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Sample records for intellectually gifted students

  1. Psychological aspects of professional identity and professional choices of intellectually gifted students

    Directory of Open Access Journals (Sweden)

    Aron I. S.

    2016-03-01

    Full Text Available in the work determines the relevance of psychological research of professional self-determination of intellectually gifted students. The results of diagnostics of psychological characteristics of intellectually gifted students that affect the success of their professional identity and professional choices.

  2. Self-Esteem Comparisons among Intellectually Gifted Minority/Non-Minority Junior High Students.

    Science.gov (United States)

    Legin-Bucell, Cynthia; And Others

    Differences in self-esteem between 48 minority and 62 non-minority intellectually gifted and 75 intellectually average junior-high students were assessed using the Coopersmith Self-Esteem Inventory. Results indicated a higher level of self-esteem for the gifted students than for the control group. Significant differences were also found to exist…

  3. Analysis of personality characteristics of intellectually gifted students, causing difficulties in their process of preschool and school education

    Directory of Open Access Journals (Sweden)

    Ermakov S.S.

    2016-09-01

    Full Text Available Talented and intellectually gifted students often have difficulties in emotional and personal spheres in their learning process at school. Social maladjustment, emotional instability, increased anxiety and a number of other problems in the development of the personal sphere are common to students with a conventional development of intellectual abilities, but in the case of gifted students they are more frequent and intensive. If these problems are ignored by school teachers, psychologists and parents of gifted students, they can lead to a decrease in the ability of these children and even to a certain delay in the development of their academic abilities. The article provides an overview of contemporary foreign works aimed at identification and analysis of personal problems in gifted students. It describes different types of gifted students, their psychological characteristics that must be considered in the process of organizing their schooling with the aim of support to and development of their learning skills.

  4. Attributional Choices for Academic Success and Failure by Intellectually Gifted Students

    Science.gov (United States)

    Assouline, Susan G.; Colangelo, Nicholas; Ihrig, Damien; Forstadt, Leslie

    2006-01-01

    This study emerges from the lack of empirical research on gifted students' attributions about academic success and failure in multiple subject areas and school in general. We explored differences in top attributional choices between boys and girls for success and failure in general academics, language arts, science, and mathematics. Gifted…

  5. Intellectually Gifted Rural-to-Urban Migrant Children's Attention

    Science.gov (United States)

    Zhang, Hui; He, Yunfeng; Tao, Ting; Shi, Jian-Nong

    2016-01-01

    The term "intellectually gifted rural-to-urban migrant children" refers to intellectually gifted children who are in migration from rural to urban areas. We compared performances on seven attention tasks among intellectually gifted (n = 26) and average (n = 30) rural-to-urban migrant and intellectually gifted urban children (n = 31). Our…

  6. Assessments of Intellectually Gifted Students With(out) Characteristic(s) of ASD: An Explorative Evaluation among Diagnosticians in Various Psycho-Educational Organisations

    Science.gov (United States)

    Burger-Veltmeijer, Agnes E. J.; Minnaert, Alexander E. M. G.; van den Bosch, Els J.

    2015-01-01

    Recently, Burger-Veltmeijer, Minnaert & Van den Bosch (2014) constructed a conceptual framework, called the Strengths and Weaknesses Heuristic ("S&W Heuristic") which might provide systematicity and coherence in research as well as psycho-educational praxis, regarding assessments of Intellectually Gifted (IG) students with…

  7. A faceted eye on intellectual giftedness: Examining the personality of gifted students using FFM domains and facets

    Directory of Open Access Journals (Sweden)

    Altaras-Dimitrijević Ana

    2012-01-01

    Full Text Available The study examines the personality profile of gifted vs. average-ability students from the perspective of the FFM. The issue was approached by (1 reviewing the literature for well-established personality characteristics of the gifted, (2 establishing correspondences between these traits and FFM domains/facets, and (3 formulating a domain and a facet-level model which were hypothesized to discriminate significantly between gifted and nongifted students. The domain-level model consisted of Openness and Agreeableness. The facet-level model included 14 traits: Anxiety, Impulsiveness, Gregariousness, Assertiveness, Fantasy, Feelings, Aesthetics, Ideas, Compliance, Modesty, Tendermindedness, Order, Achievement, and Deliberation. The models were tested on three samples (N1=515 high-school students, 155 gifted; N2=132 psychology students, 28 gifted; N3=443 psychology students, 91 gifted. Results indicate that the domain-level model does not discriminate significantly between gifted and nongifted students in each sample, whereas the proposed 14-facet model yields a significant discrimination across all samples. The latter model may be further adjusted by removing facets which proved inconsistent or unsubstantial in distinguishing between the two groups. This yields a 7-facet discriminant function, which is also significant across samples, indicating that gifted students are consistently distinguished by a combination of high Ideas, Fantasy, Aesthetics, and Assertiveness, but low Gregariuosness, Modesty, and Tendermindeness. Educational implications and limitations are discussed. [Projekat Ministarstva nauke Republike Srbije, br. 179018

  8. Intellectually Gifted Females and Their Perspectives of Lived Experience in the AP and IB Programs

    Science.gov (United States)

    Vanderbrook, Carrie M.

    2006-01-01

    The Advanced Placement (AP) and International Baccalaureate (IB) programs serve as popular choices for many intellectually gifted high school students. This article describes an aspect of a larger study that examined 5 intellectually gifted females' perceptions of their educational experience while enrolled in one of the programs. Using the…

  9. Word Magic: Shakespeare's Rhetoric for Gifted Students.

    Science.gov (United States)

    Kester, Ellen S.

    Intended for teachers of gifted students in grades 4-12, the curriculum uses six of Shakespeare's comedies ("The Taming of the Shrew,""The Tempest,""Twelfth Night,""The Comedy of Errors,""As You Like It," and "A Midsummer Night's Dream") as materials for nurturing intellectual and…

  10. Intellectually gifted students with possible characteristics of ASD : A multiple case study of psycho-educational assessment practices

    NARCIS (Netherlands)

    Burger-Veltmeijer, Agnes E.J.; Minnaert, Alexander E.M.G.; Van den Bosch, Els J.

    2016-01-01

    The Strengths and Weaknesses Heuristic (S&W Heuristic) was constructed in order to reduce biased assessments of students with (suspicion of) Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder (IG + ASD) and to establish a well-founded interconnection between assessment data and

  11. Personality Dimensions of Gifted and Talented Junior High Students.

    Science.gov (United States)

    Rosenblatt, Howard S.; And Others

    1980-01-01

    Compared to a peer group of average abilities, gifted and talented junior high school students appeared more outgoing, participating, insightful, fast-learning, intellectually adaptable, conscientious, persistent, and moralistic, thus indicating significant between-group differences. (SB)

  12. Developing and Implementing School for Highly Gifted, Exceptionally Gifted, and Profoundly Gifted Students: An Interview with Lynette Breedlove

    Directory of Open Access Journals (Sweden)

    Engin KARADUMAN

    2013-12-01

    Full Text Available According to research, while moderately gifted students can often fit in the regular classrooms with differentiated instructions, pull-out programs, or acceleration options, highly gifted students do better when they are grouped with other intellectually-advanced peers in accordance with their strengths, interests, and background knowledge of a topic. Each of these students requires special attention and management strategies to develop better cognitive, social, emotional, and physical skills. Thanks to the grouping strategy, highly gifted students can study concepts at the appropriate pace, depth, and complexity so that these students feel valued and normal (Neville, 2007; Rogers, 2007. In order to fully meet these students’ needs, creating a school for highly, exceptionally, and profoundly gifted students would be a more beneficial plan compared to requiring them to stay within the regular classroom, accelerating, or grade skipping. Rogers (2002 pointed out that these students showed more academic growth by studying with other intellectual peers in separate classrooms. According to VanTassel-Baska (2006, identification, curriculum, program design, staff development, parental involvement assessment, and evaluation areas were essential for gifted program development. In accordance with the program development guidelines noted above, in this presentation, the process of developing and implementing a program for highly gifted students in Science, Math, Reading, and Social Studies will be provided based on an interview with Lynette Breedlove, Ph.D. who is the director of Advanced Academic Studies & Secondary Counseling at Spring Branch Independent School District in Houston, TX.

  13. Working with artistically gifted students

    OpenAIRE

    Dedukić, Sanja

    2014-01-01

    The thesis deals with the problem of detection, identification and the educational work of art gifted students. It is very important that these students are detected early and regarded as a separate group that has exceptional potential in the field of art and are thusly entitled to individualized adaptation within the primary education program. Namely, when working with gifted students, teachers are expected to utilize different forms of work in the classroom, which will encourage such studen...

  14. Self-Esteem and Self-Concept Examination among Gifted Students with ADHD

    Science.gov (United States)

    Foley-Nicpon, Megan; Rickels, Heather; Assouline, Susan G.; Richards, Allison

    2012-01-01

    Intellectually gifted students with attention-deficit/hyperactivity disorder (ADHD) face unique academic and social challenges, yet little research has been conducted with this population. The purpose of this study was to examine the self-esteem and self-concept of intellectually gifted children with and without a coexisting diagnosis of ADHD.…

  15. Examining of Perceptions of Gifted Students toward Mathematics Concept

    Directory of Open Access Journals (Sweden)

    Mesut ÖZTÜRK

    2014-12-01

    Full Text Available The purpose of this study bring out owned intellectual image interested in mathematics concept of gifted students. Participant of twenty-eight gifted students that they selected via WISC-R intelligent test. A phenomenology design that one of qualitative research methods was adopted and data collection focus group interview. Data analysis consisted of content analysis. Students who participant made up different sixteen metaphor. The most widely used of them kainite. When examined justifications lie behind of metaphor gifted students have different three perception such as affected with people of math, influence toward math of the nature, the nature of math. The result of examine of math perception according to grade level when grade level increased, gifted students more interested the nature of math whereas depended on needed of people more interested math concept.

  16. Identifying Stressors and Reactions to Stressors in Gifted and Non-Gifted Students

    Science.gov (United States)

    Amini, Marzieh

    2005-01-01

    Using the Student Life Stress Inventory and the Coopersmith Self-Esteem Inventory, stressors and reactions to stressors were identified in gifted high school students and compared with non-gifted students. Altogether, 340 boys and girls (156 gifted and 184 non-gifted students) from four high schools in Shiraz (two high schools for gifted and two…

  17. Teachers' Conceptions of Gifted and Average-Ability Students on Achievement-Relevant Dimensions

    Science.gov (United States)

    Baudson, Tanja Gabriele; Preckel, Franzis

    2016-01-01

    Stereotyping of gifted students may not only hinder identification and actualization of potential but also personality development ("stigma of giftedness"). This is obvious in the case of negative stereotyping (e.g., the disharmony hypothesis, which sees gifted students as intellectually strong, but emotionally and socially inferior),…

  18. Learning Style Preferences of Gifted, Average- Ability, and Special Needs Students: A Multivariate Perspective.

    Science.gov (United States)

    Pyryt, Michael C.; Sandals, Lauran H.; Begoray, John

    1998-01-01

    Compared learning-style preferences of intellectually gifted, average-ability, and special-needs students on the Learning Style Inventory. Also examined the general differences among ability level and gender. Analyses indicated that gifted students preferred learning alone, being self-motivated, and using tactile learning approaches, and that…

  19. Characteristics Leading Teachers to Nominate Secondary Students as Gifted in Spain

    Science.gov (United States)

    Hernandez-Torrano, Daniel; Prieto, Maria Dolores; Ferrandiz, Carmen; Bermejo, Rosario; Sainz, Marta

    2013-01-01

    What are the characteristics leading teachers to nominate gifted students in Spain? To answer this question, several demographic (i.e., gender, grade) and psychological (i.e., multiple intelligences, emotional intelligence, intellectual aptitude, and divergent thinking) characteristics of 563 secondary students nominated as gifted by their…

  20. Why Try? Factors that Differentiate Underachieving Gifted Students from High Achieving Gifted Students.

    Science.gov (United States)

    McCoach, D. Betsy; Siegle, Del

    This report discusses the outcomes of a study that investigated the relationship between student scores on the five sub-scales of the School Attitude Assessment Survey-Revised (SAAS-R) and the academic achievement of known groups of gifted achievers and gifted underachievers. The study examined whether gifted achievers and gifted underachievers…

  1. Creation Process during Learning of Gifted Students: Contributions from Jean Piaget

    Science.gov (United States)

    Ribeiro Piske, Fernanda Hellen; Stoltz, Tania; de Camargo, Denise; Blum Vestena, Carla Luciane; Machado, Jarci Maria; de Freitas, Samarah Perszel; Dias, Carmen Lúcia; dos Reis Taucei, Joulilda

    2017-01-01

    This research aims to highlight the importance of Creativity in education of gifted students. Recent education focuses exclusively on the development of intellectuality; it starts at an earlier age and stimulates mainly rational thinking, sometimes leaving aside other important dimensions. For gifted children, this fact can mean the desire to…

  2. Mathematically Gifted Students and High Achievement: The Role of Motivation and Classroom Structure

    Science.gov (United States)

    Lüftenegger, Marko; Kollmayer, Marlene; Bergsmann, Evelyn; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

    2015-01-01

    One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don't. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current…

  3. Clustering Strategy in Intellectually Gifted Children: Assessment Using a Collaborative Recall Task

    Science.gov (United States)

    Zhang, Huan; Zhang, Xingli; He, Yunfeng; Shi, Jiannong

    2017-01-01

    This study examined three aspects of the clustering strategy used by participants: the differences of clustering strategy between intellectually gifted and average children; the relationship between clustering strategy and recall performance in intellectually gifted and average children; and the differences in recall performance on collaborative…

  4. Social emotional consequences of accelerating gifted students

    NARCIS (Netherlands)

    Hoogeveen, A.J.M.

