tbrinkley

Margarita Bianco, Douglas E. Carothers, and Lydia R. Smiley. **Gifted Students With Asperger Syndrome: Strategies for Strength-Based Programming.** Intervention in School and Clinic March 2009 44: 206-215, doi:10.1177/1053451208328827 Stable URL: http://isc.sagepub.com/cgi/content/long/44/4/206

ABSTRACT: //Gifted students with Asperger syndrome (AS) frequently exhibit behaviors that puzzle and challenge teachers and other professionals. They display many of the behaviors typically associated with AS and therefore receive educational interventions designed to address their deficit areas. Often lacking is strength-based programming—that is, educational planning with systematic attention to students' learning strengths, interests, gifts, and talents. If their strengths are not addressed, these students are at social, emotional, and academic risk. Gifted students with AS require dually differentiated instruction, including interventions that foster interests and strengths while providing strategies to compensate for areas of weakness. This article offers suggestions and resources for developing strength-based programming for gifted students with Asperger syndrome. // TBRINKLEY's SUMMARY: Strength Based Assessment is used to "lessons and units of instruction are motivating, promote active inquiry, and include a variety of options for students to use their strengths to demonstrate knowledge. Strength-based instruction is designed around the student’s interests and includes interdisciplinary thematic instruction, the use of mentors, authentic learning, authentic assessments, and strength based accommodations" (p. 207).

It suggests that teachers create a mind map "detailing expanded areas of study around the student’s interest" (p. 207-208) and then develop their curriculum and assessments around the students interests shown in the mind map. Authentic assessment is encouraged as it gives the student with Aspergers real-world experiences with real-life problems (p. 210). The article also gives ideas on how to target each learning style or multiple intelligence with the subject matter of interest.

Link 1: **The Development of the Virtual Notebook, a Wiki-Based Ready Reference Technology** Bejune, M., & Morris, S. (2010). The Development of the Virtual Notebook, a Wiki-Based Ready Reference Technology. Reference & User Services Quarterly, 50(1), 27-34. Retrieved from Academic Search Premier database. Stable URL: http://0-search.ebscohost.com.patris.apu.edu/login.aspx?direct=true&db=aph&AN=53897399&site=ehost-live [ABSTRACT FROM AUTHOR] Traditionally, library professionals have used a variety of ready reference technologies to assist in providing reference and user services. Technologies such as card files, vertical files, and reference notebooks are frequent components of library service desks. Ready reference technologies serve many purposes, most notably, helping staff to answer frequently asked questions and facilitating the sharing of information between library staff. This paper traces the development of the Virtual Notebook, a wiki-based ready reference technology, at Purdue University. The tool is placed within the historical context of ready reference technologies within the library profession and at Purdue. The authors present preliminary results from the implementation of the Virtual Notebook and discuss the tool's future. The manuscript is an outgrowth of a presentation at the 2008 Brick and Click Symposium at Northwest Missouri State University.

Link 2: ** Accountability, Assessment, and the Literacies of Information and Communication Technologies **

Author(s): Marlene Asselin, Margaret Early, Margot Filipenko Source: Canadian Journal of Education / Revue canadienne de l'éducation, Vol. 28, No. 4 (2005), pp. 802-826 Publisher(s): Canadian Society for the Study of Education Stable URL: http://www.jstor.org/stable/4126456 Abstract: In this article, we have explored the issues that Ministries of Education confront in their large-scale assessment policies and practices as literacy curricula expand to include the new literacies of information and communication technologies. Based on a series of interviews with Ministry personnel, we have described their current progress to include the new literacies, plans for the future, and the dilemmas and challenges in considering the demands of new times. We argue for a more balanced approach to assessment and accountability, one that recognizes the limitations of current public accountability measures and situates them within a broader assessment framework.