Button

HAWORTH EDUCATION PARENT ADVISORY COMMITTEE (HEPAC)
HAS PARTNERED WITH 
NORTHERN VALLEY EDUCATION PARENT ADVISORY COMMITTEE 
HEPAC/NVEPAC IS NOW 7 Towns Strong! 
Together We can Do More!


INFORM + EDUCATE + EMPOWER + ADVOCATE
FOR ALL STUDENT SUCCESS

 
Gifted 
nagc.org  (National Assn for Gifted Children)
http://www.hoagiesgifted.org/gifted_education.htm
http://www.njagc.org/nj-laws-and-policy/state-advocacy (Quick Facts About Gifted Education in New Jersey) 
http://www.nagc.org/resources-publications/resources/myths-about-gifted-students (Myths About Gifted Students )
http://www.nagc.org/get-involved/advocate-high-ability-learners/advocate-your-child (Advocate For Your Gifted Child)
gifted.uconn.edu (Nat'l Research Center on Gifted/Talented Development: sponsored by USDOE, Univ of Va., Yale, Univ of Conn.)
 
Video by National Association for Gifted Chidren (6 minutes)
How Does Gifted Education Connect with Common Core State Standards, 21st Century Skills & RtI?
 
 
 
 
 
 
 
 
 
 
 
 
 
Twice Exceptional (2E): Gifted and Having One or More Disabilities
http://www.wrightslaw.com/law/osep/elig.2e.04.2015.pdf  (USDOE Reminds Schools To Not Overlook Twice Exceptional Kids.)
(Gifted+LD=No Desk for You, Says Study)
 
What a Gifted Dyslexic Might Look Like: Summary of a Statement by Dr. Sally Shaywitz of the Yale Center for Dyslexia & Creativity
The foundation and basis of dyslexia resides in a comparison between a person’s reading (accuracy or fluency) and his intelligence, level of education, or professional status.  Dyslexia at its core and in its definition is a disparity within the person, not comparing one person to another.  For example, for a second-year medical student with an IQ of 140 and reading at 100, that is a huge disparity—one not characterizing fellow medical students who may have a similar IQ of 140 and also reading at about that level.  This individual has the cognitive ability to master complex and very difficult conceptual material within a college, graduate or professional school curriculum. However, at the same time his reading fluency is impaired due to a neurobiological disruption in the neural systems for rapid reading and he suffers the result of extremely slow and effortful reading.  The average person with the same reading difficulties would not be able to master the curriculum of medical school.  Thus, interpreting the law to mean that, if you are reading at the level of an average person, then you are not disabled, is not appropriate for dyslexia.

Dyslexia is conceptualized as an encapsulated weakness resulting in slow reading surrounded by a sea of strengths.  It is the sea of strengths in thinking and reasoning that, together with the accommodation of extra time, allows a slow-reading but good-thinking dyslexic to succeed.  The accommodation of extra time on tests levels the playing the field, allowing the hardworking dyslexic to access his strengths and demonstrate his knowledge.  http://dyslexia.yale.edu/Policy_QA.html
 
 
                Because I'm Dyslexic   (3 Minutes)                                                  Microsoft's Director of Business Development
                                                                                                                         Erin Egan, Her Dyslexia Story (12 Minutes)
 
 
 
 
 
 
 
 
 
 
 
 
 
 
      MIT Professr Catherine Drennen discusses her dyslexia