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A web page worth to read!
Know everything about the Piirto Pyramid of Talent Development by clicking the link.

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"The 'Pyramid' is excellent-a compact, eloquent, graphic synthesis." - Frank Barron (one of the original creativity researchers)

"Her original model situates Piirto within the field of talent development and creativity as a force to be reckoned with." -Kimberly McGlonn-Nelson in a review of Understanding Creativity
ABOUT THE PIIRTO PYAMID OF TALENT DEVELOPMENT
The Piirto Pyramid is a model which takes into account genetics, personality, IQ, talent, and environmental influences that are essential in developing talent. It is a model widely known in education and psychology. This article describes the Piirto Pyramid and gives examples from the areas of visual arts, creative writing, music, theater, dance, science, mathematics, invention, entrepreneurship, and athletics, of common themes in how talent is development in each area. It is a contextual framework that considers the 4 P's of creativity- person, process, and product, as well as press, or environmental factors. I published my first version of the Piirto Pyramid in 1994. Over the years it has evolved thanks to talks and critiques from friends, students, and colleagues. This model has guided work on talent in domains. I have published quite a few articles and chapters, as well as books, using this model. See the reference list, below. Piirto (1994; 1995a, b; 1998; 1999a; 2001; 2004, 2007, 2008; 2009; 2010; 2011).
THE PIIRTO PYRAMID OF TALENT DEVELOPMENT
To put it simplistically, there are several ways to approach creativity. Creativity research focuses on the PERSON- who is creative? The PROCESS - what happens when one is being creative?; the PRODUCT - what does the creative person make?; and the PRESS- what is the environmental pressure on person, process, product (Richards, 1999)? One judges a product "creative" and then looks at the person who has produced that product, to see what forces operated in the creation of that product, what that person is like. Another approach tests a child through paper and pencil or through observation, pronouncing him or her potentially or really more creative than others, on a presumed normal curve of creativity, as a construct, which supposedly exists within everyone to some degree or another.My approach has been to look at the creative person, and the creative press. I am, in this book, summarizing the findings in my books, Talented Children and Adults: Their Development and Education (Piirto, 1994, 1999, 2007), Understanding Those Who Create (Piirto, 1992/1998),and Understanding Creativity (Piirto, 2004). Persons who have produced creative products - visual artists, creative writers, creative mathematicians, creative scientists, mathematicians, entrepreneurs, architects, performing artists, musicians, inventors-have certain patterns in their lives. What are their backgrounds, their personalities, their experiences, and their ways of looking at the world?

When one looks at the development of talent, one notices certain patterns that are common to those who enter the same field. In my book Talented Children and Adults (1994; 1999; 2007), I call these predictive behaviors, for even early in life, practitioners of creativity in a specific domain have undertaken certain practices that are common for people who practice creating in that domain.

Along with these predictive behaviors are certain crystallizing experiences. Crystallizing experiences are unique to the individual, while predictive behaviors are common to the domain. The crystallizing experience lets the person know that this domain is the one for him and sets him on the path.I have confirmed the presence of these predictive behaviors through noting the repetition of the pattern: over the past years, several hundred of my students have conducted biographical studies of creators in the domains of visual arts, creative writing, science, mathematics, invention, entrepreneurship, music, theater, dance, drama, and athletics. The assignment has been to compare and contrast the person about whom the biographical study was written with the commonalities I found in the lives of these creators in certain domains. To a surprising degree, the students have found that the paths are similar. "Find a writer who didn't have a predictive behavior of voracious and uncritical reading," I challenge them." "Find a scientist who was not, from an early age, rabidly curious about the meaning of life."
HISTORY OF THE PIIRTO PYRAMID
In 1992, after reading almost all the research extant about talented, gifted, and creative children and adults, for the publication of my synoptic textbook Talented Children and Adults, for Macmillan, My editor told me that in completing it, I had a choice. I could formulate a theory of what talent development entails, or I could just just summarize and stop. Being somewhat of a risk-taker, I decided to formulate a theory based on what I had read. "What have I learned?" "What have I learned?" "What are the common threads of talent development and creativity?" The fact that few women had made theories of creativity and talent development only made me more determined to take the risk.

I was driving to my newly married daughter's home in Brooklyn, New York, from my home in Ohio. As I sailed along Interstate 80 through the beautiful Pennsylvania countryside, I asked myself over and over again, "What have I learned?" "What have I learned? Driving on a peaceful interstate fed my creative thoughts; indeed, such half-trance is important in the creative process. (I have written about the creative process in my books Understanding Those Who Create, Understanding Creativity, and Creativity for 21st Century Skills, as well as in many chapters and articles.) The insight came to me. It's personality that's important in talent development, and not IQ, I thought. It's personality!"

That night, in steamy August, sleeping on the newly carpeted sticky hot floor of my daughter's apartment on a clammy sleeping bag, I had a dream. "It's personality," the dream echoed, from my insight on the freeway earlier that day. "It's personality that affects the most. Not test scores. Personality." I got up and in the middle of the night, sketched a first draft of the ideas I had insight about; it was a picture of Greek gods and goddesses representing various personality attributes, as in mythology (Athena is aggression; Apollo is insight, etc.) shooting darts and arrows (not of outrageous fortune, though). The image was confusing, and I went back to the thinking board/ the image board. How would I convey what I had gleaned about the development of talent in individuals? I finally settled on the pyramid image, which is universal and used in many theories. The environmental suns and the genetic underground were also part of the image. In making a theory, it is essential to be clear and simple.
The following are the basic assumptions of the Piirto Pyramid
1.Creativity is domain-based.

2.Environmental factors are extremely important in the development of talent.

3.Talent is an inborn propensity to perform in a recognized domain.

4.Creativity and talent can be developed.

5.Creativity is not a general aptitude, but is dependent on the demands of the domain.

6.Each domain of talent has its own rules and ways in which talent is developed.

7.These rules are well-established and known to experts in the domain. Talent is recognized through certain predictive behaviors. Coaches of athletics know this (body type, dexterity, physicality, etc.).Musicians know this (matching pitch, dexterity, tonal quality of voice, etc.). Each domain has its predictive behaviors that are, for the most part, evident in childhood.
1. The Genetic Aspect
We begin with our genetic heritage. We have certain predispositions, and studies of twins reared apart have indicated that, as we become adults, our genetic heritage becomes more dominant. Our early childhood environment has more importance while we are children than when we are adults. As we age, we become more like our genetic relatives. This layer is beneath the Pyramid, underground.
2.The Emotional Aspect: Personality Attributes
Many studies have emphasized that successful creators in all domains have certain personality attributes in common. These make up the base of the Pyramid, and are the structural weight and support.These are the affective aspects of what a person needs to succeed and they rest on the foundation of genes. Among these are androgyny, creativity, introversion, intuition, naiveté or openness to experience; overexcitabilities, passion for work in a domain, perceptiveness, persistence, preference for complexity, resilience, self-discipline, self-efficacy, and volition, or will.

These attributes were originally from literature review of studies on the talented and creative. I have independently confirmed most of them with my own research on the personalities of talented adolescents.

This list is by no means discrete or complete, but shows that creative adults achieve effectiveness partially by force of personality. Talented adults who achieve success possess many of these attributes. One could call these the foundation, and one could go further and say that some of these may be innate, and some of these (i.e. resilience) can also be developed and directly taught. One is not a prisoner of genetics.

What does it mean to have such personality attributes? What is personality and how does it contribute to effectiveness? Personality is, fortunately or unfortunately, an area in which there are many competing theories. Defined simply as "the set of behavioral or personal characteristics by which an individual is recognizable," with synonyms such as individuality, selfhood, and identity, personality theory can be psychoanalytic (Ego psychology, object relations, transpersonalism); behavioral or cognitive (quantitative studies using factor analysis or humanistic (using phenomenology, existentialism, gestalt, humanistic, and transpersonal theories). Personality is sometimes equated with character, directing how one lives one's life. The personality attributes mentioned here have been determined by empirical studies of creative producers-mostly adults, but in some cases, adolescents in special schools and programs. Many of the personality attributes from studies used have focused on the Myers-Briggs Type Indicator, based on the Jungian theory of personality. The Cattell 16 Personality Factors Inventory, The Eysenck Personality Inventory, the Gough Creative Personality Inventory, the California Psychological Inventory, the Minnesota Multiphasic Psychological Inventory, and The NEO-PI and others have also been used in studies cited here.

Although the cognitive dimension in the form of an IQ score has been over-emphasized, it is certainly essential. IQ is best seen as a minimum criterion, mortar and bricks, with a certain level of intellectual ability necessary for functioning in the world. Having a really high IQ is not necessary for the realization of most talents. Rather, a high enough IQ for college graduation seems to be necessary (except for professional basketball players, actors, and entertainers), and most college graduates have above average IQs but not stratospheric IQs. Domains requiring the highest IQs are philosophy and theoretical physics.
4.The Talent Aspect: Talent in Domains.
The talent itself -inborn, innate, mysterious-should also be developed. It is the tip of the Piirto Pyramid. Each comprehensive high school has experts in most of the talent domains that students will enter. These include mathematics, visual arts, music, theater, sciences, writing and literature, business, entrepreneurship, economics, athletics, dance, the spiritual and theological, philosophy, psychology, the interpersonal, and education. These are all well-defined academically, and if a person has a talent in a domain, he or she can find people who can advise how to enter study in any of them.