    2008-01-01

    This dissertations reports four studies on the social-emotional effects of accelerating gifted students. The research concentrated on how and to what extent educational programs, in interaction with environmental and personal factors, influence the functioning of gifted students, in the short and

  5. Metacognitive Awareness and Math Anxiety in Gifted Students

    Science.gov (United States)

    Saricam, Hakan; Ogurlu, Üzeyir

    2015-01-01

    The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students' metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students…

  6. Spelling Lessons for Gifted Language Arts Students.

    Science.gov (United States)

    Richards, Janet C.; Gipe, Joan P.

    1993-01-01

    These strategies for teaching spelling to gifted students focus on student choice of words, personal dictionaries, cloze passages, categorizing or word sorting, words borrowed from other languages, word etymology, multiple meaning words, and onomatopoetic words. (JDD)

  7. Gifted and Talented Students at Risk

    Science.gov (United States)

    Seeley, Ken

    2004-01-01

    The issue of underachievement among the gifted has captured the interest of educators sporadically over the past thirty years. In the most basic definition, an underachiever is a student who does not achieve in the academic areas at a level consistent with his or her capability. When underachievement is applied to the gifted, it becomes a more…

  8. Special Classes for Gifted Students? Absolutely!

    Science.gov (United States)

    Burton-Szabo, Sally

    1996-01-01

    This article makes a case for special classes for gifted students and answers objections to special classes raised by the middle school movement and the cooperative learning movement. A sample "Celebration of Me" unit taught to gifted seventh graders which involved poetry, literature, personal development, art, music, and physical fitness is…

  9. Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale.

    Science.gov (United States)

    Lang, Margherita; Matta, Michael; Parolin, Laura; Morrone, Cristina; Pezzuti, Lina

    2017-09-01

    The Wechsler Adult Intelligence Scale (WAIS) has been used extensively to study intellectual abilities of special groups. Here, we report the results of an intellectually gifted group on the WAIS-IV. Gifted individuals are people who obtained scores equal to or greater than 2 standard deviations above the mean on an intelligence test. Hence, the current study aims first, to examine mean group performance data of gifted individuals on the WAIS-IV; second, to revalidate the pattern of performance identified in this special group in previous studies (i.e., verbal skills higher than all other abilities); third, to compare scatter measures across intellectual domains with a matched comparison group. A total of 130 gifted individuals (79 males) were administered the full battery and their performance was compared with a matched comparison group. Analyses revealed that gifted group displayed higher scores in all intellectual domains. Contrary to expectations, they showed the highest scores in perceptual reasoning tasks. A multivariate approach revealed that this ability was statistically different from all other domains within the gifted group. Moreover, gifted individuals showed higher discrepancies across intellectual domains than average-intelligence people. Findings have important practical implications to detect intellectual giftedness in adulthood.

  10. Inattentional Blindness in 9- to 10-Year-Old Intellectually Gifted Children

    DEFF Research Database (Denmark)

    Zhang, Hui; Zhang, Xingli; He, Yunfeng

    2016-01-01

    Researchers suggest that while intellectually gifted children might not always display adequate focus on their general life, they perform very well on experimental attentional tasks. The current study used inattentional blindness (IB) paradigm to understand better the attentional abilities...

  11. Superior Students: Family Size, Birth Order and Intellectual Ability

    Science.gov (United States)

    Pulvino, Charles J.; Lupton, Paul E.

    1978-01-01

    Findings from a study of 380 gifted and talented high school students supported R. Zajonc's conclusion that there is an advantage for a child to be raised in a small family and to be first born if intellectual skills development is used as the sole criteria. (CL)

  12. Creativity in the regular classroom: perceptions of gifted and non-gifted students

    Directory of Open Access Journals (Sweden)

    Fernanda do Carmo Gonçalves

    2013-06-01

    Full Text Available This study aimed to compare the perception of gifted and non-gifted students with respect to the climate for creativity in the classroom, in the disciplines of Mathematics and Portuguese Language, and to investigate the relationship between creativity and perception of classroom climate for creativity. Twenty-one gifted and 27 non-gifted 6th grade students who attended a public school in Brazil participated in the study. The gifted students evaluated teacher’s support to the students’ expression of ideas in Mathematics in a more satisfactory way compared to non-gifted, and they also showed greater interest in learning Mathematics in comparison to Portuguese Language. A positive correlation between creativity and perception of classroom climate was found for gifted students, and negative correlation for non-gifted students.

  13. Communication Skills among Gifted Students in Jordan

    Science.gov (United States)

    Alfarah, Yacoub Fareed

    2013-01-01

    The purpose of this study is to investigate the communication skills among gifted students in Jordan and to investigate the effect of gender and the level of students in acquiring these communication skills. A questionnaire was distributed among the sample of the study which comprised of (240) tenth, eleventh, and twelfth grade students from Al…

  14. Metacognitive awareness and math anxiety in gifted students

    OpenAIRE

    Hakan Sarıcam; Üzeyir Ogurlu

    2015-01-01

    The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary S...

  15. Gifted Kids Curriculum: What Do the Students Say?

    Science.gov (United States)

    Bate, Joanne; Clark, Deb; Riley, Tracy

    2012-01-01

    Gifted students have different learning, social and emotional needs to their peers. The needs of some gifted students can be met within their mainstream school. Other gifted students need learning, social and emotional support beyond the school gates. The New Zealand Ministry of Education (2000) advocates for a continuum of provisions for gifted…

  16. Identifying Gifted Students in Puerto Rico: Validation of a Spanish Translation of the Gifted Rating Scales

    Science.gov (United States)

    Rosado, Javier I.; Pfeiffer, Steven; Petscher, Yaacov

    2015-01-01

    The challenge of correctly identifying gifted students is a critical issue. Gifted education in Puerto Rico is marked by insufficient support and a lack of appropriate identification methods. This study examined the reliability and validity of a Spanish translation of the "Gifted Rating Scales-School Form" (GRS) with a sample of 618…

  17. Desirable characteristics for teachers of High Ability/Gifted students

    Directory of Open Access Journals (Sweden)

    Alexandra da Costa Souza Martins

    2011-06-01

    Full Text Available This study investigated the desirable educational background for a teacher to work with high ability/gifted students, desirable characteristics these teachers should present and conceptions on high ability/giftedness. The participants were 20 public school teachers from a city surrounding Brasilia. Of this group, ten were elementary school teachers working with initial grades and ten were undergraduate Pedagogy teachers. A qualitative approach was used and data were collected by means of a semi-structured interview. A content analysis was then conducted. In relation to the desirable educational background for a teach of high ability/gifted students, participants indicated the need of continuous training, under graduation curriculum adapted to the theme and graduation courses in the area. The desirable features for teachers of high ability/gifted students were related to personological attributes (personality traits and intellectual ability, as well as professional characteristics. The conceptions on high ability/giftedness presented by the participants were, in general, close to those found in the literature and used as reference for this study. However, there was lack of information on how to apply the theory into real practice, as well as several wrong ideas on the topic.

  18. Assessments of intellectually gifted students with(out) characteristic(s) of ASD : An explorative evaluation among diagnosticians in various psycho-educational organisations

    NARCIS (Netherlands)

    Burger-Veltmeijer, Agnes E.J.; Minnaert, Alexander E.M.G.; van den Bosch, Els J.

    2015-01-01

    Recently, Burger-Veltmeijer, Minnaert & Van den Bosch (2014) constructed a conceptual framework, called the Strengths and Weaknesses Heuristic (S&W Heuristic) which might provide systematicity and coherence in research as well as psycho-educational praxis, regarding assessments of Intellectually

  19. Gifted Students and Logo: Teacher's Role.

    Science.gov (United States)

    Flickinger, Gayle Glidden

    1987-01-01

    The Logo computer program is well-suited to gifted students' learning style characteristics (independence, fluency, persistence); learning style preferences (learning alone, use of tactile and kinesthetic senses, and sound in the learning environment); and teaching method preferences (independent projects, discussion, flexibility, and traditional…

  20. Mixed Age Grouping for Gifted Students.

    Science.gov (United States)

    Bouchard, Lorraine L.

    1991-01-01

    The application of mixed-age grouping at Rainard School (Houston, Texas), a private school for gifted students, is described. Discussed are advantages (such as encouraging cooperation instead of competition), the optimum age spread, the differentiated and individualized curriculum, parent reactions, teacher reactions, and difficulties. (DB)

  1. Vocational Interests of Intellectually Gifted and Highly Achieving Young Adults

    Science.gov (United States)

    Vock, Miriam; Koller, Olaf; Nagy, Gabriel

    2013-01-01

    Background: Vocational interests play a central role in the vocational decision-making process and are decisive for the later job satisfaction and vocational success. Based on Ackerman's (1996) notion of "trait complexes," specific interest profiles of gifted high-school graduates can be expected. Aims: Vocational interests of gifted and…

  2. Gifted Programs Cannot Be Successful without Gifted Research and Theory: Evidence From Practice With Gifted Students of Mathematics

    Science.gov (United States)

    Dimitriadis, Christos

    2016-01-01

    This study investigated the educational provision for mathematically gifted students offered in primary (elementary) schools in England (United Kingdom) just before the abandonment of the government's Gifted and Talented (G&T) program. Through a questionnaire within five Educational Authorities and four in-depth case studies in different…

  3. The Selection of Gifted Students: Did Malcolm Gladwell Overstate the Role of Relative Age in the Gifted Program Selection Process?

    Science.gov (United States)

    O'Reilly, Frances L.; Matt, John J.

    2012-01-01

    Both gifted educators and parents need to be vigilant as to how gifted education is characterized in the popular media. Gifted educators spend countless resources to meet the needs of gifted students using very limited fiscal resources, and it is imperative that those efforts are not undermined in the popular media by unsubstantiated statements.…

  4. Metacognitive awareness and math anxiety in gifted students

    Directory of Open Access Journals (Sweden)

    Hakan Sarıcam

    2015-12-01

    Full Text Available The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.

  5. Self-Concept Changes in Multiple Self-Concept Domains of Gifted Students Participating in a Summer Residential School

    Science.gov (United States)

    Preckel, Franzis; Rach, Hannah; Scherrer, Vsevolod

    2016-01-01

    The present study investigated changes in self-esteem, academic self-concept, intellectual self-concept, and social self-concepts of acceptance, assertion, relations with same-sex peers and relations with other-sex peers with 177 gifted students participating in a 16-day summer school in Germany. Students were assessed three times by self-report…

  6. A neurodevelopmental approach to understanding memory processes among intellectually gifted youth with attention-deficit hyperactivity disorder.

    Science.gov (United States)

    Whitaker, Ashley M; Bell, Terece S; Houskamp, Beth M; O'Callaghan, Erin T

    2015-01-01

    Intellectual giftedness is associated with strong strategic verbal memory while attention-deficit hyperactivity disorder (ADHD) is associated with strategic verbal memory deficits; however, no previous research has explored how this contradiction manifests in gifted populations with diagnoses of ADHD. The purpose of this study was to explore strategic verbal memory processes among intellectually gifted youth with and without ADHD to provide clarification regarding this specific aspect of neuropsychological functioning within this population. One hundred twenty-five youth completed neuropsychological evaluations including the Wechsler Intelligence Scale for Children-Fourth Edition and California Verbal Learning Test-Children's Version (CVLT-C). Results revealed significant differences between groups, with intellectually gifted youth with ADHD achieving lower T scores on CVLT-C Trials 1 through 5 compared with intellectually gifted youth without ADHD, and intellectually gifted youth with ADHD achieving higher T scores than youth of average intellectual abilities with ADHD. Additionally, repeated-measures analysis of variance revealed a main effect improvement among gifted youth with ADHD in short-delay recall when provided with organizational cues. Findings revealed new evidence about the role of twice exceptionality (specifically intellectual giftedness and ADHD) in strategic verbal memory and have important implications for parents, educators, psychologists and neuropsychologists, and other mental health professionals working with this population.

  7. Is Being Gifted Always an Advantage? Peer Relations and Self-Concept of Gifted Students

    Science.gov (United States)

    Košir, Katja; Horvat, Marina; Aram, Urška; Jurinec, Nina

    2016-01-01

    The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different…

  8. The Use of WISC-R Subtest Scatter in the Identification of Intellectually Gifted Handicapped Children: An Inappropriate Task?

    Science.gov (United States)

    Brown, Scott W.

