gifted students with learning disabilities.

Procedia Social and Behavioral Sciences, 127, 519-523. doi: 10.1016/j.sbspro.2014.03.302 Clark, B. (1992). Growing-up gifted (ed. a patra). New York: Macmillan. Creu, C. M. (1998). Curriculum difereniat i personalizat Ghid metodologic pentru nvtorii,

profesorii i prinii copiilor cu disponibiliti aptitudinale nalte (vol. I). Iai: Polirom. Davis, G. A., Rimm, S. B. (1989). Education of the gifted and talented (ed. a doua). Englewood Cliffs, NJ:

Prentice Hall. Feldhusen, J., Koloff, P. B. (1986). The Purdue three-stage model for gifted education at the elementary

level. In J. S. Renzulli (coord.), Systems and models for developing programs for the gifted and talented (pp.126-152). Mansfield Center, CT: Creative Learning Press.

Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modificability. Baltimore, MD: University Park Press.

Gagn, F. (1995). From giftedness to talent: A developmental model and its impact on the field. Roeper Review, 18(2), 103-111.

Gallagher, J. J. (1991). Programs for gifted students: Enlightened self-interest. Gifted Child Quarterly, 35(4), 177-178.

Heller, K. A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302-323. Jigu, M. (1994). Copiii supradotai. Bucureti: Ed. tiin i Tehnic. Mnks, F. J. (1992). Development of the gifted child: The issue of identification and programmimg. In F. J.

Mnks i W. Peters (coord.), Talent for the future (pp. 191-202). Maastricht: Assen. Popovici, D. V., Balot, A. (2004). Introducere n psihopedagogia supradotailor. Bucureti: Ed. Fundaiei

Humanitas. Renzulli, J. S. (1977). The enrichment triad model: A guide for developing defensible programs for the

gifted and talented. Mansfield Center, CT: Creative Learning Press. Rogers, K. B., Kimpston, R. D. (1992). Acceleration: What we do vs. what we know. Educational

Leadership, 50(2), 58-61. Stnescu, M. L. (2002). Instruirea difereniat a supradotailor. Iai: Polirom. Van Tassel-Baska (1992). Planning effective curriculum for gifted learners. Denver, CO: Love. Webb, J. T., Meckstroth, E. A., Tolan, S. S. (1982). Guiding the gifted child: A practical source for parents

and teachers. Columbus, OH: Ohio Psychology. Zisulescu, t. (1971). Aptitudini i talente. Bucureti: E.D.P.

Programa nu reprezint o obligaie contractual, fiind perfectibil n funcie de dinamica temelor n domeniu, de prioritile curriculare de moment, de timpul alocat i resursele academice aflate la dispoziie. Format: Acest curs opional este adresat studenilor din anul III de la psihopedagogie special. Prin urmare, m voi strdui s corelez coninutul i gradul de dificultate al celor predate att cu nivelul mediu al cunotinelor i abilitilor de munc intelectual expectate n anul III, ct i cu specificul specializrii alese. Acest fapt are dou consecine imediate:

1. prelegerile nu vor constitui o reproducere a suportului de curs, ci o dezvoltare a anumitor teme, cu accent pe explicare, ilustrare, aprofundare.

2. coninutul suportului de curs (cu excepia anexelor) va reprezenta materialul de referin pentru examenul scris.

Practic, aceasta nseamn c activitile de la curs i seminar (de multe ori nu va exista o delimitare strict a acestora) nu vor avea o structur rigid, pe puncte. Voi ncerca s practic un stil didactic mai puin formal n ncercarea de a trezi i menine interesul dvs., fr a compromite nicidecum nivelul academic al activitii didactice sau al exigenei n evaluare. Sintagma prelegere interactiv presupune ca studenii s participe activ prin observaii, luri de poziie, exemple, joc de rol etc. Sintagma blended learning se refer la utilizarea intensiv a informaiei de pe internet ca modalitate complementar de studiu, fie accesnd adrese pe care le voi indica periodic, fie din proprie iniiativ.

Cerine: Dei nu se ofer puncte pentru participarea la curs, aceasta este apreciat i ncurajat, mai ales c temele abordate nu vor duplica coninutul prezentat n suportul de curs. Nu se va ine o prezen, prin urmare cei care nu pot veni din varii motive nu vor fi penalizai. n ceea ce privete activitatea de seminar, nici aici prezena nu este obligatorie. Cei care absenteaz sunt singurii rspunztori pentru obinerea tuturor informaiilor obligatorii pentru ndeplinirea criteriilor necesare promovrii. Nu vor fi recuperri ale activitilor de la curs i seminar!