When a child can draw so well she is designated the class artist, when an adolescent can throw a ball 85 miles an hour, when a student is accused of cheating on her short story assignment because it sounds so adult, talent is present. Most talents are recognized through certain predictive behaviors, for example voracious reading for linguistically talented students, and preferring to be class treasurer for mathematically talented students. These talents are demonstrated within domains that are socially recognized and valued, and thus may differ from society to society.
5.Environmental "suns"
An evolutionary thread that is cultural and historical as to which talents are valued at which time needs to be present. For example, hunting talent-acuity of eye combined with a honed instinct for shooting or clubbing and a knowledge of animal habitat-is presently not as socially recognized and valued in western society as is verbal ability-a sensitivity to words and their nuances as expressed through grammatical and idiomatic constructions on paper. In the past, hunting talent was valued much more than verbal talent. Nevertheless, the genetic talent to hunt is still born in certain children, regardless of whether urbanites view such talent as valuable to the society. If the talent for creating computer code was present in children a hundred years ago, would the talent have been needed and rewarded by the society?

The four aspects (genetics, personality, intelligence, talent) on this imagistic pyramid could theoretically illustrate the intrapsychic developmental influences on the individual person.

In addition, everyone is influenced by the environment. The environmental influences are shown by the five "suns," which may be likened to certain factors in the environment. These are the following:

1.The Sun of Home

2.The Sun of Community and Culture

3.The Sun of School

4.The Sun of Gender

5.The Sun of Chance

The three major suns refer to a child's being (1) in a positive and nurturing home environment, and (2) in a community and culture that conveys values compatible with the educational institution, and that provides support for the home and the school. The (3) school is also a key factor, especially for those children whose other "suns" may have clouds in front of them. Other, smaller suns are (4) the influence of gender, for there have been found few gender differences in personality attributes, in talent, or in intelligence among adult creative producers, thus, gender is an environmental influence; and (5) what chance can provide. The presence or absence of all or several of these make the difference between whether a talent is developed or whether it atrophies.

Unfortunately, it could be said that when a student emerges into adulthood with his or her talent nurtured and developed it is a miracle, because there are so many influences that encroach on talent development. We all know or remember people with outstanding talent who did not or were not able to use or develop that talent because of circumstances such as represented by these suns.

For example, a student whose home life contains trauma such as divorce or poverty may be so involved in that trauma that the talent cannot be emphasized. In the absence of the home's stability and talent development influence (e.g. lessons, atmosphere for encouragement), the school's, and the teacher's or coach's role becomes to recognize the talent and to encourage lessons, mentors, or special experiences that the parents would otherwise have provided had their situation been better. The "suns" that shine on the pyramid may be hidden by clouds, and in that case, the school plays a key role in the child's environment.

As another example, in a racist society, the genes that produce one's race are acted upon environmentally; a person of a certain race may be treated differently in different environments. The school and the community and culture are important in developing or enhancing this genetic inheritance. Retired U. S. general Colin Powell has said that he entered the army because he saw the military as the only community and culture in a racist society where he would be treated fairly, where his genetic inheritance of African American would not be discriminated against, where he could develop his talents fully.

Although many gender differences are genetic and innate, gender's influence on talent development is also environmental. Boys and girls may be born with equal talent, but something happens along the way. Few personality attributes show significant gender differences [except for Thinking and Feeling on the Myers-Briggs Type Indicator (MBTI) and "tender mindedness" on the 16 Personality Factors Inventory (l6 PF)]. Similarly; few intelligence test scores show significant gender differences (though boys consistently score higher in spatial ability), and so we should look at how the environment influences the development of talent according to gender.

The importance of chance, or luck, cannot be overemphasized. As the principal of a school for children with high IQs in New York City, I received many calls from casting agents and producers wanting to look at our bright children for possible roles in movies, television, and theater.These children had the luck of being born in and living in a center for theatrical activity. I'll warrant few school principals in, say, Kansas City or Seattle get the weekly and even daily calls I got from casting agents.
6. The Thorn- Feeling the Call
The influence of chance comes when a prepared person is in the right place at the right time (as were those children in New York City) or when he or she happens to meet someone who can connect him or her to another person who can help or influence his or her opportunities to interact with the field or domain. The Sun of Chance has clouds over it, for example, when a talented adolescent in a rural high school does not get the counseling needed to make a college choice that will enhance a career. Chance can be improved by manipulating oneself so that one can indeed be in the right place at the right time.

However, although absolutely necessary, the presence of talent is not sufficient. Many people have talent, and are not interested in doing the work necessary to develop their talents. Emotional investment -MOTIVATION-is the impetus for one acquiring the self-discipline and capturing the passion and commitment to develop the talent.It takes obsession and dedication and energy to chase an idea for years, working on it with a sense of purpose and sacrifice, even in the face of rejection from others. To continue the pursuit of one's creative obsession requires what is commonly called a vocation or a call. Thus I put an asterisk, or "thorn" on the pyramid to exemplify that talent is not enough for the realization of a life of commitment. Without going into the classical topics of desire, emotion, wisdom, or soul, suffice it to say that the entire picture of talent development ensues when a person is pierced or bothered by a thorn, the daimon, as Carl Jung called it, the acorn, as James Hillman called it, that leads to commitment.
Summary
One of the definitions of gift comes from Old French for poison and this is what the talent that bothers may become to a person if the person doesn't pay attention to it. As well as a joy it is a burden. As well as a pleasure it is a pain. However, the person who possesses the talent also must possess the will and fortitude to pursue the talent down whatever labyrinth it may lead.Jung in Modern Man in Search of a Soul described the creative person, the "poet" (by this he was Platonic and Aristotelian, using the term "poet" to indicate all those who create) and his or her "art" (by this he meant poesis, the work the creative person does) thus: "Art [the creative talent] is a kind of innate drive that seizes a human being and makes him its instrument. The artist [the creator] is not a person endowed with free will who seeks his own ends, but one who allows art to realize its purpose through him" (p. 169). Jung commented that the lives of such creators are often unsatisfactory on the personal level because "a person must pay dearly for the divine gift of the creative fire" (p. 169).

This model of talent development is, I hope, simple and elegant enough for understanding. The true test of understanding a concept or model is being able to explain the concept to another person. Try it.

As mentioned before, my graduate students in creativity studies classes conduct studies of people whose eminence is enough for scholarly biographies to have been written about them. The framing theory for the studies is this Pyramid.

I have also used this model in my own work-I wrote a book about talent development in creative writers, studying 130 contemporary American writers using this model. It is called "My Teeming Brain": Understanding Creative Writers, and it was published in 2002 by Hampton Press.
Understanding Creativity In Domains Using The Piirto Pyramid Of Talent Development as A Framework Domain: Visual Arts
I have also published articles and given speeches using the Piirto Pyramid of Talent Development. Here is what I have found, by domain. See the reference list.

Genetic Aspect. Does visual arts talent run in families? Perhaps. The families of Calder, Renoir, Wyeth, Picasso, Georgia O'Keeffe, Maurice Utrillo, are examples.
Domain: Creative Writers
The Cognitive Aspect. The intelligence of visual artists is spatial intelligence (Gardner, 1983), or as Vincent Van Gogh said, "It is at bottom fairly true that a painter as man is too much absorbed by what his eyes see, and is not sufficiently master of the rest of his life."

I wrote a book-length study, "My Teeming Brain": Understanding Creative Writers (2002). I myself am a creative writer-a published and award-winning poet and novelist. Here is a brief summary of what I found in my study of creative writers.

The Emotional Aspect: Personalities of Creative Writers. 1. Independence/ nonconformity; 2. Drive/ resiliency; 3. Courage/ risk-taking; 4.Androgyny; 6. Introversion 7. Intensity or OEs; 8. Naiveté or an attitude of openness; 9. Intuitive (N) and perceptive (P); 10. Energy transmitted into productivity through self-discipline; 11. Ambition /envy; 12. Concern with philosophical matters; 13. Frankness often expressed in political or social activism; 14. Psychopathology; 15.Depression; 16. Empathy; 17. A sense of humor (most humorists are first writers).

The Environmental Sunshave been reduced to sixteen themes, as follows:

1:Predictive behavior of extensive early reading.

2:Predictive behavior of early publication and interest in writing.

3: Unconventional families and family traumas (e.g.: parental alcoholism, moving often, death of a parent, uncertain finances). This includes the search for the father, as in writing families, the fathers are often viewed as weak or ineffectual. Playwright Arthur Miller (1987), said, "it would strike me years later how many male writers had fathers who had actually failed or whom the sons had perceived as failures."He listed William Faulkner, F. Scott Fitzgerald, Ernest Hemingway, Thomas Wolfe, Edgar Allan Poe, John Steinbeck, Herman Melville, Walt Whitman, Anton Chekhov, Nathaniel Hawthorne, August Strindberg, and Fyodor Dostoevsky. "The list is too long to consign the phenomenon to idiosyncratic accident" (p. 34).

4. Incidence of depression and/or acts such as use of alcohol, drugs, or the like.

5. Being in an occupation different from their parents.

9:Nurturing of talents by both male and female teachers and mentors.

10. Attendance at prestigious colleges, majoring in English literature, but without attaining the Ph.D.

11:Residence in New York City at some point, especially among the most prominent.

12:The accident of place of birth and of ethnicity forms the subject matter.

13:The classic double bind of women is present in creative women writers as well: Conflict with combining parenthood and careers in writing. "Everything around you and much of what's inside you is screaming that what your child needs is more important than what you need because you're a MOTHER now and MOTHERS give up things for their children, up to and including everything, even their own lives. If I did not write, I would be a terrible vengeful mother." (Durban, 1991, p. 8)

14:Societal gender expectations incongruent with their essential personalities.

15:History of divorce more prevalent in women.
Domain: Scientists and Mathematicians
16:Military service more prevalent in men.