    1984-01-01

    The paper discusses issues involved in the identification of gifted handicapped children, reviewing several research studies that attempted to define a specific configuration of Wechsler Intelligence Scale for Children-Revised subtest scores indicative of handicapped children possessing intellectual gifts. The author concludes that profiles and…

  9. Malaysian Gifted Students' Use of English Language Learning Strategies

    Science.gov (United States)

    Yunus, Melor Md; Sulaiman, Nur Ainil; Embi, Mohammed Amin

    2013-01-01

    Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways of thinking and learning. These characteristics affect how they…

  10. Examining the Computer Self-Efficacy Perceptions of Gifted Students

    Science.gov (United States)

    Kaplan, Abdullah; Öztürk, Mesut; Doruk, Muhammet; Yilmaz, Alper

    2013-01-01

    This study was conducted in order to determine the computer self-efficacy perceptions of gifted students. The research group of this study is composed of gifted students (N = 36) who were studying at the Science and Arts Center in Gümüshane province in the spring semester of the 2012-2013 academic year. The "Computer Self-Efficacy Perception…

  11. Talented Students' Satisfaction with the Performance of the Gifted Centers

    Directory of Open Access Journals (Sweden)

    Suhail Mamoud Al–Zoubi

    2016-06-01

    Full Text Available Abstract This study aimed to identify talented students' levels of satisfaction with the performance of the gifted centers. The sample of the study consisted of (142 gifted and talented students enrolled in the Najran Centers for Gifted in the Kingdom of Saudi Arabia. A questionnaire was developed and distributed to the sample of the study. The results revealed that talented students were highly satisfied with the administration and teachers, whereas they were only moderately satisfied with enrichment activities, teaching methods, student relationships and facilities and equipment. Moreover, results also showed that there were no significant differences could be attributed to gender or to the level of schooling.

  12. Gifted Students in Transition: A Grounded Theory Study

    Science.gov (United States)

    Meadows, Jodi J.

    2017-01-01

    Gifted students in transition to college may be at risk for underachievement, difficult transition, or even attrition. Giftedness by itself is not always sufficient for academic success in college. The purpose of this grounded theory study was to construct a theory regarding the process of transition to college for high-achieving gifted high…

  13. Common Core State Standards for Students with Gifts and Talents

    Science.gov (United States)

    VanTassel-Baska, Joyce

    2015-01-01

    As many states have adopted the Common Core State Standards (CCSS), teachers can look to these standards as a framework for supporting students with gifts and talents. Differentiation of curriculum and instruction to address the CCSS will be necessary to meet the unique learning needs of learners with high ability and those with gifts and talents.…

  14. Identifying learning characteristics of the gifted Students in the ...

    African Journals Online (AJOL)

    The failure of schools, teachers and counsellors to identify gifted students as well as responding to their unique characteristics and learning needs give rise to this paper. Gifted learners possess high level of intelligence than their peers, but are disadvantaged in the sense that they are not given the opportunity to reach their ...

  15. Student-Created Public Relations for Gifted Education.

    Science.gov (United States)

    Bisland, Amy

    2003-01-01

    This article discusses the benefits of student participation in a gifted public relations campaign, including creating public support for gifted programming and developing leadership skills. Steps for developing a formal unit of instruction on public relations are described, along with ideas for public relations activities. (Contains references.)…

  16. Teaching English Activities for the Gifted And Talented Students

    Directory of Open Access Journals (Sweden)

    Cigdem CELIK-SAHIN

    2014-06-01

    Full Text Available This paper reviews the literature and recommends activities that can be used to teach English to gifted and talented students. It includes the responsibilities that teachers of the gifted and talented have in teaching the English language. Strategies for teaching the language in a natural and flowing way to increase intake and usage are also presented. Also discussed are the pressures on gifted and talented students when they are learning a new subject such as the English language and how these pressures occur because of beliefs about giftedness and how gifted learners learn. Teachers need to also be aware of the linguistic and cultural backgrounds of their students. This information can be used to help students speak English more naturally during informal talks/discussions in class about their different lifestyles and/or cultural features. The special and different learning characteristics of gifted students are important for their teachers to know. Teachers of gifted students should then use that knowledge when they differentiate curriculum. To be a teacher of these special children means being open to ongoing professional development and always focusing on the learner rather than the learning. Finally, the teachers of the gifted need to shift their approaches in order to become counsellors and guides more than instructors and directors of learning.

  17. Recent Development of Education for Gifted Students in Taiwan.

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    Tsai, Den-Mo

    1993-01-01

    This paper reviews the historical development of special education for gifted students in Taiwan; provides an overview of three chronological stages in the development of programming; describes educational opportunities and problems; and proposes recommendations for program development. (JDD)

  18. Teachers' Views about the Education of Gifted Students in Regular Classrooms

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    Neşe Kutlu Abu

    2017-12-01

    Full Text Available The purpose of this study was to investigate classroom teachers’ views about the education of gifted students in regular classrooms. The sample of the study is composed of ten primary school teachers working in the city of Amasya and had gifted students in their classes. In the present study, phenomenological research design was used. Data was collected through semi-structured interviews and analyzed descriptively in the QSR N-Vivo package program. The findings showed that teachers did not believe a need for differentiating curriculum for gifted students; rather they expressed that regular curriculum was enough for gifted students. Based on the findings, it is clear that teachers need training both on the need of differentiated education for gifted students and strategies and approaches about how to educate gifted students. Teachers’ attitudes towards gifted students in regular classrooms should be investigated so that teachers’ unsupportive beliefs about differentiation for gifted students also influence their attitudes towards gifted students.

  19. Teachers' Perceptions of Curriculum Modification for Students Who Are Gifted.

    Science.gov (United States)

    Ehlers, Kristy; Montgomery, Diane

    Differentiating instruction for diverse learners means planning and implementing curriculum based on each student's level of readiness. Appropriate curriculum development for gifted and talented students involves differentiation of content, teaching and learning strategies, and student products in a student-centered environment. A study used Q…

  20. Expanding Opportunities for Students with Intellectual Disability

    Science.gov (United States)

    Giangreco, Michael F.

    2017-01-01

    Research and experience tell us a great deal about how to successfully educate students with intellectual disability, but unfortunately this knowledge remains underutilized and inconsistently applied, writes researcher Michael F. Giangreco. Students with intellectual disability who have virtually identical profiles but live in different locales…

  1. Comparisons and Analyses of Gifted Students' Characteristics and Learning Methods

    Science.gov (United States)

    Lu, Jiamei; Li, Daqi; Stevens, Carla; Ye, Renmin

    2017-01-01

    Using PISA 2009, an international education database, this study compares gifted and talented (GT) students in three groups with normal (non-GT) students by examining student characteristics, reading, schooling, learning methods, and use of strategies for understanding and memorizing. Results indicate that the GT and non-GT gender distributions…

  2. Checkmate: Capturing Gifted Students' Logical Thinking Using Chess.

    Science.gov (United States)

    Rifner, Philip J.; Feldhusen, John F.

    1997-01-01

    Describes the use of chess instruction to develop abstract thinking skills and problem solving among gifted students. Offers suggestions for starting school chess programs, teaching and evaluating chess skills, and measuring the success of both student-players and the program in general. (PB)

  3. Bullying by Exclusion: Gifted Students and "Maslow's Paradox"

    Science.gov (United States)

    Schroeder-Davis, Stephen

    2012-01-01

    In this column the author explores the middle school nexus of asynchronicity, Maslow's hierarchy of needs and bullying as they apply to gifted students in secondary schools, with an emphasis on the middle school student. The premise is typically referred to as "achievement vs. affiliation," (Ford, 2004; Neihart, 2006, 2008) and concerns the…

  4. EPTS Curriculum Model in the Education of Gifted Students

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    Ugur Sak

    Full Text Available In this article, the author reviews the EPTS Model (Education Programs for Talented Students and discuss how it was developed through multiple stages, the ways it is used to develop programs for gifted students, and then presents research carried out on the effectiveness of this model in the education of gifted students. The EPTS Model has two dimensions: ability and content. The ability dimension has a hierarchical structure composed of three levels of cognitive skills. The content dimension is the extension of the regular curriculum but organized at four levels: data, concept, generalization and theory. Included in the article also is a brief critics of the current state of curricular programs in gifted education.

  5. Nurturing Gifted and Talented Students to Become Future Leaders: The Innovative Curriculum for the Gifted and/or Talented at GT College in Hong Kong

    Science.gov (United States)

    Tam, Raymond Kwok-Wai

    2017-01-01

    In the previous literature on gifted education in Hong Kong, there has been little mention of special schools for gifted and/or talented students in Hong Kong except for GT College, Hong Kong's first college for the gifted. Some notable researchers in gifted education in Hong Kong have described the college briefly with regard to its admission…

  6. Examination of Gifted Students' Probability Problem Solving Process in Terms of Mathematical Thinking

    Science.gov (United States)

    Baltaci, Serdal

    2016-01-01

    It is a widely known fact that gifted students have different skills compared to their peers. However, to what extent gifted students use mathematical thinking skills during probability problem solving process emerges as a significant question. Thence, the main aim of the present study is to examine 8th grade gifted students' probability…

  7. The Relationships between Critical Thinking Skills and Learning Styles of Gifted Students

    Science.gov (United States)

    Dilekli, Yalçin

    2017-01-01

    The current study investigates the relationship between critical thinking skills and learning styles of mentally gifted students. The participants were 225 gifted students in Turkey attending Science and Art Centres which are after-school activity centers for mentally gifted students. Participants were 9-15 years old and were attending secondary…

  8. Gift-giving in the medical student--patient relationship.

    Science.gov (United States)

    Alamri, Yassar Abdullah S

    2012-08-01

    There is paucity in the published literature that provides any ethical guidance guiding gift-giving within the student--patient relationship. This is perhaps because the dynamics of the medical student--patient relationship have not yet been explored as extensively as the doctor--patient relationship. More importantly, however, gift--giving in the doctor-patient relationship has traditionally been from the patient to the doctor and not vice versa. This article examines the literature published in this vicinity reflecting on an encounter with a patient.

  9. Which Characteristics of Gifted Students should be Developed? Student, Teacher and Parent Opinions

    Directory of Open Access Journals (Sweden)

    M. Serdar Köksal

    2017-06-01

    Full Text Available The aim of this research was to investigate parent, student and teacher opinions about which characteristics of gifted students should be developed in cognitive, affective, psychomotor and social learning areas. The participants included 609 gifted students, 350 parents and 157 teachers from Science and Art Canters. Participants were surveyed using “The Which Characteristics of Gifted Students Should Be Developed”. The results of research revealed that students, parents and teachers agreed that social and affective skills should be improved. On the other hand, they held different opinions on the importance of music, art, dance, role-play, sport, domestic economy skills. This result indicates that these skills are thought by participants to be less important for gifted students’ development. In addition, teachers did not think technology so important for the development of gifted students, placing more emphasis on cognitive and affective domains.

  10. How can we better identify the hidden intellectually-creative abilities of the gifted?

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    LARISA V. SHAVININA

    2008-06-01

    Full Text Available This article proposes a new approach to the psychological assessment of potential intellectually-creative abilities of the gifted based on the new cognitive-developmental theory of giftedness developed by the author. The major limitations of conventional intelligence tests are shortly analyzed. The nine methodological and procedural principles, which constitute this approach, are presented along with the examples of new intelligence tests. The principles state that new intelligence tests should first of all examine the psychological mental context generated by gifted individuals themselves. These tests should have an “open character,” evaluate the basis of giftedness (not its numerous traits or manifestations, and allow both retrospective and prospective assessment. New tests should not evaluate psychological functions/processes (e.g., attention or memory and mental speed, and they should not be very long or time-consuming. Cognitive styles, metacognitive and extracognitive abilities should also be assessed. Child’s sensitive periods – which form the developmental foundation of giftedness – should be examined as well.

  11. A Comparison of a Gifted Education Program among Eighth Grade Gifted Students at a Georgia Junior High School

    Science.gov (United States)

    Harden, Jerry Clark

    2012-01-01

    The purpose of this study was to investigate the relationships that may exist among mean scores on the math and reading portions of the Iowa Test of Basic Skills (ITBS) of eighth grade gifted students of different gender, race, and socioeconomic status. Significant changes have been made to Georgia's gifted identification procedures over the last…

  12. From Bystander to Upstander Teacher for Gifted Black Students Accused of Acting White

    Science.gov (United States)

    Grantham, Tarek C.; Biddle, Winfred H.

    2014-01-01

    Gifted Black students experience many barriers that contribute to their under-representation in gifted and advanced programs. One of the greatest negative influences comes from peer accusations of acting White that undermine gifted and high-achieving Black students' academic motivation and their interest in challenging courses and programs.…

  13. Gender-Fair Assessment of Young Gifted Students' Scientific Thinking Skills

    Science.gov (United States)

    Dori, Y. J.; Zohar, A.; Fischer-Shachor, D.; Kohan-Mass, J.; Carmi, M.