Studenii care particip la seminarii sunt rugai ca, pn la sfritul activitii (preferabil cu cteva minute mai devreme), s completeze o not individual (mrimea A5) care s conin numele i prenumele studentului, data i un paragraf consistent privind subiectul discuiei la care a participat sau a asistat (e.g., o idee care i s-a prut mai interesant, un

punct de vedere critic, o completare, un exemplu, o propunere, o reflecie etc.). Fiecare astfel de not valoreaz 0,40 puncte din nota final, 2 fiind maximum de puncte care se pot obine la activitatea de seminar. O alternativ o constituie redactarea a dou referate, fiecare dintre ele valornd 1 punct. Aleator, pot fi atribuite bonusuri studenilor care se disting prin participare la discuiile de la seminar (valornd 0,20 puncte). Fiecare referat trebuie s aib 2-3 pagini (Times New Roman 12, la 1 rnd, justified, n limba romn, cu diacritice). Numele i prenumele autorului referatului vor fi trecute pe prima pagin, n colul din dreapta sus. Referatele trebuie s respecte obligatoriu structura prezentat n modelul din anex. Rezumatul va reprezenta traducerea abstract-ului din textul original (font TNR 10). Vor fi prezentate studii de psihopedagogia supradotailor (cercetri experimentale sau corelaionale) din reviste tiinifice strine reputate. Surse bibliografice romneti nu sunt acceptate, nu fiindc nu ar avea valoare, ci pentru c scopul acestor referate este de a v familiariza cu preocuprile pe plan internaional viznd gifted education (cunoaterea unei limbi strine fiind, aadar, indispensabil). Nu se accept referate plagiate, colaionate ori duplicate. Site-uri de tip file sharing nu pot fi citate ca surse legitime de informare! Coninutul referatelor reflect efortul dvs. de sintez, nicidecum o enumerare cut and paste a informaiilor din articolele studiate. Titlurile oferite ca exemple au scop strict ilustrativ. Un referat va viza aria tematic general a domeniului (conceptualizare, identificare, instruire difereniat etc.); cel de-al doilea va trata un subiect sensibil (implicaii sociale ale supradotrii, dubla excepionalitate etc.). Orice tem poate fi abordat atta timp ct se ncadreaz n tematica disciplinei. Pe parcursul semestrului vei primi sugestii care s v ajute n gsirea surselor i alegerea subiectelor. Lucrrile vor fi printate n format A4 i vor fi predate la termenul anunat n prealabil (i.e. ultima ntlnire la seminar). Lucrrile care nu ntrunesc criteriile minime de calitate prezentate mai sus nu vor fi luate n considerare. Nu sunt primite lucrri scrise de mn sau xeroxate. Depirea termenului-limit se sancioneaz (depunctare 50% din valoarea lucrrii pentru o ntrziere de 48 de ore; 100% pentru depirea celor 48 de ore). Examen: Examenul la disciplina psihopedagogia supradotailor va consta ntr-un test din materia de curs. Nota maxim care poate fi obinut la testul gril este 8. Nu se acord puncte din oficiu! Testul va include (n limita timpului) i o prob opional pentru cei care doresc extra-credit (max. un punct). Conduit: M atept ca fiecare student s respecte normele uzuale de conduit privind frecventarea cursurilor i seminariilor, participarea la discuii, relaionarea cu colegii i profesorii etc. Telefoanele mobile trebuie amuite i, la fel, orice alt device ce poate deranja sonor; n cazul n care exist un apel telefonic urgent, studentul n cauz poate prsi discret sala (a nu se abuza, totui, de acest privilegiu). Folosirea laptopurilor i a tabletelor este permis atta timp ct are legtur cu ceea ce se discut la curs/seminar. Distrageri gen reele de socializare, filme i fotografii, pres etc. nu vor fi ngduite. De asemenea, conversaiile care nu au legtur cu ceea ce se dezbate n clas vor fi considerate neavenite. Persoanele neinteresate de temele de la curs/seminar pot uza de alternativele prezentate mai sus pentru a acumula punctajul necesar. Consumul de alimente este tolerat dac se desfoar

discret i nu devine o obinuin; fumatul n clas (clasic sau altfel) nu! Excentricitile vestimentare nu trebuie s devin o surs de distragere a ateniei colegilor orict de mult ar fi apreciate de posesorii lor. Punctualitatea este politeea regilor (dup cum spune dictonul). Pentru toi ceilali, se admite o ntrziere rezonabil, avnd n vedere starea vremii i condiiile de trafic, atta timp ct accesul n sal se face discret, fr a deranja activitatea n curs.