There is some evidence of heritability in families of scientists. For example, take The Darwins - Erasmus, Sir George Howard, Francis Galton, Sir Francis Darwin, Dir Horace Darwin, George Galton Darwin, Josiah Wedgewood, Thomas Wedgewood and the Huxleys - Sir Andrew Fielding Huxley who won the Nobel Prize, Sir Julian Huxley, biologist, and Aldous Huxley, a novelist who wrote science fiction ( The Genetic Aspect: Brave New World)

. They come from more stable homes than other creators, especially writers and actors. The father presence as an influential force. Firstborns and only children make up more than half of active scientists (Simonton, 1999).

Scientists and Mathematicians often skip grades, and take the most challenging courses. They list their favorite courses as mathematics and science Sun of School. .
Domain: Inventors
Sun of Gender : As Simonton (1999) said, "In the annals of science, fewer than 1% of all notables are female. Names like Hypatia, Caroline Herschel, Marie Curie, and Barbara McClintock are but drops in a sea of male scientists" (p. 256).

Emotional Aspect: Personalities of Inventors . They demonstrate the core attitude of Naiveté, and the ability to focus quickly. They show high self-confidence and high self-esteem. They also demonstrate the core attitude of Risk-taking, a willingness to troubleshoot and to plunge in.
Domain: Entrepreneurs
They demonstrate Spatial (figural) intelligence By the way, most job titles in the U.S. government's directory require figural intelligence as opposed to semantic(linguistic) or symbolic intelligence Cognitive Aspect: Inventors . .
Domain: Musicians, Composers, Conductors
Entrepreneurs such as J. Paul Getty, Bill Gates, and Warren Buffett came from rich or very comfortable families; they had access to expert advice and legal protection of their ideas; they were readers and thinkers; they were smart in mathematics (e.g., Bill Gates scored 800 on his SAT); and they liked money from an early age.
Physical Performers: Actors, Dancers, and Athletes
The Sun of Home. The family of the musical talent most often has a keyboard instrument. The families are amateur musicians who perform music at home as pleasure, and who listen to music together. They also attend concerts of other musicians. The Sun of Home in rock and popular musicians is less stable, less supportive in terms of lessons, less tolerant of practice, and less full of encouragement.Resilience is the key personality attribute. Rock musicians experienced "Unhappy childhoods, painful addictions (to sex or drugs), fears of inadequacies and abuses both endured and inflicted are common themes, sometimes to the point of numbing repetition."
Domain: Dancers and Athletes
The Sun of Chance. "Good genes," said Jane Fonda, when she confessed she no longer exercises very much. Sophia Loren's chest got the attention of Carlo Ponti, and the rest is history. Ava Gardner's looks got her her first jobs. Family connections also matter.

Sun of Home: Dancers and Athletes. These creative performers hadparents who were willing to pay for lessons and the intense training necessary. They also may have felt the necessity to move the whole family in order to find the perfect coach (as in tennis, ice skating, and gymnastics). Even choreographer Alvin Ailey's mother, in poverty-stricken Texas, encouraged him to move to Los Angeles to pursue his interests. Male dancers often experience the disapproval of their fathers of their choice of dance.

Sun of Community and Culture .The importance of the ensemble, the team, and the group is key in this domain. No one achieves on his own without help from the group. These groups have initiations, rituals, and exclusionary practices.

Sun of Gender. The personality attribute of androgyny in athletes at the top levels has been studied. Male and female athletes at elite levels (on national teams) are remarkably similar in personality. They have high achievement motivation, high tolerance for pain, are highly competitive, and are able to train with great intensity.
References
These, briefly, have been a few examples from several domains of talent, organized according to the framework of the Piirto Pyramid of Talent Development.

Adler, M. (1952). The great ideas: A syntopticon of Great Books of the Western World. Chicago, IL: The Encyclopedia Britannica.

Baird, L. (1985). Do grades and tests predict adult accomplishment? Research in Higher Education, 23(1) 3-85.

Barron, F. (1968). Creativity and personal freedom. New York: Van Nostrand.

Barron, F. (1995). No rootless flower: An ecology of creativity. Cresskill, NJ: Hampton Press.

Benbow, C. P. (1992). Mathematical talent: Its nature and consequences. In N. Colangelo, S. G. Assouline, and D. L. Ambroson, Eds. Talent development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development, pp. 95-123. Unionville, NY: Trillium Press.

Block, J., & Kremen, A.M. (1996). IQ and ego resiliency. Journal of Personality and Social Psychology, 70 (2), 346-361.

Cattell, R., Eber, H.W., & Tatsuoka, M.M. (1970). Handbook for the Sixteen Personality Factor Questionnaire. Champaign, IL: Institute for Personality and Ability Testing.

Corno, L., and Kanfer, R. (1993). The role of volition in learning and performance. In L. Darling-Hammond, Ed. Review of research in education, 19, pp. 301-342. Washington, DC: American Educational Research Association.

Csikszentmihalyi, M. (1990). Flow. New York: Cambridge.

Csikszentmihalyi, M., Rathunde, K., and Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.

Dabrowski, K. (1964). Positive disintegration. Boston: Little, Brown.

Davidson, J. E. (1992). Insights about giftedness: The role of problem solving abilities. In N. Colangelo, S. G. Assouline, and D. L. Ambroson, Eds. Talent development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development pp. 125-142. Unionville, NY: Trillium Press.

Eysenck, H. J. (1993). Creativity and personality: Suggestions for a theory. Psychological Inquiry, 4, 147-78

Feldman, D. H. (1982). A developmental framework for research with gifted children. In D. Feldman (Ed.), New directions for child development: Developmental approaches to giftedness and creativity, 17, (pp. 31-46). San Francisco: Jossey-Bass.

Freeman, J. (Ed). (1986). The psychology of gifted children: Perspectives on development and education. New York: Wiley.

Freeman, J. (2001) Mentoring gifted pupils. Educating Able Children, 5, 6-12.

Gardner, H. (1983). Frames of mind. New York: Basic.

Getzels, J., & Csikszentmihalyi, M. (1976). The creative vision: A longitudinal study of problem finding in art. New York: Wiley.

Gillespie, W., & Myors, B. (2000). Personality of rock musicians. Psychology of Music, 28 (2), 154-165.

Ghiselin, B. (1952). The creative process. New York: Bantam.

Haroutounian, J. (2002). Kindling the spark: Recognizing and developing musical talent. New York: Oxford University Press.

Hillman, J. (1996). The soul's code: In search of character and calling. New York: Random House.

Jenkins-Friedman, R. (1992). Zorba's conundrum: Evaluative aspect of self-concept in talented individuals. Quest, 3(1): 1-7.

Jeter, D (With Curry, J). (2000). The life you imagine: Life lessons for achieving your dreams. New York: Crown Publishers.

Jung, C. G. (1933). Modern man in search of a soul. New York: Random House.

Jung, C. G. (1965). Memories, dreams, reflections. New York: Vintage.

Langer, S. K. (1957). Problems of art. New York: Charles Scribner's Sons.

Kaufman, J., & Baer, J. (Eds.). (2004). Creativity in domains: Faces of the muse. Mahwah, NJ: Lawrence Erlbaum.

Kaufman, J., & Kaufman, S. (Eds.). (2011.) The psychology of creative writing. Cambridge University Press.

Kemp, A. E. (1996). The musical temperament: Psychology and personality of musicians . New York: Oxford University Press.

MacKinnon, D. (1975). IPAR's contribution to the conceptualization and study of creativity. In I.A. Taylor and J.W. Getzels (Eds.), Perspectives in creativity (pp. 60-89). Chicago, IL: Aldine Publishing Company.

MacKinnon, D. (1978). In search of human effectiveness: Identifying and developing creativity. Buffalo, NY: Bearly Limited.

McCrae, R. R., & Costa, P. T. (1999). A five-factor theory of personality. In L. A. Pervin & O. P. John (Eds)., Handbook of personality theory and research, 2 nd Ed. (Pp. 139-153). San Diego, CA: Academic Press.

Myers, I. B., and McCaulley, M. H. (1985). Manual: A guide to the development and use of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press.

Piirto, J. (1992/1998). Understanding those who create. Tempe, AZ: Gifted Psychology Press.

Piirto, J. (1994/1999). Talented children and adults: Their development and education. New York: Macmillan.

Piirto, J. (1995b). Deeper and broader: The Pyramid of Talent Development in the context of the giftedness construct. Educational Forum, 59, 364-369.

Piirto, J. (1998). Understanding those who create. 2 nd Edition. Scottsdale, AZ: Gifted Psychology Press.

Piirto, J. (2000a). The Pyramid of Talent Development. Gifted Child Today, 23(6), 22-29.

Piirto J. (2000b). How parents and teachers can enhance creativity in children. In M.D. Gold & C. R. Harris (Eds.), Fostering creativity in children, K-8: Theory and practice (pp. 49-68). Needham Heights, MA: Allyn & Bacon.

Piirto, J. (2002) " My teeming brain: Understanding creative writers. Cresskill, NJ: Hampton Press.

Piirto, J. (2004). Understanding creativity. Scottsdale, AZ: Great Potential Press.

Piirto J. (2005a). The creative process in poets. In J. Kaufman and J. Baer (Eds.). Creativity in domains: Faces of the muse (pp. 1-21). Mahwah, NJ: Lawrence Erlbaum.

Piirto J. (2005b) Rethinking the creativity curriculum. Gifted Education Communicator, 36 (2), 12-19. Journal of the California Association for the Gifted.

Piirto, J. (2007a). Talented children and adults: Their development and education, 3 rd ed. Waco TX: Prufrock Press.

Piirto J. (2007b). Understanding visual artists and creative writers. In K. Tirri (Ed.), Values and foundations in gifted education (pp. 34-48).Pieterlen, Switzerland: Peter Lang International.

Piirto J. (2007c). A postmodern view of the creative process. In J. Kincheloe and R. Horn (Eds.), Educational Psychology Handbook. Greenwood Press.

Piirto J. (2008a). Understanding creativity in domains using the Piirto Pyramid of Talent Development as a framework. Mensa Research Journal, 39(1), 74-84.

