A Paradox of Exceptionalities

1993 ◽  
Vol 16 (1) ◽  
pp. 46-49 ◽  
Author(s):  
Janis Fall ◽  
Linda Nolan
Keyword(s):  
Special Education ◽  
Gifted And Talented ◽  
Learning Difficulties ◽  
Learning Disabled ◽  
Learner Model ◽  
Significant Deficit ◽  
Autonomous Learner ◽  
Talented Students

The term gifted learning disabled (GLD) is a relatively new idea in special education. The term elicits confusion among parents, educators, and the students themselves. A student with outstanding skills in one area and a significant deficit in another may not be succeeding in school, but still have talents far beyond his peers. This dichotomy leaves the student frustrated, his parents puzzled, and his teachers feeling helpless. There are programming strategies that can be effective for this type of student. The Autonomous Learner Model (Betts, 1985) has been adapted to provide activities to meet the diversified needs of these gifted and talented students with learning difficulties.

Issues in Educating Gifted Students in Israel

2005 ◽  
Vol 20 (2) ◽  
pp. 123-128
Author(s):  
Shlomit Rachmel
Keyword(s):  
Special Education ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Talented Students

• Three major dilemmas: Is there a need for special education for gifted and talented children? What is the best kind of program for gifted and talented students? Which approach should be used to identify gifted students, quantitative or qualitative? Which criteria should be used, absolute or relative?

Strategies for Teaching Children Gifted in Elementary Mathematics

1980 ◽  
Vol 27 (5) ◽  
pp. 14-17
Author(s):  
Margaret M. Waters
Keyword(s):  
Special Education ◽  
Gifted And Talented ◽  
Elementary Mathematics ◽  
Learning Disabled ◽  
Federal Legislation ◽  
Education Group ◽  
Sharp Focus ◽  
Special Education Needs ◽  
Education Needs ◽  
Physically Handicapped

Federal legislation has mandated that a ll children with special education needs should have those specific needs met by the school. Included in this special education group along with the learning disabled, physically handicapped, and mentally reta rded are the gifted and ta lented children. This public mandate and reawakened interest in the early identi fica tion and education of gifted and talented children has brought into sharp focus some serious curriculum problems and interesting challenges to teachers.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

2021 ◽  
Vol 44 (3) ◽  
pp. 151-170
Author(s):  
Dhara Baiden
Keyword(s):  
Critical Thinking ◽  
Gifted And Talented ◽  
Arts Integration ◽  
Writing Skills ◽  
Gifted Students ◽  
Subject Area ◽  
Project Based Learning ◽  
Learning Opportunity ◽  
Integrated Project ◽  
Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

Relationship of Scores on PPVT—R and WISC—R with Special Education Children and Youth

1986 ◽  
Vol 62 (2) ◽  
pp. 417-418 ◽  
Author(s):  
Ann C. Candler ◽  
Cleborne D. Maddux ◽  
Dee La Mont Johnson
Keyword(s):  
Special Education ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Children And Youth ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Relationship Of

Comparisons of the Peabody Picture Vocabulary Test—Revised and the Wechsler Intelligence Scale for Children—Revised were made with 104 children diagnosed as learning disabled and mentally retarded. Significant but modest correlations were found between all but one of the WISC—R scaled scores (i.e., Coding) and PPVT—R standard scores, and between WISC—R IQs and PPVT—R standard scores. Significant differences were found among mean Verbal, Performance, and Full Scale IQs and mean PPVT—R standard scores. The PPVT—R standard scores underestimated WISC—R Verbal IQs by 7 points, WISC—R Performance IQs by 17 points, and WISC—R Full Scale IQs by 11 points.

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