Pentru alte chestiuni punctuale, voi decide n funcie de situaia respectiv. Citare bibliografic conform stilului APA (exemple) Carte Gallagher, J. J. (2004). Public policy in gifted education. Charlotte, NC: Corwin Press. VanTassel-Baska, J., Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (ed. a treia). Boston: Pearson Education. Borland, J. H. (coord.) (2003). Rethinking gifted education. New York: Teachers College Press. Department of Education (1993). Policy statement: The education of gifted students in Queensland schools. Brisbane, Qld: Department of Education.

Capitol n carte Gross, M. U. M. (2000). Issues in the cognitive development of exceptionally and profoundly gifted individuals. In K. A. Heller, F. J. Monks i A. H. Passow (coord.), International handbook of research and development of giftedness and talent (ed. a doua, pp. 179-192). Amsterdam: Elsevier.

Articol (doi: digital object identifier n cazul anumitor materiale) King, E. W. (2005). Addressing the social and emotional needs of twice-exceptional students. Council for Exceptional Children, 28(1), 16-20. Reis, S. M., Renzulli, J. S. (2009). Myth 1: The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences. Gifted Child Quarterly, 53(4), 233-235. doi: 10.1177/0016986209346824

Articol online Millard, R. (2011, 12 oct.). Gifted children no more likely to succeed. The Telegraph, accesat la 12.10.2011 la adresa http://www.telegraph.co.uk/education/8028543/Gifted-children-no-more-likely-to-succeed.html.

Student: Xenia Y. Zisulescu (Psihopedagogie special)

Titlul original: Martinez, R. S., Semrud-Clikeman, M. (2004). Emotional adjustment and school functioning of young adolescents with multiple versus single learning disabilities. Journal of Learning Disabilities, 37(5), 411-420. doi: 10.1177/ 00222194040370050401 Rezumat: Preadolesceni (din clasele VI-VIII) cu dificulti de nvare multiple (Learning Disabilities LD; citit RD i calcul matematic MD), aflai n sisteme educaionale incluzive, au fost comparai cu adolesceni cu dificulti de nvare singulare (citit sau calcul matematic) i cu adolesceni cu realizri tipice vrstei (Typically Achieving TA) n ceea ce privete funcionalitatea lor psihosocial n dou arii ale well-being-ului (confortului personal) la adolesceni: adaptarea emoional i funcionalitatea colar. Proba Auto-Raportarea Personalitii pentru adolesceni din Sistemul de Evaluare a Comportamentului pentru Copii (The Behavior Assessment System for Children, Reynolds i Kamphaus, 1998) a fost folosit pentru a determina well-being-ul. O sut douzeci de elevi din nvmntul gimnazial 15 biei i 15 fete n fiecare grup au fost inclui n prezentul studiu. Eantion: Cei 120 de adolesceni de clasa a VI-a (N=33), a VII-a (N=54) i a VIII-a (N=33) au fost selectai i repartizai pe grupe dup criteriul LD: o grup de 30 de adolesceni cu LD multiple (15 biei i 15 fete), o grup de 30 de adolesceni cu LD simpl+RD (15 biei i 15 fete), o grup de 30 cu LD simpl+MD (15 biei i 15 fete) i o grup de 30 TA (15 biei i 15 fete). Participanii erau subieci americani albi (N=65), hispanici (N=37), afroamericani (N=16) i asiatici (N=2), provenind din sisteme educaionale incluzive i avnd vrsta minim 12 ani. Instrumente: A fost folosit BASC-SRP pentru adolesceni (The adolescent level of the Behavior Assessment System for Children Self-Report of Personality), mai exact urmtoarele trei compozite i scalele lor clinice corespunztoare: Indexul Simptomelor Emoionale (Stres social, Anxietate, Depresie, Sim al Inadecvrii, Relaii Interpersonale, i Stim de Sine), Neadaptarea colar (Atitudine fa de coal, Atitudine fa de Profesori, i Cutare de Senzaii) i Neadaptare Clinic (Atipicalitate, Locus al Controlului, Somatizare, Stres social, i Anxietate). Design: Participanii au fost recrutai din 14 coli publice i au fost departajai dup principiul discrepanei mai mari de 16 puncte ntre abilitate intelectual (IQ) i performan, ceea ce definete dificultatea de nvare. Testri ulterioare folosind Wechsler Intelligence Scale for Children III, i subtestele destinate evalurii cititului i calculului matematic din Wechsler Individual Achievement Test au confirmat repartiia iniial. Rezultate: Ipoteza studiului, conform creia elevii cu multiple LD au o situaie mai grav dect cei cu LD simple sau dect cei fr LD a fost susinut parial de rezultate, astfel nct elevii cu RD+MD au nregistrat abateri mai ridicate dect cei TA (dar nu i dect cei cu LD