Piirto J. (2008b). Giftedness in nonacademic domains. In S. Pfeiffer (Ed.), Handbook of giftedness in children: Psych-educational theory, research, and best practices (pp. 367-386). New York: Springer.

Piirto J. (2008c). Rethinking the creativity curriculum: An organic approach to creativity enhancement. Mensa Research Journal, 39(1), 85-94.

Piirto J. (2008f). Rethinking the creativity curriculum: An organic approach to creativity enhancement. Mensa Research Journal, 39(1), 85-94.

Piirto J. (2008g). Saunas: Poetry by Jane Piirto. Bay City, MI: Mayapple Press.

Piirto J. (2009a). Eminence and creativity in selected visual artists. In (Eds.) Leading Change in Gifted Education: The Festschrift of Dr. Joyce VanTassel-Baska (pp. 13-26).Waco, TX: Prufrock Press.

Piirto J. (2009b). Personalities of creative writers. In S. Kaufman & J. Kaufman (Eds.), Psychology of Creative Writing. New York: Cambridge University Press.

Piirto J. (2009c). Eminent women. In Encyclopedia of giftedness, creativity, and talent. (Ed. B. Kerr). Academic Press.

Piirto J. (2009d). The creative process as creators practice it: A view of creativity with emphasis on what creators really do. In B. Cramond, N. L. Hafenstein, & K. Haines, Perspectives in gifted education: Creativity Monograph (pp. 42-68). University of Denver.

Piirto, J. (2010a). Giftedness in non-academic domains. In S. Pfeiffer (Ed.), Handbook of the gifted and talented: A psychological approach. New York: Springer.

Piirto J. (2010b). The five core attitudes and seven I's of creativity. In J. Kaufman and R. Beghetto (Eds.), Nurturing creativity in the classroom. New York: Cambridge.

Piirto, J. (2011a). The personalities of creative writers. In J. Kaufman and S. Kaufman (Eds.). The psychology of creative writing. New York: Cambridge University Press.

Piirto J. (2011b). Entry, Synchronicity. In M. Runco and S. Pritzker (Eds.), Encyclopedia of Creativity, 2nd Ed. London: Elsevier/Academic Press Publications.

Piirto J. (2011c). Themes in the lives of creative writers. In E. Grigorenko, E. Mambrino, & D. Preiss (Eds.), Handbook of Writing. New York: Psychology Press.

Piirto, J., & Fraas, J. (In press). A Mixed-Methods Comparison Of Vocational And Identified Gifted High School Students On The Overexcitability Questionnaire (OEQ). Journal for the Education of the Gifted.

Piirto, J., and Fraas, J. (1995). Androgyny in the personalities of talented adolescents. Journal for Secondary Gifted Education,1, 93-102.

Piirto J., & Johnson, G. (2004). Personality attributes of talented adolescents. Paper presented at the National Association for Gifted Children conference, Salt Lake City, UT; at the Wallace Research Symposium, in Iowa City, IA; and at the European Council for High Ability conference, Pamplona, Spain.

Piirto J., Montgomery, D., & May, J. (2008). A comparison of Ohio and Korean high school talented youth on the OEQ II. High Ability Studies19, 141-153.

Piirto J., Montgomery D., & Thurman, J. (2009, November). Personality and perfectionism. Paper presented at National Association for Gifted Children Conference, St. Louis, MO.

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Renzulli, J. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60: 180-184, 261.

Reynolds, F. C., & Piirto, J. (2005). Depth psychology and giftedness. Finding the soul in gifted education. Roeper Review, 27(3). 164-171.

Reynolds, F. C., & Piirto, J. (2007). Honoring and suffering the "thorn": Marking, naming, and eldering. Roeper Review, 29(2).

Reynolds, F. C., & Piirto, J. (2009). Depth psychology and integrity. In T. Cross and D. Ambrose (Eds.). Morality, Ethics, and Gifted Minds (pp. 195-206). New York: Springer Science.

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Jane Piirto WEBSITE: https://janepiirto.com/ or just Google me.
ABOUT THE AUTHOR

Other Books By Jane Piirto

A Location in the Upper Peninsula: Collected Poems, Stories, Essays (also ebook)
Creativity for 21st Century Skills: How to Embed Creativity Into the Curriculum
Understanding Those Who Create (scholarly nonfiction, 2 editions)

Organic Creativity in the Classroom: Teaching to Intuition in Academics and the Arts
Guidance and Counseling of Gifted and Talented Adolescents-ebook
(scholarly nonfiction-education)

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"The 'Pyramid' is excellent-a compact, eloquent, graphic synthesis." - Frank Barron (one of the original creativity researchers) "Her original model situates Piirto within the field of talent development and creativity as a force to be reckoned with."

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UQx LEARNx Deep Learning through Transformative Pedagogy

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UQx LEARNx Project based learning using Piirto's five core attitudes

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Miracle in Cell no. 7 - FILIPINO adaptation.mp4

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National Center on Health, Physical Activity and Disability (NCHPAD)

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A video where Joseph Renzulli gave an in-depth discussion of his Three Ring Model of Giftedness.

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The Quality of Life (Documentary about Intellectual Disability) (2015)

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Special Books by Special Kids - Videos | Facebook

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Special Books by Special Kids. 1.6M likes. I travel the world to interview people with a diagnosis. Hoping to create a more accepting world with each video.

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Understanding Intellectual Disability  Definitions, Intervention, and Resources

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Accommodations and Modifications for Students with Disabilities

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Accommodations and Modifications for Students with Disabilities

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For students with disabilities, the right accommodations and modifications can be as important to school success as appropriate IEP goals.  These educational supports are similar, but they are not the same.   Learn more about these supports and be prepared to discuss your child's needs at the next IEP meeting.

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Accommodations and Modifications for Students with Disabilities

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Disability is a social issue -- it results from the interaction between people with "long-term physical, mental, intellectual or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others" (Article 1, Convention
on the Rights of Persons with Disability). It is not the impairment itself, but rather attitudes and environmental barriers that result in disability.

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Disability and Child Protection | UNICEF

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Embracing Dyslexia - is a thoughtful and moving exploration of dyslexia from an insider’s perspective, weaving together interviews with parents, adult dyslexics, researchers, educators and experts to provide an accurate portrayal of a learning difference that affects between 15-20% of the population.

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Surrey and Borders Partnership NHS Trust

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Communicating with people with learning disabilities

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Dyslexia -- dispelling myths | Jessica Collins | TEDxPearsonCollegeUWC

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How Differentiated Instruction and Formative Assessment Work at Forest Lake Elementary

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Station Rotation: Differentiating Instruction to Reach All Students

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Strategies for Teaching Students with Learning Disabilities

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Strategies for Teaching Students with Learning Disabilities

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Teaching Strategies
Learning Disabilities

Learning disability is a general term that refers to a heterogeneous group of
disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span.

Simply stated, a learning disability is a processing difficulty and any of the five senses may be impaired.

Learning disabilities are NOT mental retardation, nor are they the result of a poor academic background, emotional disturbance, lack of motivation, or visual or auditory acuity problems (Association of Higher Education and Disability). A person with a learning disability may have average or above average intelligence. In fact, Albert Einstein, Winston Churchill, Nelson Rockefeller, Thomas Edison, Woodrow Wilson, George Patton, Walt Disney, and Hans Christian Anderson are all thought to have had learning disabilities.

The Impact learning disabilities have on academic performance

No two individuals with a learning disability are alike. Adults with learning disabilities require careful clinical assessment to determine (1) the specific nature of their disability and (2) appropriate accommodation strategies. The following list gives examples of the impact that various learning disabilities have on academic performance.

(From: College Students with Learning Disabilities: A Student's Perspective, Carol Wren & Laura Segal, DePaul University, Chicago, IL)

Strategies for Students with Learning Disabilities

The following lists provide suggestions of instructional strategies based on each specific learning disability. No student would use all of these strategies. Selection of strategies would be based on the individual needs of the student, the objectives of the course and recommended academic adjustments and services.

Talk to students. They are the best resource about their specific needs.

Remember: A learning disability does not mean that the person cannot learn; it means that they learn Differently. Many instructional strategies which are helpful to students with learning disabilities benefit all students.

Information Courtesy of Guilford Technical Community College. Used with permission.

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Learning Disabilities -- Teaching Strategies

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Learning disability is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presum…

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Liveworksheets.com - Interactive worksheets maker for all

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the

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Emotional & Behaviorally Disturbed Students (EBD)

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A documentary video of a fourteen-year-old Crystal can’t see but she is determined to learn about computer science with the help of ATRIEV

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A documentary video of a fourteen-year-old Crystal can’t see but she is determined to learn about computer science with the help of ATRIEV

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Visions Philippines: Crystal’s Story – Empowering the visually impaired with digital skills

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This article provide a lot of information about Visual/Vision Impairment, its types, levels, etc.

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​A vision impairment is a loss of vision that cannot be corrected with glasses. It may range from mild vision loss to total blindness.

A vision impairment can be identified by a standard vision test carried out by an ophthalmologist, optometrist or doctor. It includes a test for near, distance and peripheral vision.

If your child has a vision impairment they may need extra learning support or reasonable adjustments at school.

Different types of conditions may cause vision impairment. These may​ include:

If you have concerns about your child's vision, see your local optometrist or doctor. You may need to get your child assessed for a vision impairment.

Levels of vision impairment

If your child is partially sighted, they are likely to have plenty of useful vision. They may need some additional support and reasonable adjustments at school.

If your child has a severe vision loss, their vision may be in the range of legal blindness. A person is legally blind if they cannot see at six metres what a fully sighted person can see at 60 metres.

Total blindness is where a person has no measurable or useful vision, and no light perception.