    2018-01-01

    This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through…

  14. Waldorf Education as a Program for Gifted Students.

    Science.gov (United States)

    Hutchingson, Robert; Hutchingson, June

    1993-01-01

    This article addresses principles of Waldorf education and their applicability to the education of gifted students. The Waldorf curriculum emphasizes creativity in partnership with academics. Efficacy evidence for the Waldorf approach from Germany is offered as are results from a pilot study in Toronto in which Waldorf principles were used with…

  15. A Hands-On Approach to Maglev for Gifted Students.

    Science.gov (United States)

    Budd, Raymond T.

    2003-01-01

    This article discusses how Magnetic Levitation (Maglev) can be taught to gifted students in grades 4-9 using hands-on activities that align to the National Science Standards. Principles of magnetic levitation, advantages of magnetic levitation, construction of a Maglev project, testing and evaluation of vehicles, and presentation of the unit are…

  16. Parent Identification of the Talents of Gifted Students.

    Science.gov (United States)

    Jin, Suk-un; Feldhusen, John F.

    2000-01-01

    A survey of 204 parents of gifted students (ages 3-14) found a majority reported their child showed high potential in more than two talent domains. Twenty-seven percent of parents reported that their child's school offers services for special talents and 60 percent reported their child participates regularly in sports activities. (Contains five…

  17. Gifted Students and Philosophy: Feminism and Social Justice.

    Science.gov (United States)

    White, David A.

    2002-01-01

    This article contains excerpts from "Feminist Theory from Margin to Center" (Hooks, 1984) to introduce gifted students to the concept of oppression in order to enable them to recognize and appreciate both the importance and the limits of purely sexist oppression. Discussion questions on oppression are provided. (Contains 2 references.)…

  18. Changing General Education Classroom Practices To Adapt for Gifted Students.

    Science.gov (United States)

    Johnsen, Susan K.; Haensly, Patricia A.; Ryser, Gail R.; Ford, Randal F.

    2002-01-01

    A study involving 1 urban site and 5 rural sites investigated the effectiveness of the Mustard Seed Project in training teachers to differentiate curricula for gifted students. The majority of the teachers (n=74) at each site made changes. Participants cited staff-development activities, leadership, mentoring, resources, and project support as…

  19. A Functional Model for Counseling Parents of Gifted Students.

    Science.gov (United States)

    Dettmann, David F.; Colangelo, Nicholas

    1980-01-01

    The authors present a model of parent-school involvement in furthering the educational development of gifted students. The disadvantages and advantages of three counseling approaches are pointed out--parent centered approach, school centered approach, and the partnership approach. (SBH)

  20. Motivation and Gifted Students: Implications of Theory and Research

    Science.gov (United States)

    Clinkenbeard, Pamela R.

    2012-01-01

    An analysis of contemporary motivation theories reveals implications for gifted and talented students. The expectancy-value framework, intrinsic-extrinsic motivation theories, goal orientations, self-efficacy and other self-perceptions, and attribution theory are described and discussed with respect to implications for the psychology and education…

  1. Short Forms of Wechsler Scales Assessing the Intellectually Gifted Children Using Simulation Data

    Directory of Open Access Journals (Sweden)

    Alexandre Aubry

    2018-05-01

    Full Text Available Intellectual giftedness is usually defined in terms of having a very high Intellectual Quotient (IQ. The intellectual capacity is assessed by a standardized test such as the Wechsler Intelligence Scale for Children (WISC. However, the identification of intellectually gifted children (IGC often remains time-consuming. A short-form WISC can be used as a screening instrument. The practitioners and researchers in this field can then make a more in-depth evaluation of the IGC's cognitive and socioemotional characteristics if needed. The aim of our study is thus to determine the best short tests, in terms of their psychometric qualities, for the identification of IGC. The current study is composed of three-step analyses. Firstly, we created nine IQs short forms (IQSF with 2-subtests, and nine IQSF with 4-subtests from the WISC-IV (Wechsler, 2005. Secondly, we estimated psychometric parameters (i.e., reliability and validity from empirical and simulated dataset with WISC-IV. The difference in the estimation of psychometric qualities of each IQSF from the simulated data is very close to those derived from empirical data. We thus selected the three best IQSF based on these psychometrics parameters estimated from simulated datasets. For each selected short form of the WISC-IV, we estimated the screening quality in our sample of IGC. Thirdly, we created IQSF with 2- and 4-subtests from the WISC-V (Wechsler, 2016 with simulated dataset. We then highlighted the three best short forms of WISC-V based on the estimated psychometric parameters. The results are interpreted in terms of validity, reliability and screening quality of IGC. In spite of the important changes in the WISC-V, our findings show that the 2-subtest form, Similitaries + Matrix Reasoning, and 4-subtest form, Similitaries + Vocabulary + Matrix Reasoning + Block Design, are the most efficient to identify the IGC at the two recent versions of Wechsler scales. Finally, we discuss the advantages

  2. Social and Emotional Development of Gifted Students: The Role of Contagion in Suicidal Behavior among Students With Gifts and Talents

    Science.gov (United States)

    Cross, Tracy L.

    2016-01-01

    This column offers a perspective on suicidal behavior among gifted students that moves away from a wholly psychological perspective to more of a community-based perspective. This model does not undervalue the role of the field of psychology in explaining suicidal behavior, but speaks instead to the importance of the salient influences of culture,…

  3. Assessing the Emotional Intelligence of Gifted and Talented Adolescent Students in the Kingdom of Bahrain

    Science.gov (United States)

    Al-Hamdan, Najat Sulaiman; Al-Jasim, Fatima Ahmed; Abdulla, Ahmed M.

    2017-01-01

    This study assessed the differences in the emotional intelligence of gifted adolescent students and talented adolescent students in Bahrain. The sample consisted of 80 gifted adolescent students and 80 talented adolescent students in Grades 9 through 12. A multivariate analysis of variance (MANOVA) indicates that there were significant differences…

  4. Gift-Giving in the Podiatric Medical Student-Patient Relationship.

    Science.gov (United States)

    López, Daniel López; Pazo, Paula Torreiro; Iglesias, Marta E Losa; de Bengoa Vallejo, Ricardo Becerro

    2016-09-02

    We sought to explore the relationship between the podiatric medical student and the patient as it relates to the act of gift-giving as a sign of gratefulness for the services provided. This article presents the clinical case of a man who visited a podiatric medical student because of pain in his feet and subsequently presented the student with several gifts. Philanthropy, empathy, a positive attitude, treatment instructions, and the time devoted to the patient are some of the reasons why patients offer gifts to podiatric medical students. The relationship between the podiatric medical student and the patient and the act of gift-giving by patients are of ethical concern.

  5. Education of Gifted Students with Virtual Physics Laboratory: Buoyancy Force Topic

    Directory of Open Access Journals (Sweden)

    Necati HIRCA

    2013-06-01

    Full Text Available Project-based learning approach is recommended for science education of gifted students for their independent learning will and they can intensify their attention on any issue for along time. In this study, the steps of the experiment buoyancy of liquids has been explained with the help of Algodoo Programme a learning environment in which gifted students test their hypotheses and can learn the concepts of physics with their own experiences. This study is tought to be used as a guidance material in the education of gifted students in Science and Art Centers in Turkey. Teachers in Science and Art Center (or who educate gifted students are generally inexperienced in the education of gifted students. Another problem of these teachers is the lack of adequate materials that the teachers use in the education of gifted students.

  6. Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students

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    Suhail Mahmoud AL-ZOUBI

    2014-12-01

    Full Text Available The aim of the study was to explore the effect of enrichment programs on the academic achievement of gifted and talented students. The sample of the study consisted of (30 gifted and talented students studying at Al-Kourah Pioneer Center for gifted and talented students (APCGTS, Jordan. An achievement test was developed and applied on the sample of the study as a pretest and posttest. The results showed the effects of enrichment programs at APCGTS on improving the academic achievement of gifted and talented students.

  7. Equity and Excellence: Political Forces in the Education of Gifted Students In The United States and Abroad

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    Elissa F. Brown

    2017-04-01

    Full Text Available Divisive rhetoric and heated political discourse surround the identification and education of gifted students and lead to opposing philosophical issues of egalitarianism versus elitism. Researchers have long chronicled the ambivalence in the United States over the concepts of giftedness and intellectual talent (Benbow &Stanley, 1996; see also Gallagher & Weiss, 1979. Gallagher (2005 suggested that the two predominant social values reflected in American education are equity and excellence: “The dual and desirable educational goals of student equity and student excellence have often been in a serious struggle for scarce resources. Student equity ensures all students a fair short a good education. Student excellence promises every student the right to achieve as far and as high as he or she is capable. Because the problems of equity have greater immediacy than does the long-term enhancement of excellence, this struggle has often been won by equity.” (Gallagher, 2005, p. 32. The ebbs and flows of public perceptions of equity and excellence and political and historical events have significantly impacted the evolution of the field of gifted education in the United States and abroad. In order to understand these influences on the respective “outlier” student, it’s important to consider the context of the country, significant events, overall educational reform efforts and the implications on the education of gifted students. This article provides a backdrop of the United States’ ambivalence towards gifted education as well as provides an overview of a sample of countries as frames of reference. Implications for policy and practice are discussed.

  8. Underachievement in Gifted Students: A Case Study of Three College Physics Students in Taiwan

    Science.gov (United States)

    Tsai, Kuei-Fang; Fu, Guopeng

    2016-01-01

    This case study provides an explanatory account on the underachievement of three gifted students studying physics in a Taiwanese university. The students' physics underachievement was diagnosed by Sato's student-problem analysis chart. These students were invited to complete a questionnaire and a follow-up interview in order to (1) understand the…

  9. Measuring Creative Capacity in Gifted Students: Comparing Teacher Ratings and Student Products

    Science.gov (United States)

    Kettler, Todd; Bower, Janessa

    2017-01-01

    Creativity and giftedness are frequently associated, and schools may use measures of creativity for identifying gifted and talented students. The researchers examined three aspects of elementary student creativity: (a) the relationship between a teacher's rating of student creativity and rubric-scored student writing samples, (b) group differences…

  10. Gifted and Talented Students' Views about Biology Activities in a Science and Art Center

    Science.gov (United States)

    Özarslan, Murat; Çetin, Gülcan

    2018-01-01

    The aim of the study was to determine gifted and talented students' views about biology activities in a science and art center. The study was conducted with 26 gifted and talented students who studied at a science and art center in southwestern Turkey. Students studied animal and plant genus and species in biology activities. Data were collected…

  11. Evaluation of Gifted and Talented Students' Reflective Thinking in Visual Arts Course

    Science.gov (United States)

    Genç, Mehmet Ali

    2016-01-01

    The use of higher order thinking skills is necessary for the education of gifted and talented students in order to ensure that these students, who have development potential compared to their peers, use their capacities at maximum level. This study aims to present gifted and talented students' reflective thinking skills, one of the higher order…

  12. Interactions of Chemistry Teachers with Gifted Students in a Regular High-School Chemistry Classroom

    Science.gov (United States)

    Benny, Naama; Blonder, Ron

    2018-01-01

    Regular high-school chemistry teachers view gifted students as one of several types of students in a regular (mixed-ability) classroom. Gifted students have a range of unique abilities that characterize their learning process: mostly they differ in three key learning aspects: their faster learning pace, increased depth of understanding, and…

  13. Teaching successful intelligence to gifted and talented students

    Directory of Open Access Journals (Sweden)

    Robert Sternberg

    2010-04-01

    Full Text Available The aim of this study is to analyze the theory of successful intelligence as a strategy to meet the educational needs of gifted and talented students. First, we present the theory of successful intelligence as an alternative that allows for an in-depth study of the cognitive complexity of high ability from a broader perspective of intelligence. Second, we analyze the roles of students and teachers in the learning-teaching process. Third, we indicate some learning strategies aimed at promoting the management of resources in the classroom related to the analytical, synthetic or creative and practical intelligence. Finally, some conclusions are drawn.

  14. Culturally Diverse and Underserved Populations of Gifted Students in the United States and in Taiwan: Equitable Access to Gifted Education

    Science.gov (United States)

    Ho, Ya-Ting

    2014-01-01

    There is a continuing increase in the African American and Hispanic student populations in public schools. The students who are invited to gifted programs are overwhelmingly White. This is the situation in schools in the United States and also in Taiwan. Misunderstanding or unawareness of culture difference among educators might contribute to…

  15. Critical Thinking Skills among Elementary School Students: Comparing Identified Gifted and General Education Student Performance

    Science.gov (United States)

    Kettler, Todd

    2014-01-01

    Education reform efforts, including the current adoption of Common Core State Standards, have increased attention to teaching critical thinking skills to all students. This study investigated the critical thinking skills of fourth-grade students from a school district in Texas, including 45 identified gifted students and 163 general education…

  16. The Geometric Construction Abilities Of Gifted Students In Solving Real - World Problems: A Case From Turkey

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    Avni YILDIZ

    2016-10-01

    Full Text Available Geometric constructions have already been of interest to mathematicians. However, studies on geometric construction are not adequate in the relevant literature. Moreover, these studies generally focus on how secondary school gifted students solve non-routine mathematical problems. The present study aims to examine the geometric construction abilities of ninth-grade (15 years old gifted students in solving real-world geometry problems; thus a case study was conducted. Six gifted students participated in the study. The data consisted of voice records, solutions, and models made by the students on the GeoGebra screen. Results indicate that gifted students use their previous knowledge effectively during the process of geometric construction. They modeled the situations available in the problems through using mathematical concepts and the software in coordination. Therefore, it is evident that gifted students think more creatively while solving problems using GeoGebra.