simple RD sau MD) pe toate cele trei compozite ale BASC-SRP i pe 2 scale clinice (Depresie i Atipicalitate). Elevii cu multiple LD tind s fie mai imaturi social dect cei fr LD. Cei cu RD+MD s-au abtut cu mult mai mult de la norma Atipicalitii dect colegii lor TA. Este posibil ca elevii cu o singur LD s i compenseze dificultatea academic i astfel s obin mai puine eecuri academice; ca rezultat, acetia vor fi mai bine adaptai dect elevii cu probleme n multiple arii academice. Cercetarea prezint de asemenea faptul c att elevii cu multiple LD ct i cei cu simple LD au un sim al inadecvrii mai acut dect elevii fr LD. Dei self-concept-ul acestora nu se distinge de cel al elevilor fr LD, cei cu una sau mai multe LD par a se simi inadecvai n privina abilitii intelectuale i statusului colar. De asemenea, s-a descoperit c elevii cu LD multiple i cu MD (dar nu i cei cu RD) au obinut scoruri critice la inadaptarea colar. Tendina celor cu LD de a se compara cu elevii TA poate explica parial descoperirile prezentului studiu. nsumnd, studiul sugereaz faptul conform cruia existena unor multiple LD (n citire i matematic) poate constitui un factor de risc pentru funcionalitatea emoional i adaptarea colar. Rezultatele au confirmat faptul c adolescenii cu multiple LD (citire i matematic) au raportat o funcionalitate sczut (adic, scoruri T mai ridicate) viznd inadaptarea colar, inadaptarea clinic, indexul simptomelor emoionale, atitudine fa de coal, atipicalitate i depresie n comparaie cu grupul TA, dar nu i n comparaie cu grupul cu LD singular (citit sau calcul matematic). Toate cele trei loturi s-au difereniat de grupul TA (dar nu i unele de altele) n planul sentimentului de inadecvare, grupul cu LD multiple obinnd cele mai ridicate scoruri T. Analize adiionale au indicat diferene semnificative ntre fete i biei, neinnd cont de statusul LD. Fetele au raportat scoruri T mai ridicate n ceea ce privete indexul simptomelor emoionale, stresul social, depresia, ns bieii au raportat mai frecvent Inadaptare colar i Cutare de Senzaii. S-au relevat i diferene ntre genuri, anume faptul c fetele au dificulti mai mari n compozitele Depresie, Sim al Inadecvrii i Indexul Simptomelor Emoionale dect bieii. Prin contrast, bieii au raportat o funcionalitate mai slab dect fetele n ceea ce privete Inadaptarea colar i Cutarea de Senzaii. Intervenii adresate funcionalitii emoionale a fetelor i dificultilor psihosociale unice ale bieilor, fr a ine cont de statusul LD, ar trebui s fie n centrul activitii viitoare n coli. Concluzii: Elevii cu LD multiple ntmpin dificulti mai mari n ceea ce privete funcionalitatea emoional i colar dect cei TA. Elevii cu LD simple pot compensa dificultile colare i emoionale n alte arii academice mai bine dect cei cu multiple LD. Att cei cu LD multiple ct i cei cu LD simple au un sim al inadecvrii intelectuale i colare mai ridicat dect cei fr LD. Elevii cu LD multiple, simple i fr LD posed un self-concept similar. Elevii cu multiple LD, cu MD, dar nu i cei cu RD, au nregistrat scoruri net mai ridicate la inadaptarea colar n raport cu cei TA. LD este un factor de risc pentru dificultile psihosociale i problemele colare. Fetele cu LD sunt mai expuse Depresiei, Simului Inadecvrii i Simptomelor Emoionale dect bieii, pe cnd acetia au tendine spre Inadaptare colar i Cutare de Senzaii.

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