If your child is legally or totally blind, they will need additional support and reasonable adjustments in the classroom, this may include:

alternative materials to access print - for example, braille

the teaching of additional skills so they can follow the general curriculum.

Types of vision impairment

Vision impairment can be stable or it can get worse over time. Conditions that affect your child's vision can be congenital (from birth) or acquired as they get older.

Early diagnosis of vision impairment

Early identification of a vision impairment is important so that your child can get access to any support and/or treatment they may need. This is also so that professionals can assess how the vision impairment may affect their education.

The Raising Children Network provides information on signs to look for in your baby or child.

How a vision impairment may affect my child's education

If your child has a vision impairment, they can still learn, achieve and reach their full potential.

They may require some additional assistance at school to minimise the impact of their vision loss. Talk to your child's teacher about reasonable adjustments and extra learning support that can be made to support your child's participation.

The Visiting Teacher service and Statewide Vision Resource Centre can provide extra support to eligible students and their schools.

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​A vision impairment is a loss of vision that cannot be corrected with glasses. It may range from mild vision loss to total blindness. A vision impairment can be identified by a standard vision test carried out by an ophthalmologist, optometrist or doctor. It includes a test for near, distance and peripheral vision.

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A story about a grade school student with impaired hearing is bullied mercilessly, she transfers to another school. Years later, one of her former tormentor sets out to make amends.

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Maalaala Mo Kaya Advice: 'Drawing' Episode

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Maalaala Mo Kaya Advice: 'Drawing' Episode

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The story about CJ Reynaldo, a UP Fine Art Student who is deaf.

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MMK Drawing Recap: Ang nakakaantig na kwento ni CJ Reynaldo | ABS-CBN Entertainment

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Stay updated with the latest happenings on your favorite Kapamilya programs.

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In this video we can see how sounds travel through our ear up up to the brain

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Conductive Vs. Sensorineural Hearing Loss

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Conductive Vs. Sensorineural Hearing Loss

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This video discuss the two types of hearing loss.

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Dr. Aman Arora - Arora Medical Education

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Conductive vs Sensorineural Hearing Loss: key causes in 90 seconds

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Blindness is just another way of seeing.

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Blindness is just another way of seeing.

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Blindness is just another way of seeing | Lotfi Merabet | TEDxCambridge

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Gabriel Santos, an 11-year-old child with cerebral palsy, in his father's wake who succumbed to cancer on Father's Day in 2021. Photo courtesy: Ivory Santos

As soon as the rooster crows in the morning at the start of a new day in Bocaue, Bulacan, 10-year-old Red Alipao clings on to his mom Grace Donaire and spends every minute vying for her care and attention.

Being blind, deaf, and mute had made him dependent, and apparently, these physical disabilities weren't the only obstacles he was dealing with.

Donaire started to notice odd behaviors in her son when he was just 2 years old, frequently bumping his head on walls and profusely biting his own hands. This hasn't improved over the years and instead seemed to escalate.

Looking for answers online, Donaire interacted with strangers who told her they suspect her son's behavior was caused by a health condition that often gets overlooked.

"Pina-check-up nila sa developmental pedia, sa neuro tsaka sa psychiatrist. Sa kanila po galing 'yung mga perang binigay," Donaire said, referring to strangers who donated money to get her son checked.

(They had him checked-up with a developmental pediatrician, a neurologist, and a psychiatrist. The money came from them.)

After numerous tests and check-ups by several specialists, she found out why her son was acting odd: autism spectrum disorder, generalized tonic epilepsy, and global developmental delay.

The diagnosis came like a double-edged sword: she felt relieved finally knowing the root of her son's struggles of more than six years being left undiagnosed, but it also brought the realization that he would need more health care support than ever- support that she's unsure if their family could afford.

Their story is just one among millions of persons with disabilities (PWDs) who continue to struggle and even face worse conditions due to the COVID-19 pandemic.

In the Philippines, these conditions are often underreported and under-prioritized.

The Philippine census on population and housing show a significant increase in PWDs over the years: 919,290 in 1995; 942,090 in 2000; and 1.44 million in 2010. However, much has yet to be known how high this number has gone in the 11 years that has passed since the last count.

Emerito Rojas, Executive Director of the National Council on Disability Affairs (NCDA), and also a PWD after losing his voice in 2002 due to laryngeal cancer, said this outdated statistic on the population of PWDs in the country.

"There are so many challenges. For example, internet connection, lack of compatibility of databases, mabagal na transmission, and so many more."

He said NCDA is currently in collaboration with other organizations and institutions to update this data, projecting that by December 2022 they would have 2 million PWDs encoded in their database.

As the data continues to be in progress in the country's top agency for PWDs, lack of an accurate benchmark on their population could lead to inadequate support on their basic necessities and health care services.

The lack of early detection and adequate health care could have a grave impact on the development of a child with disability, said Dipak Natali, Regional President and Managing Director of Special Olympics - Asia Pacific.

"If you don't actually look to support a child in those early stages of development, their ability to learn, their cognitive development and their physical development will be later affected," he explained.

For parents with special needs children who are living from pay check to pay check, support for these needs is often difficult to attain.
The costs of health care in the Philippines
Persons with disabilities come in all types: mental health conditions, vision impairments, hard of hearing or deaf, acquired brain injury, autism spectrum disorder, and/or physical and intellectual disabilities.

Therapy for the intellectually and developmentally disabled vary depending on the need of the child, whether it's speech, occupational, and/or physical disability. In one session it could cost up to P1,250 per hour, according to Bright Minds PH, a speech and occupational therapy center in the Philippines.

For Donaire's son who has at least four types of disabilities, prescription medications and medical check-ups cost thousands of pesos- an overwhelming cost for the family.

Her partner's measly salary as a barangay tanod is just enough for their household's monthly expenses and before the COVID-19 pandemic, her income as a plasticware vendor in Divisoria and a fish ball vendor in their town used to help cover the costs of her son's maintenance medications.

When lockdowns were enforced last year, she lost her additional income as vendor. Her health also started to deteriorate due to stress and exhaustion.

"Huminto ako eh... marami na akong nararamdaman," Donaire shared.

(I stopped. I was already feeling a lot of aches.)

Despite her hustle in online selling as substitute for lost income, it was still not enough to cover the cost of her son's therapy sessions and their transportation fees going to public hospitals.

Grace Donaire with her son Red Alipao who is blind, deaf, and mute and has autism, epilepsy and developmental delay in a photo shot in 2016. Photo courtesy: Grace Donaire.

Bon Cordova, a father of three who works as a nightshift janitor, bares similar sentiments with Donaire as he himself said that they lacked opportunities to send his 3-year-old daughter Hinley to therapy after she was diagnosed with autism spectrum disorder last year.

"Mahal po kasi 'yung doktor sa ganyang therapy po tapos wala rin pong check-up kasi po iba... therapist po 'yung titingin sa mga ganito," he explained.

(It was because the doctor's fee for the therapy was expensive and then I didn't have her checked-up because what she needed was different... she needed a therapist to look into this.)

Both Cordova and his wife are janitors, substituting each other's shifts at work and in home care. Their monthly salary is also just enough to provide for their family of five, with their youngest still just a year old.

Beyond trying to provide for his daughter's medical needs, it's still an uphill battle their family has yet to come into terms with, he said.

"Hindi mo alam kung nagugutom sila, kung anong gusto niya... Hindi po kasi namin alam 'yung nararamdaman nila kaya 'yun 'yung mahirap," he added.

(You don't know if they're hungry or what they want. We don't know how they feel and that's what makes it difficult.)

Lack of access to health care services is a prominent problem among families with low monthly household income despite existing government benefits and discounts for PWDs.

Section 20 of Republic Act 7277 states that "the State shall protect and promote the right to health of disabled persons and shall adopt an integrated and comprehensive approach to their health development which shall make essential health services available to them at affordable cost."

In Section 4 of the Implementing Rules and Regulations of Republic Act 10754, meanwhile, PWDs are granted "at least 20 percent discount and exemption from the value added tax on the sale of certain goods and services for their exclusive use, enjoyment or availment."

Although these existing laws aim to support the basic and health care needs of PWDs, applying and processing for such support and services remain competitive and insufficient, leaving no room for parents to take the opportunity and avail them.

As finances remain to be one of the biggest factors why special needs children become underdeveloped and highly-dependent, Ivory Santos says it is still just one of the several issues that need to be looked into to understand these families' struggles.

Living in San Pedro, Laguna, Santos shared difficulties of accessing health care services as her son Gabriel, an 11-year-old child with cerebral palsy, gets his check-ups and therapy sessions at the Philippine Children's Medical Center (PCMC) in Quezon City.

"Not all can easily access papuntang PCMC so [ito] ang nagiging struggle namin. Kung doon kami pupunta doon sa area namin, whether dun sa ospital or clinic, ang laging sasabihin sa'min, walang kwarto or walang doktor, or hindi pwede 'yung anak," she said.

(Not all can easily access going to PCMC and so, this becomes our struggle. If we were to go to those within our area, whether it's in a hospital or a clinic, they would always say to us that there were no more rooms or doctors or our child was not allowed.)

Both private and public hospitals in the nearly two years of the COVID-19 pandemic would sometimes close its doors to non-COVID patients to better manage the surge in coronavirus cases.

To address this issue, health care institutions shifted to the online space, providing virtual consultations and therapy sessions for PWDs so they could stay at home and safe from the infectious disease.

"We piloted that about a couple of months ago since August and medyo successful naman po. We have also deployed tablets kasi 'yung iba cellphone lang ang gamit... hopefully naiibsan natin. At least unti-unti nating napapakita 'yung bench model on how to conduct or support 'yung mga children with disabilities during the pandemic," Rojas said.