  17. Identification model of gifted students in secondary education

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    Carmen Ferrándiz

    2010-04-01

    Full Text Available The aim of this article is to describe the identification and assessment procedure to identify high ability secondary school students in the Spanish region of Murcia. In the screening process questionaires addressed to parents, teachers, and pupils nad based on the Multiple Intelligences Theory were used. In the identification process two other instruments were used: a the Differential Aptitude Test (DAT aimed to assess the following areas: reasoning, verbal abilities, numerical and abstract reasoning, spatial aptitude, mechanical reasoning, attention and perceptive aptitudes, and b the TTCT (Torrance Test of Creative Thinking in order to assess the main abilities of creativity (fluency, flexibility, originality and elaboration. These two assessment tools will allow us to distinguish gifted from talented (Castelló and Batlle, 1998. In a third stage, the socio-emotional characteristics of the identified students are analysed using: c the BFQ-NA whose aim is to assess the personality dimensions (openness, conscientiousness, extraversion; agreeableness and neuroticism, and d emotional intelligence questionnaires (EQ-i:YV and EQ-i:YV-O Barón and Parker, 2000. 565 took part in this research. The students were aged 11-18 (M= 14.6 and SD= 1.08 and attended high schools of Compulsory Secondary Education (ESO of the Murcia Region. The results showed different profiles of gifted and talented stduents. The cognitive-emotional complexity of these exceptional students is discussed.

  18. Factors Related to Resilience of Academically Gifted Students in the Chinese Cultural and Educational Environment

    Science.gov (United States)

    Chen, Xinjie; Cheung, Hoi Yan; Fan, Xitao; Wu, Joseph

    2018-01-01

    This study examined variables in three domains (personal, parent support, and peer support) for their relationships with the resilience of academically gifted students in the Chinese cultural and educational environment. The participants were 484 academically gifted students in two highly competitive secondary schools (so-called "key"…

  19. Counseling Gifted and Talented Students in Jordanian Inclusive Schools: Conclusion and Implication

    Science.gov (United States)

    El-Zraigat, Ibrahim A.

    2012-01-01

    The primary purpose of this study was to review counseling services for students who are gifted and talented at Jordanian inclusive schools in relation to theoretical counseling literature. The present study is considered a theoretical study. Gifted and talented students exhibit a wide range of characteristics, among of which are intellectual…

  20. Science Teaching Attitudes and Scientific Attitudes of Pre-Service Teachers of Gifted Students

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    Erdogan, Sezen Camci

    2017-01-01

    The purpose of this study is to determine science teaching attitudes and scientific attitudes of pre-service teachers of gifted students due to gender and grade level and also correlation among these variables. It is a survey study that the group is 82 students attending Gifted Education undergraduate level. Data is gathered by Scientific Attitude…

  1. Complexity in Promoting a Teaching to Develop Creativity of Gifted Students: Contributions from Morin and Jung

    Science.gov (United States)

    Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Guérios, Ettiène; de Camargo, Denise; de Freitas, Samarah Perszel; Dias, Carmen Lúcia

    2017-01-01

    This research aims to contribute to the reflection of the teaching staff about the complexity in attending gifted students. For Jung and Morin complex things are characterized by uncertainty and not as clarity and response. Although not specifically mention gifted students in their works, Jung and Morin highlight the complexity in various…

  2. Identifying Creatively Gifted Students: Necessity of a Multi-Method Approach

    Science.gov (United States)

    Ambrose, Laura; Machek, Greg R.

    2015-01-01

    The process of identifying students as creatively gifted provides numerous challenges for educators. Although many schools assess for creativity in identifying students for gifted and talented services, the relationship between creativity and giftedness is often not fully understood. This article reviews commonly used methods of creativity…

  3. Creativity and Complex Thoughts of Gifted Students from Contributions of Edgar Morin and Rudolf Steiner

    Science.gov (United States)

    Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Guérios, Ettiène; de Freitas, Samarah Perszel

    2016-01-01

    This study aims to highlight the importance of creativity in education of gifted children. Gifted students are generally individuals that talk with uncertainty because they are always looking for solutions and discoveries for their varied researches in their area of interest. These students need educational practices that develop creativity and…

  4. The Role of E-Mentoring in Mathematically Gifted Students' Academic Life: A Case Study

    Science.gov (United States)

    Mammadov, Sakhavat; Topçu, Abdullah

    2014-01-01

    This qualitative inquiry presents the case study of five gifted eighth-grade students who engaged in an e-mentoring project in mathematics. The study reported in this article investigated the role of e-mentoring in gifted students' academic life. Three themes predominated in the collected data were (a) motivation, (b) effective communication and…

  5. Motivation Levels of Gifted Students and Their Metaphorical Perceptions of School

    Science.gov (United States)

    Erisen, Yavuz; Sahin, Mehmet; Birben, Fazilet Y.; Yalin, Hatun S.

    2016-01-01

    The aim of this study is to analyze the school motivation levels of gifted students and their metaphorical perception of school. For this purpose, quantitative and qualitative approach was used as the mixed method. The sample for both methods consisted of 96 gifted students at secondary school level. For quantitative data, School Motivation Scale…

  6. Civic Education as a Means of Talent Dissemination for Gifted Students

    Science.gov (United States)

    Lee, Seon-Young

    2015-01-01

    This study examined the need for civic education as a mode of talent dissemination among gifted students. Based on a comprehensive review of literature, civic education was found to be instrumental for gifted students in developing academic, psychological, and social abilities; enhancing civic awareness, responsibility, and commitment; and taking…

  7. Determination of Bioethical Perceptions of Gifted Students

    Science.gov (United States)

    Ceylan, Özge; Topsakal, Ünsal Umdu

    2018-01-01

    This research was carried out to reveal the bioethical values that special, talented students have about the socioscientific issues that they may encounter in everyday life. Scanning model was used in the research from quantitative research methods. The study's working group is composed of special talented fifth, sixth, seventh, eighth, ninth, and…

  8. Personality Preferences in Students Identified as Gifted

    Science.gov (United States)

    Bjercke, Carol

    2006-01-01

    School achievement and even intelligence have been linked to personality styles. Extroversion (the desire to be surrounded by people) and introversion (the desire to be alone in a quiet area) are two of these styles. More students and teachers tend to be extroverted, so this style is more prominent in schools. Extroverts and introverts have almost…

  9. Inclusive Education for Students with Intellectual Disability

    Directory of Open Access Journals (Sweden)

    Janaki Balakrishnan

    2012-08-01

    Full Text Available This paper traces briefly the evolution of Inclusive Education for students with special education needs (SEN and discusses some significant challenges in its implementation. While the aim of Inclusive Education is to include all children with SEN in mainstream schools, there are many challenges that have to be overcome for their education to be meaningful. This paper focuses primarily on the inclusion of students with intellectual disability, since they are likely to be the largest number with special education needs in ‘inclusive’ schools. It offers the outline of a curriculum that may be derived from the mainstream one in use, and suggests a model that emphasises the replacement of age / grade placement, as is the present practice, with experience and maturity underpinning learning in persons with intellectual disability. The proposed model needs, of course, to be field-tested.doi 10.5463/DCID.v23i2.111

  10. A Comparison of Multiple Facets of Self-Concept in Gifted vs. Non-Identified Israeli Students

    Science.gov (United States)

    Zeidner, Moshe; Shani-Zinovich, Inbal

    2015-01-01

    This study compares facets of self-concept in gifted and non-identified Israeli adolescent students. The self-concept mean score profile of gifted vs. non-selected Israeli students was significantly different, with gifted students reporting higher mean levels of academic self-concept, but lower mean levels of social, personal, and physical…

  11. Conjecturing via analogical reasoning constructs ordinary students into like gifted student

    Science.gov (United States)

    Supratman; Ratnaningsih, N.; Ryane, S.

    2017-12-01

    The purpose of this study is to reveal the development of knowledge of ordinary students to be like gifted students in the classroom based on Piaget's theory. In exposing it, students are given an open problem of classical analogy. Researchers explore students who conjecture via analogical reasoning in problem solving. Of the 32 students, through the method of think out loud and the interview was completed: 25 students conjecture via analogical reasoning. Of the 25 students, all of them have almost the same character in problem solving/knowledge construction. For that, a student is taken to analyze the thinking process while solving the problem/construction of knowledge based on Piaget's theory. Based on Piaget's theory in the development of the same knowledge, gifted students and ordinary students have similar structures in final equilibrium. They begin processing: assimilation and accommodation of problem, strategies, and relationships.

  12. Gender-fair assessment of young gifted students' scientific thinking skills

    Science.gov (United States)

    Dori, Y. J.; Zohar, A.; Fischer-Shachor, D.; Kohan-Mass, J.; Carmi, M.

    2018-04-01

    This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students' scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students' responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between the three research groups in question posing and graphing skills. We suggest increasing gender-fairness by revising the standard national testing system to include case-based narratives followed by open-ended questions that assess gifted students' scientific thinking skills. This may diminish the gender inequity expressed by the different number of girls and boys accepted to the gifted programmes. We show that open-ended tools for analysing students' scientific thinking might better serve both research and practice by identifying gifted girls and boys equally well.

  13. Administrative Guidelines: Education of Gifted Students [and] Plan for Education of the Gifted in South Dakota.

    Science.gov (United States)

    South Dakota State Dept. of Education and Cultural Affairs, Pierre.

    This document is intended to assist South Dakota schools in the development and implementation of Gifted Education Plans, and includes state laws and rules pertaining to gifted education, guidelines for reporting, and explanations of the necessary components of a district's written plan. A brief statement of philosophy addresses characteristics of…

  14. A Comparative Investigation of Environmental Behaviors of Gifted Students and Their Peers

    Directory of Open Access Journals (Sweden)

    Gökhan Sontay

    2014-12-01

    Full Text Available The main purpose of this study was to compare gifted and non-gifted students’ behaviors towards environment. The sample of the study consisted of 364 sixth, seventh and eighth graders attending six different middle schools in the city of Amasya and 34 gifted sixth, seventh and eighth graders attending the Amasya Science and Art Center in Turkey. Data was collected through a 12-item “Environmental Behavior Scale (EBS” developed by the researchers. Independent samples t-test was used to compare scores. The findings showed that gifted students were superior to their peers in terms of showing positive environmental behaviors.

  15. An Exploration of the Psychosocial Characteristics of High Achieving Students and Identified Gifted Students: Implications for Practice

    Science.gov (United States)

    Ritchotte, Jennifer A.; Suhr, Diana; Alfurayh, Naif F.; Graefe, Amy K.

    2016-01-01

    High achieving students or "bright children" are often denied access to gifted services because they do not meet "gifted" criteria. Although psychosocial factors play an integral role in academic success, and can be useful in providing a clearer picture of student need, they are seldom considered in the decision to identify a…

  16. Nasreddin Hodja Tales May Inspire Turkish Foreign Language Gifted and Talented Students to Speak Better English

    Science.gov (United States)

    Yurtbasi, Metin

    2016-01-01

    This study deals with a special methodology to meet the special needs of Turkish gifted and talented students (GTS) in terms of improving their English oral proficiency. Most GTS are known to have been born also "gifted in languages". Their language awareness shows by their "communicative skills, creative flair and arguing and…

  17. The Nature of the Gift: Accountability and the Professor-Student Relationship

    Science.gov (United States)

    Martinez-Aleman, Ana M.

    2007-01-01

    In this paper I introduce the theory of gift giving as a possible means to reconcile the contradictions inherent in accountability measures of "faculty productivity" in the American university. In this paper I sketch the theory of gift economies to show how, given the historical ideals that characterize the faculty-student relationship, a theory…

  18. An Experimental Study Related to Planning Abilities of Gifted and Average Students

    Directory of Open Access Journals (Sweden)

    Marilena Z. Leana-Taşcılar

    2016-02-01

    Full Text Available Gifted students differ from their average peers in psychological, social, emotional and cognitive development. One of these differences in the cognitive domain is related to executive functions. One of the most important executive functions is planning and organization ability. The aim of this study was to compare planning abilities of gifted students with those of their average peers and to test the effectiveness of a training program on planning abilities of gifted students and average students. First, students’ intelligence and planning abilities were measured and then assigned to either experimental or control group. The groups were matched by intelligence and planning ability (experimental: (13 gifted and 8 average; control: 14 gifted and 8 average. In total 182 students (79 gifted and 103 average participated in the study. Then, a training program was implemented in the experimental group to find out if it improved students’ planning ability. Results showed that boys had better planning abilities than girls did, and gifted students had better planning abilities than their average peers did. Significant results were obtained in favor of the experimental group in the posttest scores

  19. An Investigation of the Effectiveness and Efficiency of Classroom Teachers in the Identification of Gifted Students

    Directory of Open Access Journals (Sweden)

    Feyzullah Şahin

    2015-12-01

    Full Text Available Nomination process is the first stage of the identification process. The effectiveness and efficiency in nomination process of teachers trained and not trained on gifted students were examined in this study. Static group comparison or nonequivalent control group design was used. Teacher rating scale, information form and Raven's Standard Progressive Matrices Plus (RSPM+ were used as the data collection tools. Teachers’ effectiveness and efficiency ratios in the identification process were calculated in the data analysis. In identification, efficiency is ratio of number of gifted students identified by teachers to number of students nominated. Effectiveness in identification is the ratio of the number of gifted students identified by teacher to number of students are really gifted. The result showed that the effectiveness and efficacy of teachers attaining training are higher than those not trained.

