Presented by F. Richard Olenchak
Date, Time, Cost
RESCHEDULED – Date TBA
7.30PM EDT – 9.00PM EDT
Fee: $30.00 for SENG Members; $40.00 for Non-Members
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This SENGinar will focus on the issues surrounding the identification and subsequent remedial planning for the typical twice-exceptional student. The prescriptive nature of the IEP (Individualized Education Plan) can have detrimental effects on the creative development of the twice-exceptional learner partly due to the fact that the IEP largely ignores the gifts and creative development that is essential to the success of the 2e child. Is it not time to do away with dull, regimented remedial planning and begin to look at what is best for the whole child? Dr. Richard Olenchak (Purdue University) will examine why the traditional IEP process does not work for 2e students and provides suggestions for change.
About the Presenter
Richard “Rick” Olenchak, Ph.D. currently serves as Head of the Department of Educational Studies, Professor of Educational Psychology and Research Methodology, and Affiliate Faculty for the Gifted Education Resource Institute at Purdue University. . Previously, he was Associate Provost at the University of Houston after serving as Chair of Educational Psychology as well as Director and Psychologist at the Urban Talent Research Institute there. Dr. Olenchak graduated from The University of Michigan, later completing advanced degrees from Eastern Michigan University and from Arizona State University. He received his Ph.D. in Educational Psychology and Gifted Education from the University of Connecticut, with a postdoctoral internship at a secure medical facility for adolescent youth..
Having published approximately 100 articles and book chapters, Dr. Olenchak’s special interest in the social and emotional needs of gifted is reflected in the majority of those publications.. He is particularly interested in researching the efficacy of the Bull’s Eye Model for Affective Development that he recently developed, and several projects are underway in the United States to examine the Model’s utility in schools and healthcare agencies. Having a long history of leadership in organizations that address giftedness and talent development, Rick was President of the Board of Directors of the National Association for Gifted Children. In addition, he served as President of the Association for Education of Gifted Underachieving Students (AEGUS), President of the Future Problem Solving Program International (FPSPI), and as a member of the Board of Directors of Supporting Emotional Needs of Gifted (SENG). Continuing to explore the interconnections between cognitive and affective development, he is amidst several studies in collaboration with neurological researchers, and he has undertaken a line of inquiry that examines talent development among Indigenous Peoples of North America.