Telemedicine may have provided a short-term solution to the problem in accessing health care services in the time of COVID-19 but for some parents, they say it's still not enough.

"Kaya lang ['yung] teleconsult, mabigat din sa bulsa. May kamahalan siya kaysa sa regular na face-to-face na setup. So 'yun 'yung isang part ng struggle mo when it comes to cost. So, if mag-offer ng teleconsult, sana kung mabibigyan ng way lalo na para sa ganitong mga bata. Sana mabigyan din ng konting consideration kasi not all parents kaya ang cost ng teleconsult," Santos said.

As PWDs remain to be at a higher risk from the infectious disease due to weakened immunity, the three children are until now unqualified to receive their COVID-19 vaccination shots as they are all under the age of 12.

More research is on-going to determine if existing vaccines are safe for children within their age bracket and other countries have just started vaccinating minors.

The Philippines recently started vaccinating minors aged 12 to 17.

But for children with special needs still in the age below the allowed bracket, the only option left is to follow basic COVID-19 protocols, with staying at home as the best option.
Grave effects of isolation on development
The COVID-19 pandemic has affected the overall development of children with disabilities.

Melanie Lim, among founders of CP Cares PH, shared that the interrupted routine of her son Quartz, who has cerebral palsy, due to the pandemic affected his progress in socializing with other people.

Their usual weekly routine included going to the mall after his therapy sessions, a luxury they could no longer afford because of the coronavirus.

"Hindi ko masasabing aloof na siya sa tao pero siguro nag-aadjust na naman 'yung katawan niya kapag may mga taong darating or may makakasalimuha siyang bago or mga dating kakilala na niya," she said.

(I can't say that he became aloof as a person but I guess he's adjusting again whenever someone new approaches or someone he used to know approaches him.)

Melanie Lim with her son Quartz, an 8-year-old child with cerebral palsy, in a symposium in 2019. Photo courtesy: Melanie Lim

She added that her 8-year-old son used to be nonchalant when it came to strangers and was often open to welcome them if they wanted to meet and talk to him.

As quarantine restrictions became tighter and the spread of COVID-19 infections became riskier, her son regressed in the area of social interactions.

Lim said she often feels as if she needs to constantly bargain with her son on whether or not he could go outside during his moments of frustration.

"Minsan sigaw sigaw siya ng konti, tapos mamaya luluhod na siya para sabihing 'itayo mo na ako, lalabas mo na ako,'" she added.

(Sometimes he would scream and then later he would kneel and tell me "Help me stand up, I want to go outside.")

It was a sentiment that is all too familiar for Donaire as she recalled how her son expresses his irritation over the isolation due to the pandemic.

"Kinakagat niya po 'yung sarili niya. Pinapalo niya [sarili niya] tapos umiiyak siya na parang nanlilisik 'yung mata," she shared in a worried tone.

(He would bite himself. He would hit himself then cry so much as his eyes would glare.)

Donaire said she tries to soothe him by giving him unfamiliar objects to touch and play with, a technique she learned after having struggled for years to communicate with her blind, deaf, mute and developmentally challenged son.

For Santos, reasoning and communicating with her child is a little bit easier as he is consistently vocal about his needs and wants.

However, she shares that it still causes her heartache whenever he asks her to go out.

"Minsan sasabihin niya 'mommy punta tayo sa mall'... ngayon ang gusto niya naman... is going to the cemetery," she said.

(Sometimes he would say 'mommy, let's go to the mall.' Now, what he wants is going to the cemetery.)

Her husband Ramil Santos died this year on Father's Day due to Gastrointestinal Stromal Tumor (GIST), a cancer of the soft tissue. And her son wants to visit his dad often.

"Ang sasabihin niya 'pasyal ako kay daddy, pasyal ako kay lola,' Andoon sa point na araw-araw na 'yon so nakikita ko sa kanya na gusto niya lumabas," she added.

(What he would say is 'I want to go see daddy; I want to go see grandma.' It came to the point that every day, I see him longing to go outside.)

She said her son also wished to go back to school to meet his friends and classmates after more than a year of being pulled out from the program.

"Sinabihan din kami ng school na they cannot accommodate that [many] students. It's a SPED school, ang kaya lang naman nila i-accommodate na SPED is 'yung may mobility, 'yung they can go out na talaga and medyo adult na rin pero 'yung kagaya sa age ni Gab, hindi na," Santos said.

(The school told us that they cannot accommodate that many students. It's a SPED school and they said they can only accommodate those that have mobility and those that can already go out, somewhat of an adult already and not like those similar to Gab's age.)

The mothers said the lack of physical interaction, familiarization with social cues, and limited access to mobility gravely caused aggression among their children and regressions in their development.

Despite the recent ease in restrictions and amid the threat of the new Omicron variant, children still lack the immunity to protect themselves from the virus. Rojas said the effects of isolation on children with disabilities should be more closely watched.

He said the long-term negative effects of having children with special needs cooped up in their homes for long periods could help institutions and organizations for PWDs create programs or find solutions on how to address them even in the post-pandemic setting.
Exacerbation of stigma and discrimination
In the pandemic where the line between life and death is mostly drawn by health care institutions, special needs children also receive the short end of the stick on being treated fairly and justly.

Studies in numerous countries have documented that people with intellectual and developmental disabilities are particularly likely to experience poor treatment, including discrimination and mismanagement in health settings.

BMC Health Services Research, a peer-reviewed journal, published a report in 2014 that says despite 20 years of research and government initiatives, people with intellectual disabilities continue to have poor hospital experiences.

The same report showed that the failures of hospitals and staff to meet patient needs appeared to have arisen from limited knowledge and skills of staff as well as negative attitudes, resulting in the reliance on carers for both care and advocacy for appropriate treatment.

Themes derived from the 16 qualitative studies meeting inclusion criteria in the study "Systematic review of hospital experiences of people with intellectual disability" published in 2014.

In the Philippines, such treatment was both witnessed and experienced by Santos in her hospital visits with her child. Sharing prior experience with health professionals who were taking care of her son, she said that their way of communication could sometimes come off as discriminating.

"The way na kausapin pa ako ng doktor parang added to my... psychological [distress] naming mga magulang. Instead na makalma kami kasi andito kami sa ospital, minsan hindi namin alam at that time kung dahil lang sa sitwasyon o toxic na mga doktor," she added.

(The way the doctor would talk to me added to my... psychological distress as a parent. Instead of being calm at the fact that we were already in the hospital, sometimes you just don't know whether if it's the situation or it's the doctors that are becoming toxic.)

Natali echoes the report's findings, saying poor treatment from health care providers to people with intellectual and developmental disabilities can be attributed to minimal training.

"What we're dealing with here is a community that is so marginalized and faces so much social stigma that people are embarrassed to talk about it," he explained.

In 2015, another report from BMC Health Services Research identifying sexual and reproductive health services for women with disability in the Philippines showed that "service providers' attempts to avoid offending or disempowering people with disability through inappropriate language revealed their uneasiness and confusion when talking about disability."

It also found that "service providers had limited training in how to meet the needs of women with disability, or held negative attitudes towards them, that clinicians could be uncomfortable treating women with disability and behave inappropriately."

Natali said the COVID-19 pandemic also led to the exacerbation of stigma and discrimination against those with intellectual and developmental disabilities.

"It's even more difficult to actually just be a part of the community and to do everyday things. So, in some ways, that means that the normal for people with intellectual disabilities hasn't changed but really that isolation has been exacerbated," he said.

Stigma and discrimination against PWDs are not only felt from health care services and professionals. They also experience this in seeking aid.

Donaire's bad experience in getting financial assistance for her son led her to no longer attempt a second try. She said that after spending around P300 on transportation, P400 on document requirements, and P1,200 for the check-up, the P2,000 financial assistance felt like nothing.

"Ang tagal kong inantay hindi naman pala binigay. Tapos nung finollow up ko 'yung financial ko sabi nag-expire na raw 'yung pera na P2,000. Lagi akong nag-follow up don, sabi lang nila tatawag, tatawag pero hindi naman, kaya hindi na ako nag-ulit," she shared.

(I waited for so long and yet they still didn't give it to me. I kept following up my financial assistance; they said the P2,000 had already expired. I keep following it up; they always told me they would call but I never received any. That's why I never did it again.)

It was an experience that also resonated with Lim after being told she was "not a priority" when she tried to seek financial assistance for her son's costly occupational and physical therapy sessions.

"Nagpasa ako, sabi sa'kin 'hindi namin priority 'yan...' hindi kami priority na bigyan ng medical assistance," she shared.

(I passed the requirements and what they only said was 'that's not our priority...' we weren't a priority to be given medical assistance.)

After being rejected to receive the financial assistance she gravely needed for her son's therapy, she voiced out that being called "not a priority" is heartbreaking for parents who encounter a similar situation.

"Naiintindihan naman po namin 'yung may mga operation, 'yung mga dialysis [patients] pero 'wag niyo naman sabihin na hindi kami priority," she added.

(We understand those that need their operation, those who are dialysis [patients] but I just hope they wouldn't say we are 'not a priority.')

Facing stigma and discrimination in acquiring the financial assistance she needed for her son's therapy sessions, Lim said she still hopes that processing these requirements and acquiring aid would no longer be exhausting and expensive in the future.

Rojas explained that this situation could be seen as a general experience for families with special needs children but it is "not a general truth" as the conditions highly depend on the local government unit (LGU) in their area.

He said "welfare is a bottomless pit" and that it's a constant give and take between the government and its constituents.

"'Yan ang dapat pag-isipan ng gobyerno, 'yang welfare [on] how to manage it very well... [kasi] kahit bilyon-bilyon pa 'yan, i-divide mo sa Pilipino, kulang 'yan. Hindi ganoon kalaki 'yan. We are not a rich country," he added

Members of CP Cares PH said despite the inclusion of children with developmental disabilities in PhilHealth's Z benefits, they have yet to avail and enjoy this benefit package from the government.