  20. Teaching Reading for Students with Intellectual Disabilities: A Systematic Review

    Science.gov (United States)

    Alnahdi, Ghaleb Hamad

    2015-01-01

    A systematic review of the literature related to instructional strategies to improve reading skills for students with intellectual disabilities was conducted. Studies reviewed were within three categories; early reading approaches, comprehensive approaches, and one method approach. It was concluded that students with intellectual disabilities are…

  1. Students' Attitudes towards Individuals with an Intellectual Disability

    Science.gov (United States)

    Patel, Meera; Rose, John

    2014-01-01

    The aim of the study was to investigate attitudes held by a British student population towards individuals with an intellectual disability. Students participated in focus groups addressing their attitudes, behaviours and perceptions of individuals with an intellectual disability. Thematic analysis was the method used to identify emergent themes.…

  2. Teaching Students with Intellectual Disabilities: Constructivism or Behaviorism?

    Science.gov (United States)

    Algahtani, Faris

    2017-01-01

    Many teaching strategies have been postulated over the past years by various scholars in an effort to enhance the education system among students with intellectual disabilities. There is much debate on the application of constructivist and behaviorist perspectives for teaching students with intellectual disabilities as addressed in this paper.…

  3. Reading skills among students with intellectual disabilities.

    Science.gov (United States)

    Ratz, Christoph; Lenhard, Wolfgang

    2013-05-01

    Students with intellectual disabilities (ID) display an extremely wide variety of skills in the field of literacy, and the ability to read and write are central learning aims in the education of students with ID. It is vital to gain detailed knowledge on the literacy skills of students with ID in order to plan instruction, create learning environments, implement educational policies or funding models and specify future fields of research. However, there has been little research into the prevalence and variation of their reading skills. The present study assessed the reading stages of 1629 school-aged students with ID regardless of aetiology (age 6-21) in Bavaria, one of the largest regions in Germany within a randomly chosen and representative sample. Teachers described the reading and writing stages of their students in a questionnaire following the developmental model of Frith. Results indicate that 29.3% do not read at all, 6.8% read at a logographic stage, 31.9% at an alphabetic and 32% at an orthographic level. Writing achievements are lower on average. We analyze and discuss the determinants of literacy in this sample with regard to the sociocultural background of students with ID and draw conclusions for teaching and school policies. Copyright © 2013 Elsevier Ltd. All rights reserved.

  4. Radical Acceleration in Educational Process of Highly Gifted Students and the Situation of Turkey

    Directory of Open Access Journals (Sweden)

    Hasan Said TORTOP

    2012-01-01

    Full Text Available A number of programs are implemented in order to meet cognitive, social and emotional needs of gifted students. One of them is the radical acceleration that ensures gifted students gaining access to university three or more years before than their peers. First performed in 1971, radical acceleration is currently implemented in many universities in United State and Asian and European countries. There are many researches on radical acceleration showing that it has no negative impacts on gifted students, rather it provides important outcomes. This study investigated radical acceleration and its outcomes on gifted students, as well as suggestions regarding to its application. Finally, situation of many countries in terms of radical acceleration, and legal regulations in Turkey's were presented.

  5. Cognitive Evaluation Theory: The Effects of External Rewards on Intrinsic Motivation of Gifted Students.

    Science.gov (United States)

    Rogers, Brenda T.

    1985-01-01

    E. Deci's cognitive evaluation theory, which suggests that external rewards undermine intrinsic interest in an activity, is applied to the decline of instrinsic motivation in gifted students. Implications for feedback, rewards, and teacher role are noted. (CL)

  6. Comparability of Self-Concept among Learning Disabled, Normal, and Gifted Students.

    Science.gov (United States)

    Winne, Phillip H.; And Others

    1982-01-01

    Using 60 fourth- to seventh-grade learning disabled (LD), normal, and gifted students, the comparability of representations of self-concept across groups was analyzed for the Sears and Coopersmith inventories. (Author/SW)

  7. Perfectionism in gifted students: moderating effects of goal orientation and contingent self-worth.

    Science.gov (United States)

    Wang, Kenneth T; Fu, Chu-Chun; Rice, Kenneth G

    2012-06-01

    We examined the moderating effects of mastery goals and academic contingency of self-worth (CSW-A) on how perfectionistic discrepancy associates with academic efficacy and satisfaction with life among gifted students in middle and high school. Participants in this study were 144 gifted students from 6th to 12th grade in a suburban Midwest U.S. school district. A significant three-way interaction effect was found among discrepancy, mastery goals, and CSW-A on academic self-efficacy. The findings suggest that having high mastery goals served as a protective factor against the negative impact of discrepancy on academic efficacy for gifted students, but only for those with low CSW-A. For gifted students with elevated CSW-A, discrepancy was not negatively associated with academic self-efficacy, regardless of their level of mastery goals. The implications for these findings are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

  8. Educators’ Implicit Theories of Intelligence and Beliefs about the Identification of Gifted Students

    Directory of Open Access Journals (Sweden)

    María Caridad García-Cepero

    2009-06-01

    Full Text Available This research study analyzed the structure of educators’ implicit theoriesof intelligence (ITI and explored the relationship between ITI and beliefsabout the identification of gifted students. This study included a sampleof 372 educators. School Teachers and professors from colleges of educationfavor practical, analytical, and creative attributes in their prototypesof an intelligence person. However, participants were fairly neutral aboutwhether interpersonal and intrapersonal attributes characterized intelligentpeople. Educators that rated creativity as an important attribute ofintelligence tend to favor multiple methods to identify gifted students. Incontrast, educators who supported the use of IQ test as the primary basisof gifted identification tended to agree that analytical abilities were part ofthe structure of intelligence.

  9. Ability grouping of gifted students: effects on academic self-concept and boredom.

    Science.gov (United States)

    Preckel, Franzis; Götz, Thomas; Frenzel, Anne

    2010-09-01

    Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self-concept (contrast or big-fish-little-pond effect). The effects of full-time ability grouping in special classrooms for the gifted on students' academic self-concept and their experience of boredom in mathematics classes were investigated. The sample comprised 186 ninth-grade students (106 male) from eight classes at one Austrian high school. Four of these classes were part of a gifted track beginning from school year 9 on (N=93). Students were assessed repeatedly within the first half of the school year, three times via self-report questionnaires and once by applying a standardized IQ-test. Students in gifted classes reported a decrease in maths academic self-concept which was most pronounced early in the academic year. Interventions to counterbalance the negative effect of exposure to a high-ability reference group should therefore be implemented when ability grouping begins. No evidence for the boredom hypothesis was found (higher levels of boredom among gifted students in regular classes). However, students clearly differed in the reasons they stated for experiencing boredom. Boredom attributions changed over time and supported the assumption that gifted classes provide more appropriate levels of challenge.

  10. Foreign language reading and spelling in gifted students with dyslexia in secondary education

    OpenAIRE

    van Viersen, Sietske; de Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; de Jong, Peter F.

    2017-01-01

    A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this di...

  11. Social-emotional characteristics of gifted accelerated and non-accelerated students in the Netherlands.

    Science.gov (United States)

    Hoogeveen, Lianne; van Hell, Janet G; Verhoeven, Ludo

    2012-12-01

    In the studies of acceleration conducted so far a multidimensional perspective has largely been neglected. No attempt has been made to relate social-emotional characteristics of accelerated versus non-accelerated students in perspective of environmental factors. In this study, social-emotional characteristics of accelerated gifted students in the Netherlands were examined in relation to personal and environmental factors. Self-concept and social contacts of accelerated (n = 148) and non-accelerated (n = 55) gifted students, aged 4 to 27 (M = 11.22, SD = 4.27) were measured. Self-concept and social contacts of accelerated and non-accelerated gifted students were measured using a questionnaire and a diary, and parents of these students evaluated their behavioural characteristics. Gender and birth order were studied as personal factors and grade, classroom, teachers' gender, teaching experience, and the quality of parent-school contact as environmental factors. The results showed minimal differences in the social-emotional characteristics of accelerated and non-accelerated gifted students. The few differences we found favoured the accelerated students. We also found that multiple grade skipping does not have negative effects on social-emotional characteristics, and that long-term effects of acceleration tend to be positive. As regards the possible modulation of personal and environmental factors, we merely found an impact of such factors in the non-accelerated group. The results of this study strongly suggest that social-emotional characteristics of accelerated gifted students and non-accelerated gifted students are largely similar. These results thus do not support worries expressed by teachers about the acceleration of gifted students. Our findings parallel the outcomes of earlier studies in the United States and Germany in that we observed that acceleration does not harm gifted students, not even in the case of multiple grade skipping. On the contrary, there is a

  12. Using the Blooms-Banks Matrix to Develop Multicultural Differentiated Lessons for Gifted Students

    Science.gov (United States)

    Trotman Scott, Michelle

    2014-01-01

    Many classrooms are comprised of students with differing abilities ranging from students with disabilities to students with gifts and talents. While these students are sharing the same space, their differing cognitive levels must be met. Therefore, curricula must be used to meet the needs of the cognitive level that is represented within the…

  13. Investigating Middle School Math and Primary Teachers' Judgments of the Characteristics of Mathematically Gifted Students

    Directory of Open Access Journals (Sweden)

    Şule Güçyeter

    2015-06-01

    Full Text Available The purpose of this study was to investigate teachers’ judgments of mathematically gifted students’ characteristics with respect to various variables. Data were collected from primary school teachers and middle school math teachers (N=161 by using a survey instrument. According to research findings most of the teachers tended to think that mathematical giftedness is being observed more frequently within boys than girls. There was a statistically significant relationship between teachers’ responses about whether mathematical giftedness could be developed or not who have mathematically gifted students and those who have not. But there was no statistically significant relationship among teachers’ branch, teaching experience and their answers about the development of mathematical giftedness. Results showed that there was a statistically significant relationship between teachers’ selfperception of being mathematically gifted and their experience with mathematically gifted students. Total scores of more popular and most popular characteristics that were determined by teachers had a positive correlation with teachers’ experience. Key Words:

  14. Czech teachers’ attitudes toward typical characteristics of intellectually gifted learners with dyslexia and the issue of identifying and educating them

    Directory of Open Access Journals (Sweden)

    Šárka Portešová

    2010-06-01

    Full Text Available The presented study deals with the issue of basic school teachers’ attitudestowards selected behavioral and cognitive characteristics of intellectually gifted lear-ners with dyslexia and the issue of identifying and educating these learners. Researchis being conducted at the time as a Greek-Czech intercultural study. However, in thepresented contribution only Czech research data are analyzed and interpreted. In theresearch, we used Attitudes Toward Giftedness/Learning disability – Dyslexia Scale byGreek authors Gari, Panagiota, Nikolopoulou (2006. This method was administeredto 158 teachers from all over the Czech Republic. Based on statistical analysis, thepresented empirical examination reached some important conclusions. It became clearthat Czech teachers are good at identifying characteristics related to manifestations ofa “gifted learner” and a “learner with a learning disability”. Moreover, they are able toidentify also the so-called duality in learning abilities, i.e. the simultaneousness of abi-lity and handicap in the learning process manifested in a particular cognitive domain.However, they identify this duality especially within Czech language. The most proble-matic appears to be the accepting of the existence of this typical characteristic of thegiven population of learners in other academic subjects, for example in mathematics.It is here in particular where teachers tend to expect nothing but exceptional perfor-mance, without a possibility of partial failure (they derive it from giftedness. It seemsthat due to the refusal of the existence of duality in learning ability intervening in allacademic subjects, it can lead to a wrong identification of this minority group of thegifted. Nevertheless, this fact must be confirmed in further empiric research.

  15. The Role of Motivation and Self-Esteem in the Academic Achievement of Turkish Gifted Students*

    Science.gov (United States)

    Topçu, Sevgi; Leana-Tascilar, Marilena Z.

    2018-01-01

    The aim of this study was to explore the relationship between self-esteem and motivational components and to determine which were the best predictors of academic achievement among Turkish gifted students. Participants in this study were 184 students (76 girls and 108 boys). Sixty-one students were from the fourth grade, 43 from the fifth grade, 34…

  16. The Use of a Performance Assessment for Identifying Gifted Lebanese Students: Is DISCOVER Effective?

    Science.gov (United States)

    Sarouphim, Ketty M.

