Parallel Session Proceedings »
3.1.10 Teaching Executive Function Skills: Bridging the Gap Between Theory and Implementation with 2e Learners
This presentation focuses on the results of an extended and expanded action research project based on supporting Executive Function development in a congregated gifted setting. This topic is particularly important in gifted education given the asynchronous development of many gifted children. When we factor in twice and multi-exceptional (2e+) students (20% of our student population in grades 5-8), then consider the growing class sizes, shrinking budgets and limited resources available to many educators, it becomes vital to develop universal supports for teachers to implement at the classroom level. Interventions for multiple exceptionalities often derive from the disabilities literature. Based on research with ADHD populations, it is clear Executive Functions need to be taught in situ for a lasting benefit. Our project is different because we tested specific strategies in a school for gifted learners where the twice-exceptional students are integrated with the gifted population. Areas of Executive Functioning we will focus on are organization, working memory, behaviour management, planning, prioritization, task initiation, sustained attention, metacognition and corresponding supportive academic strategies. Developed using Universal Design for Learning principles, the supportive strategies we discuss, have been implemented for the general gifted population who experience asynchronous development as well as twice-exceptional students with issues such as learning disabilities, Autism spectrum disorders, ADHD, and mental health issues.