In Z benefits, children with developmental disabilities are entitled to assessment and discharge assessment ranging from P3,626 to P5,276 and rehabilitation therapy sessions costing P5,000 per set. For those who are eligible, they can only avail a maximum of nine sets of therapies and each set of therapies has a maximum of 10 sessions.

"'Yung ospital na tinanungan ko hindi pa daw nila ina-accept 'yung Z benefits na tinatawag na project ng PhilHealth so san lang ba siya pwedeng gamitin? 'Yun ang tanong. Bakit nila ibabalita na siyempre kami masaya na may ganyang project ang gobyerno pero hindi naman pala accredited sa ibang ospital," one member said.

She added that only those undergoing chemotherapy were given such benefits in the hospital she inquired at, leaving her and her son with disability to feel discriminated by the system.

Existing benefits remain a scarce commodity for families who want to acquire additional help for their children's medical needs and with inadequate implementation in the grassroots level, they will have to constantly compete with other PWDs who need it as well.

To these mothers, being treated poorly by health care providers, rejected of financial assistances and being called "not a priority" comes off as discriminating.
The support they need
Families with special needs children bear the weight of medical costs, development regressions and discrimination even more under the COVID-19 pandemic as the health community continues to be overwhelmed in managing the crisis.

But how can this burden be eased for them?

For Cordova and Lim, more awareness and support for their children's health and development struggles in the pandemic will greatly ease the daily burdens they carry.

"Sana po mabigyang silip, mabigyang tulong, mabigyang pansin din... kahit paano po. Iba 'yung halos busy sila pero 'yung hindi pa sila napansin 'yung mga ganitong autistic po," Cordova said.

(I hope they can see us, help us, pay attention to us. They are busy but they tend to overlook us, those that have children with autism.)

This is a sentiment Natali agrees with: "I believe that it is a wider societal shift, we need to see an attitude. That is what's going to allow people with intellectual disabilities to feel comfortable."

Donaire on the other hand said cash aid should be given to families with special needs children to alleviate expenses on therapy and medication as the existing financial assistance is not enough to cover the costs.

Echoing improvements on acquiring financial assistance, Santos said institutions should also simplify requirements and qualifications for parents with special needs children, adding to the call for a more inclusive and accessible health care community.

"If standardized lahat, may mas madaling access kung paano kami makakapag-apply, makakapag-avail ng mga benefits, makakabawas po 'yun sa burden. Hindi po namin kailangan pumila, iiwan anak namin dito kasi kailangan namin pumila doon," she voiced out.

(If everything is standardized, we will have easier access on how we can apply and avail the benefits which can ease some of the burden. We wouldn't need to line up, to leave our child behind because we needed to go somewhere else.)

Gabriel Santos, an 11-year-old with cerebral palsy, with his brother, mother, and late father in New Year's Eve 2020 Photo courtesy: Ivory Santos

For a mother who also went through a lot in the past two years of the pandemic, Santos said that while awareness and increased financial assistance can help alleviate the struggles their family goes through, real change can only come when programs for special needs children are not only enacted under the law but are institutionalized even in far-flung communities outside of Metro Manila.

"Kapag kasi hindi na-institutionalize 'yung mga programs and services para sa mga PWD, kahit gaano kaganda 'yung batas, pero hindi yon nai-institutionalize, hindi mabababa ng maayos 'yan ng grassroots. Hindi namin napapakinabangan, hindi namin nararamdaman," she added.

(If we don't institutionalize the programs and services for PWDs, no matter how great the laws are, it wouldn't be felt in the grassroots level. We wouldn't benefit from it; we wouldn't feel it.)

In response to this call, Rojas said the NCDA would continue to make effort in improving health and welfare support for persons with disabilities in the Philippines.

"Bilang isang maliit na ahensya ng gobyerno hindi po naman natin kaya talaga na maserbisyuhan ang lahat pero sinisikap natin na karamihan mabigay at ma-satisfy kung kinakailangan," he added.

As the COVID-19 pandemic still lingers, families with special needs children continue to call for heightened awareness, inclusive and sufficient health care and eradication of stigma and discrimination in their community in the Philippines.
December 3 is the International Day for Persons with Disabilities, with the theme "Leadership and participation of persons with disabilities toward an inclusive, accessible and sustainable post-COVID-19 world."

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covid-19 worsens struggles of families with special needs children | abs-cbn news

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COVID-19 worsens struggles of families with special needs children

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As soon as the rooster crows in the morning at the start of a new day in Bocaue, Bulacan, 10-year-old Red Alipao clings on to his mom Grace Donaire and spends every minute vying for her care and attention. Being blind, deaf, and mute had made him dependent, and apparently, these physical disabilities weren't the only obstacles he was dealing with.

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Ray Charles goes blind and calls for help

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HOW MY VISUAL IMPAIRMENT AFFECTS MY VISION: My Story With Aniridia

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https://fboxtv.com/movie/watch-23-blast-fbox-56301

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FBOX | Watch 23 Blast 2014 Online Free on fbox.to

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Watch 23 Blast 2014 in full HD online, free 23 Blast streaming - Private streaming server - Smooth HD Streaming - One click Streaming

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Alternative link of the movie "The Miracle Worker"

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The Miracle Worker (2000) - Full movie - English

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Tunay na Buhay: Binatang may down syndrome, matagumpay na nakapasok sa Philippine showbiz

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For further knowledge and information and understanding the power of inclusive education

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The power of inclusive education | Ilene Schwartz | TEDxEastsidePrep

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https://www.youtube.com/watch?v=OFS8SpwioZ4

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CRIP CAMP: A DISABILITY REVOLUTION | Full Feature | Netflix

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Movie Recommendation: Inseparable Bros (2019)

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Movie Recommendation: Inseparable Bros (2019)

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Se-Ha is intelligent but confined to a wheelchair, while Dong-Goo is tall and athletic but has a mental age of 5. Although not blood-related, Se-Ha and Dong-Goo navigate their way through life by filling in for each other's shortcomings.

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How Inclusive Education helps students with special needs.

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How Inclusive Education helps students with special needs.

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A story of a college student with ADHD took Inclusive Education instead of Special Education.

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How inclusive education helps students with special needs

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Inclusive Education in the Philippines (Definition, Policies, and Laws)

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https://pinoymovieshub.su/movies/tililing

A movie by Darryl Yap entitled 'Tililing' shows the treatment towards PWDs during the medieval era. Specifically, the movie shows the idiot cages which occurred in the said era.

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The Inclusion Classroom: An Inclusive Education Movement

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The Inclusion Classroom: An Inclusive Education Movement

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The Inclusion Classroom: An Inclusive Education Movement

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Special and IE: Historical & Legal Basis

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Special and IE: Historical & Legal Basis

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This clip is highlights the historical, philosophical, theoretical, and legal foundations of special and inclusive education.

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Historical, Philosophical, Theoretical and Legal Basis of Special and Inclusive Education

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Misunderstood Minds is a captivating documentary that showcases children who struggle with learning disabilities. The learning-problem experts and teachers do a superb job making a complex subject (children have “expressive language deficiency” or an “output problem”) entirely understandable.

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L’enfant sauvage de l’Aveyron (The Wild Child of Aveyron)

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L’enfant sauvage de l’Aveyron (The Wild Child of Aveyron)

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L'enfant sauvage de l'Aveyron (The Wild Child of Aveyron)

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Based on an actual case, and with its voice-over narration—an adaptation of Itard's two reports into diary form—, this is Truffaut's nearest approach to documentary.

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Demonstration Teaching Using Differentiated Activities by Dories C. Santiago

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Demonstration Teaching Using Differentiated Activities by Dories C. Santiago

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Demonstration Teaching Using Differentiated Activities by Dories C. Santiago

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Do All Autistic People Think The Same? | Spectrum

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Do All Autistic People Think The Same? | Spectrum

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This video talks about how different people with Autism view their ways of life. For example, how they live with it, how they communicate with others, and debunking most of the misconceptions about their conditions.

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Do All Autistic People Think The Same? | Spectrum

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Catriona Gray talks friendship with Cheslie Kryst, Mental Health & more. | #universeunited EP2

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Catriona Gray talks friendship with Cheslie Kryst, Mental Health & more. | #universeunited EP2

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This video features Miss Universe 2018 Catriona Gray, how she raised awareness to the existing stigmas around mental health.

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Catriona Gray talks friendship with Cheslie Kryst, Mental Health & more. | #universeunited EP2

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Ritdha Wittayakom High School, a school with a "Gifted Program" that holds a special class for a handful of "special" students that were chosen by the school administrator. Incredibly,  Pang, a 10th-grade student from the lowest ranking class surprisingly passed the Gifted Program placement test for unknown reasons. His entrance to the Gifted Program was filled with much confusion. He and his new friends started to feel that there is something strange about their special class. Eventually, they figured out that the Gifted Program was designed to awaken their "potentials" that pertains to some kind of special powers. As their potentials are discovered, their lives changed as their special powers come with troubles as well. Not long, their special gifts revealed a secret that the school official was trying to hide.

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A musically gifted orphan, Evan (Freddie Highmore), runs away from his orphanage and searches New York City for his birth parents. On his journey, he's taken under the wing of the Wizard (Robin Williams), a homeless man who lives in an abandoned theater. After discovering his talent, the Wizard gives Evan the name "August Rush" and devises a plan to profit from his talent. Little does Evan know that his parents, Lyla (Keri Russell) and Louis (Jonathan Rhys Meyers), are searching for him too.