    2009-01-01

    The purpose of this study was to investigate the effectiveness of DISCOVER, a performance- based assessment in identifying gifted Lebanese students. The sample consisted of 248 students (121 boys, 127 girls) from Grades 3-5 at two private schools in Beirut, Lebanon. Students were administered DISCOVER and the Raven Standard Progressive Matrices…

  17. Noncognitive characteristics of gifted students with learning disabilities: An in-depth systematic review.

    NARCIS (Netherlands)

    Beckmann, Else; Minnaert, Alexander

    2018-01-01

    Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification

  18. Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students

    Science.gov (United States)

    Hamilton, Rashea; McCoach, D. Betsy; Tutwiler, M. Shane; Siegle, Del; Gubbins, E. Jean; Callahan, Carolyn M.; Brodersen, Annalissa V.; Mun, Rachel U.

    2018-01-01

    Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression…

  19. Non-cognitive characteristics of gifted students with learning disabilities : An in-depth systematic review

    NARCIS (Netherlands)

    Beckmann, Else; Minnaert, Alexander

    2018-01-01

    Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification

  20. Social-Emotional Needs: A School-Based Approach to Preventing Suicide among Students with Gifts and Talents

    Science.gov (United States)

    Cross, Tracy L.

    2012-01-01

    This article provides a succinct primer on some of the basic constructs that adults need to know to help keep students with gifts and talents from completing suicide. It focuses on the school as the primary context to look out for potentially suicidal gifted students. This makes sense, as students spend a considerable amount of time in school,…

  1. Typology of Self-Concept of Adolescents in France: A Comparison of Gifted and Nongifted French High School Students

    Science.gov (United States)

    Villatte, Aude; Courtinat-Camps, Amélie; de Léonardis, Myriam

    2014-01-01

    This study sought comprehension of several specifics concerning the self-concept of gifted high school students in France. Eighty-four gifted high school students (IQ = 130) between the ages of 13 and 18 were matched with 84 nongifted high school students possessing the same gender, family background, and academic characteristics. Each of these…

  2. The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

    Science.gov (United States)

    Park, Soonhye; Steve Oliver, J.

    2009-08-01

    This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

  3. Is Article 13 of “ Educational Directive for Gifted and Talented Students in Universities” a valid rule?

    Directory of Open Access Journals (Sweden)

    Oveisgharan Sh

    2003-07-01

    Full Text Available Background: Iranian talented university students who take semester averages below 17 for at most two times can't use facilities provided for Gifted and Talented students in Universities through Ministry of Health (MOH directive regarding gifted and talented student. Purpose: To examine the validity of article 13 of this directive. Methods: Renzulli's three ring concept of giftedness was chosen as giftedness definition. Obtaining Grade Point Averages equal or more than 15 was regarded as "above average ability". A questionnaire, based on “Scales for Rating the Behavioural Characteristics of Superior Students” was designed for "creativity" and "task commitment" evaluation. Score 3.00 or more in "creativity" and "task commitment" evaluation was regarded to be sufficient to keep the student in the program. Students who were admitted in Isfahan University of Medical Sciences during 1997-1999 and recognized as gifted initially by MOH were included in our study. Results: 147 students were included in this study, of which 50% were female. From the study group, 20 student reports, done by 39 students were evaluated. Of these 39 students, 31 would have been left out based on article. Out of 31 students, 18 met all three criteria of Renzulli's definition. Conclusion: There may be gifted student who are denied the opportunity of using the facilities provided for gifted student based on enforcement of article 13 of IGCT directive. Further study to devise better measure for identification of gifted student seems to be warranted. Keywords: GIFTED, IDENTIFICATION, ISFAHAN UNIVERSITY OF MEDICAL SCIENCES

  4. Meeting the gifted

    DEFF Research Database (Denmark)

    Mogensen, Arne; Westphael, Henning

    2013-01-01

    In the article we give a presentation of different understandings of the notion of being a gifted mathematics student.......In the article we give a presentation of different understandings of the notion of being a gifted mathematics student....

  5. Equity and Excellence: Proactive Efforts in the Identification of Underrepresented Students for Gifted and Talented Services

    Science.gov (United States)

    Peters, Scott J.; Engerrand, Kenneth G.

    2016-01-01

    The identification of gifted and talented students and the accompanying fact that most identification systems result in the underrepresentation of students from African American, Hispanic, Native American, English language learning, and low-income families are two of the most discussed and hotly debated topics in the field. This article provides…

  6. How Programming Can Make a Difference for Gifted Students--A Multi-Methods Model.

    Science.gov (United States)

    Hall, Eleanor G.

    A multimethod model of educating gifted and talented students was based on graduate students' study of 14 eminent self actualized individuals. Common environmental elements of these individuals were found in parent background, birth order, relationship with family, education, task commitment, personality traits, and interests. The model was…

  7. Are Teachers Biased When Nominating Students for Gifted Services? Evidence from Kazakhstan

    Science.gov (United States)

    Hernández-Torrano, Daniel; Tursunbayeva, Xeniya

    2016-01-01

    The purpose of this experimental, vignette study was to analyze whether certain demographic characteristics of students (i.e. gender, ethnicity, and socioeconomic status) influence secondary education teachers in referring students for gifted services in Kazakhstan. A sample of 132 teachers were randomly assigned to one of eight profiles…

  8. Mathematically Gifted High School Students' Approaches to Developing Visual Proofs (VP) and Preliminary Ideas about VP

    Science.gov (United States)

    Ugurel, Isikhan; Morali, H. Sevgi; Karahan, Ozge; Boz, Burcak

    2016-01-01

    The purpose of this study is to describe the procedure and examples of visual proofs (VP-or proof without words) developed by gifted mathematics secondary school students after their experiences. The participants of this study are three male 9th grade students enrolled in a private science high school. In the first stage of the research a briefing…

  9. The Measure of Classroom Stress and Burnout among Gifted and Talented Students.

    Science.gov (United States)

    Fimian, Michael J.; And Others

    1989-01-01

    Subjected gifted student data (N=311) to factor analyses for Student Stress Inventory and Maslach Burnout Inventory to assess factorial validity; five stress and three burnout factors were evident. Found significant relationships between stress, burnout, tedium, and, to a degree, quality of school life variables. (Author/NB)

  10. Mathematics for Gifted Students in an Arts- and Technology-Rich Setting

    Science.gov (United States)

    Gadanidis, George; Hughes, Janette; Cordy, Michelle

    2011-01-01

    In this paper we report on a study of a short-term mathematics program for grade 7-8 gifted students that integrated open-ended mathematics tasks with the arts (poetry and drama) and with technology. The program was offered partially online and partially in a classroom setting. The study sought to investigate (a) students' perceptions of their…

  11. The Effect of Music on Acquiring Vocabulary with Technically Gifted Students.

    Science.gov (United States)

    Quast, Ulrike

    1999-01-01

    This study evaluated the role of music in acquiring foreign language vocabulary using suggestopedia techniques with 40 technically gifted students. The study found that the effectiveness of different types of music depended on student characteristics including gender, musical ability, foreign language learning ability, and feeling states. (DB)

  12. Seeing the Paradigm: Education Professionals' Advocacy for the Gifted Student with Autism Spectrum Disorder

    Science.gov (United States)

    Costis, Patricia Anne

    2016-01-01

    Meeting the needs of the gifted student with autism spectrum disorder (ASD) requires addressing both conditions. Education professionals are in a unique position to begin this process by referring the student to school specialists for evaluation. However, diagnostic confusion surrounding autism, misconceptions about special education, varying…

  13. Gifted Students' Intrinsic and Extrinsic Motivations and Parental Influence on Their Motivation: From the Self-Determination Theory Perspective

    Science.gov (United States)

    Al-Dhamit, Yahya; Kreishan, Lana

    2016-01-01

    The aim of this research is to describe and investigate a sample of school gifted students' intrinsic and extrinsic motivations, and the role of their parents in fostering motivational achievements in Jordan. In the study, 122 gifted students were selected to complete a questionnaire (adapted from Pelletier, Fortier and Vallerand et?al.)…

  14. How Good Is Good Enough? A Community-Based Assessment of Teacher Competencies for Gifted Students

    Directory of Open Access Journals (Sweden)

    Maria P. Gómez-Arizaga

    2016-11-01

    Full Text Available One of the major challenges of addressing diversity in the classroom is to meet the needs of gifted students, which are often invisible in countries such as Chile, in which providing services for highly able students is still considered elitist. The purpose of this study was to analyze the perceptions of community members about the critical competencies of instructors who work with gifted students. Six focus groups were conducted with students, instructors, and staff members of an enrichment program for the gifted. Qualitative analyses were conducted throughout open, axial, and selective coding. Traits and competencies were grouped into three themes: knowledge, teaching, and socio-emotional characteristics. Differences were found between the perceptions of students and staff members: Whereas students’ emphasis was on socio-affective characteristics, the staff highlighted the importance of content and pedagogical knowledge. The novelty and contribution of the study are related on how to recognize and acknowledge the voices of active members of a community for educational improvement. These community perceptions contributed to depict a profile of an effective teacher for gifted students, and were used to improve instructors’ current performance and to design a more rigorous selection process for future teachers. The implications of the study also shed light about how to improve teacher preparation programs to meet the needs of this group of students.

  15. Mainstream Students' Attitudes to Possible Inclusion in Unified Sports with Students Who Have an Intellectual Disability

    Science.gov (United States)

    Townsend, Michael; Hassall, John

    2007-01-01

    Background: Schools in New Zealand do not normally include students with intellectual disability in their sports programmes. This study examined regular students' attitudes towards the possible inclusion of students with an intellectual disability in an integrated sports programme within their school. Materials and Methods: A total of 170 school…

  16. The gifted underachiever in school: A student who has a problem or a 'rebel' making problems?

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    Jovanović Vitomir

    2010-01-01

    Full Text Available The main goal of this research was to study the correlates of school underachievement and to sketch the possible profile of the gifted underachiever. The study was conducted on a sample of high school students in Belgrade (N = 434. The subjects were administered a battery of ability tests and asked to self-estimate their intelligence. On the basis of ability test and school achievement data, the subjects were classified into three groups: gifted underachievers (N1 = 26, gifted students (N2 = 81, and others (N3 = 332. The results of ANOVAs indicate that these three groups differ significantly on the dimensions of Attitudes towards school: academic self-perception, attitudes toward teachers, assessment goals, and motivation and self-regulation. Also, significant between-group differences emerge on the following dimensions of self-concept: assessment of ability, assessment of achievement, and academic self-confidence. These dimensions show the highest correlation with the canonical function that efficiently discriminates between underachievers and gifted students (canonical correlation coefficient = .70, performance of classification = 91.6%. Students who do not realize their potential in school, although they consider themselves to be equally intelligent as gifted students, do not draw their confidence and self-esteem from academic achievement. Gifted underachievers evaluate educational goals as less important and are not motivated to make an effort in school. Also, they are likely to come into conflict with teachers in order to challenge their authority. These results suggest that being an underachiever is a 'choice of will', rather than the unwilling result of difficulties in the environment, psychological problems or underdeveloped meta-cognitive skills, but an alternative interpretation is also plausible. The roots of this hypothetical choice are examined with reference to the educational system and its possible effects of 'normalization'.

  17. Occupational burdens in special educators working with intellectually disabled students

    OpenAIRE

    Piotr Plichta

    2014-01-01

    Background: The article presents the results of psychosocial burdens in special educators (specialists in the field of oligophrenopedagogy) with intellectually disabled students. In theoretical part, specific context of occupational stress in special educators was introduced. Additionally, the need of broader research context regarding occupational stress and the risk of burnout in special educators working with intellectually disabled individuals were included. Material and Methods: The resu...

  18. A Case-Study of Inclusion of an Intellectually Gifted Adolescent with Autism Spectrum Disorder in a General Education School: Risk Factors and Developmental Resources

    Directory of Open Access Journals (Sweden)

    Demina E.V.,

    2016-10-01

    Full Text Available The article examines the case of integration of an intellectually gifted adolescent with autism spectrum disorder in a general education school. It provides results of the applied behavioral analysis aimed at developing general learning skills. The child, diagnosed with Asperger’s syndrome at early school age, encountered difficulties related to the inability to study effectively at school in spite of the clear evidence of intellectual giftedness (including such motivational and instrumental preconditions as high levels of cognitive interest, verbal and abstract reasoning, and educability. The article reflects on the risks and advantages of the developmental work with the “twice exceptional” adolescent following an individual behavioral plan. Based on the results of the study, the article outlines the possible ways of forming the learning behavior skills: learning activity-based, communicative and organizational. The article discusses the necessity of further support of the “twice exceptional” adolescent based on an integrated approach with regard to the special learning needs of the intellectually gifted adolescent.

  19. Students' Competence in Intellectual Strategies Needed for Solving ...

    African Journals Online (AJOL)

    Many students' difficulties in solving chemistry problems are due to lack of competence in a few widely applicable skills and strategies. The competence of 300 first year chemistry students at North-West University, South Africa, in four intellectual strategies (clarification and clear presentation of the problem; focussing on the ...