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Watch August Rush 2007 full HD on SFlix Free

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Watch August Rush 2007 in full HD online, free August Rush streaming with English subtitle

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https://www.youtube.com/watch?v=IpY2Ho0jOYU&feature=youtu.be

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A Werewolf Boy 2012 Full movie online MyFlixer

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Summoned by surprise telephone call, an elderly woman and the country cottage she dwelt as a kid visit. Memories of the orphan boy she knew 47 years past come flooding back .

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https://youtu.be/5l2RIOhDXvU

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https://youtu.be/ouZrZa5pLXk

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ADD/ADHD | What Is Attention Deficit Hyperactivity Disorder?

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"Graduating Peter'' is a documentary that follows Peter Gwazdauskas, a boy with Down syndrome, from his adventures in middle school, high school, and his high school graduation.

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Matilda is a 1996 film directed by Danny DeVito, featuring a bright kid named Matilda, where her above average abilities were further developed with the help of her teacher, Miss Honey.

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Matilda : Free Download, Borrow, and Streaming : Internet Archive

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Matilda is a 1996 American fantasy comedy film directed by Danny DeVito. The screenplay by Nicholas Kazan and Robin Swicord is based on Roald Dahl's novel of...

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Additional:
https://www.researchgate.net/publication/237668711

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Pawaret "Pang" Sermrittirong (Korapat Kirdpan) is a struggling, ordinary 10th grade student in Ritdha High School. Here, a classification system is strictly implemented wherein students are divided into classes based on academic excellence. Pang is in Class VIII, the lowest level, and has no hopes of rising up the hierarchy.

But everything turns haywire for Pang when he unexpectedly sees the school's Placement Exam, which gives low-class students a chance to step up in their game. Adding to the mystery, he is accelerated to the "Gifted Program," the highest and most special class in school where only a handful of students are accepted. As he goes through their first sessions, Pang starts to feel something strange about the Gifted Program. Soon, he and his Gifted classmates unleash their long-hidden potentials: supernatural and superhuman abilities that stem from their personalities and behavior.

What lies ahead of Pang and his fellow Gifted is a thrilling journey of developing their potentials, discovering the horrible secret behind the Program, and breaking down the system that has been torturing students for generations.

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OBTEC I-14 Group Charlie's Suggestion (Week 4)

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OBTEC I-14 Group Charlie's Suggestion (Week 4)

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Get your handkerchief and be ready to cry!
Watch this 10/10 movie about Adam Petrazelli—a man with schizophrenia. After that, you may also rate the said movie.

https://myflixer.to/watch-movie/words-on-bathroom-walls-64574.3845377

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For our suggestions, we recommend these very informative and concise videos from Sprouts YouTube Channel for additional reference materials.

YouTube Videos from Sprouts Channel:

· Sprouts. (2020, March 31). ADHD at School: Signs, Symptoms, Examples and Solutions [Video] YouTube. https://www.youtube.com/watch?v=QkiW1tPP02s

· Sprouts. (2021, July 01). Autism Spectrum: Atypical Minds in a Stereotypical World [Video] YouTube. https://www.youtube.com/watch?v=j3PrAqJ-H9k&t=73s

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LIVING WITH LEARNING DISABILITIES – TRAINING AS TEACHERS

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LIVING WITH LEARNING DISABILITIES – TRAINING AS TEACHERS

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This documentary follows seven men and women through their training course at a German university that has devised an approach to teach individuals with learning challenges to become educators. This program intends to assist them in becoming education professionals, with job agreements comparable to those of university lecturers or associate professors. Those who finish the program will offer a unique viewpoint to the teaching profession.

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Living with learning disabilities – training as teachers | DW Documentary

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SMALL GROUP ROTATIONS WITH MODERATE/SEVERE SPECIAL EDUCATION STUDENTS

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SMALL GROUP ROTATIONS WITH MODERATE/SEVERE SPECIAL EDUCATION STUDENTS

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Deborah Nation, a kindergarten teacher in the United States, shares pedagogical approaches for differentiating instruction with her pupils with moderate/severe special needs. As part of the regular small group rotation pattern, she and her assistants employ visual timetables, first-then motivator tokens, and a multisensory area.

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Small Group Rotations with Moderate/Severe Special Education Students

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https://www.amazon.com/Intelligent-Lives-Chris-Cooper/dp/B07YCX7RC9

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I spent a day with people w/ DOWN SYNDROME

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I spent a day with people w/ DOWN SYNDROME

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Watch this video to learn the truth about living with this often misunderstood genetic disorder. At the end of this video we'll find out if living with this disorder has led them down a thriving path of love and self-acceptance or if the harsh judgments and assumptions forced upon them have broken their hearts and pushed them to feel isolated from the rest of society.

Enjoy Watching =^._.^= ∫
-1-12 Alpha (week 6)

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I spent a day with people w/ DOWN SYNDROME

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It’s Okay, That’s Love follows the complicated love story between a writer and a psychiatrist who both suffer from mental illness rooted in trauma from their past.  They go on a journey of acceptance and love as they work towards healing. It’s a unique drama because of its focus on mental illness. Some characters deal with Obsessive–compulsive disorder (OCD), Tourette syndrome, Schizophrenia  and other behavioral disorders. The drama doesn’t shy away from exploring some of the quirks and symptoms that come along with these issues. It also sheds light on them with a nice balance of humor and seriousness.

Enjoy Watching =^._.^= ∫
- 1-12 Alpha (Week 6)

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japanese and other asian. stream with us for free!

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Jang Jae Yul (Jo In Sung) is a mystery writer and radio DJ. He suffers from a obsession. He then meets a psychiatrist named Ji Hae Soo. Ji Hae Soo (Gong Hyo Jin) is going through her first year fellowship in psychiatry at a University Hospital.

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How much do you know about intellectual disabilities? | Matthew Williams | TEDxVancouver

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How much do you know about intellectual disabilities? | Matthew Williams | TEDxVancouver

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Matthew Williams, a Special Olympics athlete talks about his journey with having an intellectual disability and how he wanted to change the world’s perspective and treatment about their condition.

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How much do you know about intellectual disabilities? | Matthew Williams | TEDxVancouver

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Teaching Students with Intellectual Disabilities

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Teaching Students with Intellectual Disabilities

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Teaching Students with Intellectual Disabilities | Teacher B

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https://sflix.to/watch-movie/free-gifted-hd-18433.2508313

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Watch Gifted 2017 in full HD online, free Gifted streaming with English subtitle

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This video explains the difference between ADHD and Autism and the neurodiversity rainbow. Both conditions have issues with attention regulation, executive function, emotional regulation, social challenges, and many more, yet there are some key differences between them. Enjoy watching!
-Delta (I-14) <3

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Attention Regulation: The Difference Between ADHD and Autism (Explaining The Neurodiversity Rainbow)

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Nell 1994 Trailer | Jodie Foster | Liam  Neeson

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Nell 1994 Trailer | Jodie Foster | Liam  Neeson

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Nell (1994) Trailer | Jodie Foster | Liam Neeson

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https://youtu.be/n3gXI1HFcbY
https://youtu.be/SUC27jqbzWU
https://youtu.be/pkpsTJbGtEE

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The Stigmas of Giftedness | Allison Kinzer | TEDxYouth@BHS

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https://www.youtube.com/watch?v=K7PblE0xm3w

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The Gifted
*Movie
https://youtu.be/RsTkEMkTH5A
*Series (S1&2)
Season 1:
https://youtube.com/playlist?list=PLszepnkojZI6gXfF-ztOGLmQRlFAFAzSf
https://youtube.com/playlist?list=PLkzvQsQu-ofsTgokUVffCzIaPjrn4kv11

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"The Gifted" หนังสั้นนิเทศจุฬาฯ กางจอ22 โตไปด้วยกัน

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OBTEC 1-14 (GROUP CHARLIE'S SUGGESTION) - WEEK 5 

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OBTEC 1-14 (GROUP CHARLIE'S SUGGESTION) - WEEK 5 

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OTHER SUGGESTIONS:

Lucy (Movie Link) - https://afdah.video/watch-movies/62706-lucy-2014/

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https://www.amazon.com/Gifted-Marc-Webb/dp/B071G9H7XT

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OBTEC I-12 Group Echo's Suggestions (WEEK 5)

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OBTEC I-12 Group Echo's Suggestions (WEEK 5)

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12 Signs of Gifted Child | Bright Kid VS Gifted Child |

https://www.youtube.com/watch?v=iqjbmNlTyhI

Early Indicators of Gifted and Talented

https://www.youtube.com/watch?v=dYqkMqvKevo

Gifted Children (2011) Documentary

https://www.youtube.com/watch?v=2Je0cl1Qaus

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httpshttps://youtube.com/watch?v=n3gXI1HFcbY&feashareshare

https://youtu.be/SUC27jqbzWU

httpshttps://youtu.be/pkpsTJbGtEE

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Gifted and Talented Students: Teaching Strategies

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Here are some hotlines that you can contact when in need of mental health consultation.

National  Center for Mental Health Crisis Hotline (tel:09178998721)

Philippine Mental Health Association Online Support (PMHA Facebook Messenger )

Here are some ted talks about mental health, hopefully this will help with more in-depth understanding about our topic.

Failing at normal: An ADHD Success story https://youtu.be/JiwZQNYlGQI

What they don’t tell you about mental health illness https://youtu.be/ieXB-BGxYwg

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What They Don't Tell You About Mental Illness | Elizabeth Medina | TEDxSpeedwayPlaza

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https://www.amazon.ca/Teaching-Diversity-Three-Block-Universal-Learning/dp/1553793536

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Young Sheldon (Official Site) Watch on CBS

# data[].attributes.attachment_link.description
For young Sheldon Cooper, it isn't easy growing up in East Texas. Being a once-in-a-generation mind capable of advanced mathematics and science isn't always helpful in a land where church and football are king.

# data[].attributes.body
https://youtu.be/K2UiPIsMHFo