  20. How Students Learn: Information Processing, Intellectual Development and Confrontation

    Science.gov (United States)

    Entwistle, Noel

    1975-01-01

    A model derived from information processing theory is described, which helps to explain the complex verbal learning of students and suggests implications for lecturing techniques. Other factors affecting learning, which are not covered by the model, are discussed in relationship to it: student's intellectual development and effects of individual…

  1. Assessing potentially gifted students from lower socioeconomic status with nonverbal measures of intelligence.

    Science.gov (United States)

    Shaunessy, Elizabeth; Karnes, Frances A; Cobb, Yolanda

    2004-06-01

    The screening and identification of gifted students has historically been conducted using verbal measures of intelligence. However, the underrepresentation in gifted programs of culturally diverse children, who may have limited English proficiency or cultural values different from those measured in traditional intelligence tests, has prompted researchers to consider other measures. Nonverbal measures of intelligence have been utilized to increase the number of gifted children from diverse backgrounds. Researchers in the current study sought to increase the number of culturally diverse gifted students at a rural public school enrolling predominantly African-American students from low socioeconomic homes. 169 students in Grades 2 through 6 were assessed using three nonverbal measures of intelligence: the Culture-Fair Intelligence Test, the Naglieri Nonverbal Abilities Test, and the Raven Standard Progressive Matrices. The scores on these nonverbal measures indicated that the Culture-Fair Intelligence Test and the Raven Standard Progressive Matrices identified more students than the Naglieri Nonverbal Abilities Test. A discussion of the results and implications for research are presented.

  2. Application of productive research tasks in working with gifted students in teaching Serbian language and literature

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    Stakić Mirjana M.

    2015-01-01

    Full Text Available In the work we examine the possibility of application of productive research tasks in working with gifted students in teaching Serbian language and literature. Using specific examples of interpretations of literary works we show that productive research assignments encourage students' creative and inventive expression, creativity, imagination and criticality and enable them to develop in accordance with their personality, individual preferences and abilities. In the examples of their use in problem solving, we determine how productive research tasks are conducive to gifted students who need to learn through problem solving and school work and to experience learning as a challenge. They present the basis for independent research, which allows gifted students to express their own creativity and the need to acquire new, challenging knowledge, and represent a powerful motivational tool that teachers can use in order to further develop their talent. Creative application of the productive research tasks in teaching Serbian language and literature is the possibility that the education of gifted students is not treated as elitist question, but to transform teaching process into development of giftedness and talent, where the role of the teacher in the teaching process rises to the role of the mentor.

  3. The Impact of Multiple Intelligence Theory on Teacher Perception of Giftedness and the Referral of African American Students to Gifted and Talented Education Programs

    Science.gov (United States)

    Fisher, Tanya A.

    2013-01-01

    Programs for gifted students have been criticized for narrowly defining giftedness as merely cognitive or academic performance. Teacher referrals are usually an important component of identifying gifted students. Teacher perceptions, low expectations, and lack of cultural competence are perceived as barriers to the access of Gifted and Talented…

  4. Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

    Science.gov (United States)

    Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.

    2005-09-01

    This study investigated the chemistry laboratory classroom environment, teacher-student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher-student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher-student interactions for gifted students are provided.

  5. Emotional Issues and Peer Relations in Gifted Elementary Students: Regression Analysis of National Data

    Science.gov (United States)

    Wiley, Kristofor R.

    2013-01-01

    Many of the social and emotional needs that have historically been associated with gifted students have been questioned on the basis of recent empirical evidence. Research on the topic, however, is often limited by sample size, selection bias, or definition. This study addressed these limitations by applying linear regression methodology to data…

  6. The Bottomless Churn: An Antique World of Collectibles. A Unit for Gifted and Talented Students.

    Science.gov (United States)

    Marion, L. Marvin

    The "mini-unit" focuses on the hobby of antiques and collectibles for gifted students. Among 10 objectives listed for the unit are to exhibit elaboration of ideas, use visual imagery, and learn social courtesies by working with older people in the community. Activities emphasize brainstorming, writing, conducting interviews, going on…

  7. Encendiendo una Llama. Bilingual Gifted and Talented Program: Overview, Identification of Students, and Instructional Approaches.

    Science.gov (United States)

    Hartford Public Schools, CT.

    Three pamphlets describe facets of "Encendiendo Una Llama," a Hartford (Connecticut) demonstration program for bilingual gifted and talented students. An overview pamphlet summarizes key aspects of the model program: identification procedures, instructional services, teacher training, parent involvement, evidence of effectiveness, implementation…

  8. Differentiated Instruction for Gifted Business Students: The Other Side of the Coin

    Science.gov (United States)

    McCoy, Kathleen M.; Rader, Martha H.

    2008-01-01

    Despite the national, state, and local emphasis on academic progress and standards, the curricular needs of the 3 million highly talented and gifted youth in the U.S. generally have not been embraced as a priority. In many high schools, academically precocious students are expected to progress on their own. The Individuals with Disabilities…

  9. Exploratory and Confirmatory Factor Analyses of the WISC-IV with Gifted Students

    Science.gov (United States)

    Rowe, Ellen W.; Dandridge, Jessica; Pawlush, Alexandra; Thompson, Dawna F.; Ferrier, David E.

    2014-01-01

    These 2 studies investigated the factor structure of the Wechsler Intelligence Scale for Children-4th edition (WISC-IV; Wechsler, 2003a) with exploratory factor analysis (EFA; Study 1) and confirmatory factor analysis (CFA; Study 2) among 2 independent samples of gifted students. The EFA sample consisted of 225 children who were referred for a…

  10. A Psychological Autopsy of the Suicide of an Academically Gifted Student: Researchers' and Parents' Perspectives.

    Science.gov (United States)

    Cross, Tracy L.; Gust-Brey, Karyn; Ball, P. Bonny

    2002-01-01

    A case study of an academically gifted college student who committed suicide resulted in three sets of findings: those that reflected exclusively on the subject's life, those that compared his life with 3 previous psychological autopsies conducted, and those that reflected the parents' observations and experiences of his life. (Contains…

  11. The Relationship between Social-Emotional Learning Ability and Perceived Social Support in Gifted Students

    Science.gov (United States)

    Ogurlu, Üzeyir; Sevgi-Yalin, Hatun; Yavuz-Birben, Fazilet

    2018-01-01

    This study aimed to examine the relationship between social-emotional learning skills and perceived social support of gifted students. Based on this relationship, the authors also examined to what extent social and emotional learning skills were predictive of social support. In addition, gender variables were compared in social and emotional…

  12. A Model of Parental Achievement-Oriented Psychological Control in Academically Gifted Students

    Science.gov (United States)

    Garn, Alex C.; Jolly, Jennifer L.

    2015-01-01

    This study investigated achievement-oriented parent socialization as it pertains to school avoidance in a sample of gifted students. A serial mediation model examining relationships among parental achievement-oriented psychological control (APC), fear of academic failure, academic amotivation, and school avoidance was tested. The sample included…

  13. Giftedness and Aesthetics: Perspectives of Expert Mathematicians and Mathematically Gifted Students

    Science.gov (United States)

    Tjoe, Hartono

    2015-01-01

    Giftedness in mathematics has been characterized by exceptional attributes including strong mathematical memory, formalizing perception, generalization, curtailment, flexibility, and elegance. Focusing on the last attribute, this study examined the following: (a) the criteria which expert mathematicians and mathematically gifted students fleshed…

  14. Critical Components of a Summer Enrichment Program for Urban Low-Income Gifted Students

    Science.gov (United States)

    Kaul, Corina R.; Johnsen, Susan K.; Witte, Mary M.; Saxon, Terrill F.

    2015-01-01

    Effective program models are needed for low-income youth. This article describes one successful summer enrichment program, University for Young People's Project Promise, and outlines three key components of a Partnership for Promoting Potential in Low-Income Gifted Students (Partnership Model), which is based on Lee, Olszewski-Kubilius, and…

  15. Autogenic Feedback Training (Body FORTRAN) for Musically Gifted Students at Bonita Vista High School.

    Science.gov (United States)

    Lane, John M.

    1982-01-01

    The Gifted Self-Understanding Assessment Battery (GSAB) was given to 34 (27 females, 7 males) music students (aged 15-17) at Bonita Vista High School in Chula Vista (California). Biofeedback training and assessment were followed by individual counseling for Autogenic Feedback Training (AFT) to achieve improvement of the individual's own well…

  16. Reexamining Gifted Underachievement and Dropout through the Lens of Student Engagement

    Science.gov (United States)

    Landis, Rebecca N.; Reschly, Amy L.

    2013-01-01

    The issue of high school dropout has long concerned policy makers, educational professionals, and the general public. In the gifted literature, this concern is no less pressing. Student engagement is becoming an increasingly discussed construct for conceptualizing the dropout phenomenon and designing appropriate interventions to prevent this…

  17. Psychometric Properties of the Gifted Students' Coping with Anger and Decision Making Skills Scale

    Science.gov (United States)

    Ersoy, Evren; Deniz, Mehmet Engin

    2016-01-01

    The purpose of this study is to develop the scale concerning gifted children's' skills for making decisions and coping with anger and to examine the validity and reliability of the scale. A total of 324 students, which 151 were female and 173 were male, studying in 3 different Science and Arts Center's (BILSEM) in Istanbul during 2014-2015…

  18. On Coping and Defending: Applying Bruner's Personal Growth Principles to Working with Gifted/Talented Students.

    Science.gov (United States)

    Culross, Rita R.; Jenkins-Friedman, Reva

    1988-01-01

    The article describes two approaches, based on the ideas of Jerome Bruner, to helping gifted students handle the social-emotional tasks involved in actualizing their abilities. One approach stresses developmental principles of Bruner while the other applies Bruner's principles to personal and group empowering. (DB)

  19. Psychosocial Variables as Predictors of School Adjustment of Gifted Students with Learning Disabilities in Nigeria

    Science.gov (United States)

    Fakolade, O. A.; Oyedokun, S. O.

    2015-01-01

    The paper considered several psychosocial variables as predictors of school adjustment of 40 gifted students with learning disabilities in Junior Secondary School in Ikenne Local Government Council Area of Ogun State, Nigeria. Purposeful random sampling was employed to select four schools from 13 junior secondary schools in the area, six…

  20. Skill-Based Approach Applied to Gifted Students, its Potential in Latin America

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    Andrew Alexi Almazán-Anaya

    2015-09-01

    Full Text Available This paper presents, as a reflective essay, the current educational situation of gifted students (with more intelligence than the average in Latin America and the possibility of using skill-based education within differentiated programs (intended for gifted individuals, a sector where scarce scientific studies have been done and a consensus of an ideal educative model has not been reached yet. Currently these students, in general, lack of specialized educational assistance intended to identify and develop their cognitive abilities, so it is estimated that a high percentage (95% of such population is not detected in the traditional education system. Although there are differentiated education models, they are rarely applied. A student-centered education program is a solution proposed to apply this pedagogical model and cover such population. The characteristics of this program that do support differentiated instruction for gifted individuals compatible with experiences in the US, Europe and Latin America are analyzed. Finally, this paper concludes with an analysis of possible research areas that, if explored in the future, would help us to find answers about the feasibility and relation between skill-based programs and differentiated education for gifted students.

  1. 1981-82 Project Evaluation for Encendiendo Una Llama: A Program for Bilingual Gifted and Talented Students.

    Science.gov (United States)

    Roby, Wallace

    The operation of "Encendiendo Una Llama," Hartford, Connecticut's program for bilingual gifted students, was evaluated for the 1981-82 school year. A total of 173 gifted children of limited English proficiency in grades 3 through 6 were served by the program at four locations. The program, staff, objectives, and target population are…

  2. Stress faced by gifted Vietnamese students: what might contribute to it?

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    Minh Hang Thi Nguyen

    2015-11-01

    Full Text Available Background Gifted students might have to face an abundance of stress. Nevertheless, very little evidence in Vietnam indicates how much stress those students are experiencing and what might predict it. This study aims to examine the stress level in students of the High School for Gifted Students in Hanoi and factors that might contribute to the stress. Participants and procedure This is a cross sectional study with the participation of 150 students from the High School for Gifted Students, Hanoi. Data were collected from March to April 2015. The first measure was the “Stress Level Test”, which was adapted to the Vietnamese culture to measure academic stress in students. The second measure examined factors contributing to stress: 1 social life, 2 family, 3 school work, 4 personal relationships, 5 well-being, 6 adapting skills. Results The results showed that 74% of students were experiencing mild to medium stress, which was found to be higher in girls and in students who lived away from home. The six predicting factors significantly contribute 17.30% to students’ stress experience, of which school work (p = .001 and students’ well-being (p = .011 can individually predict stress. These outcomes suggested that more attention should be focused on this specific population and more actions need to be taken to help them perform better at school. Conclusions Students of the High School for Gifted Students definitely experienced a considerable amount of stress which was related to school pressure and their well-being. For them to have a better high school life, more recreational and leisure time activities outside the classroom need to take place. In addition, more approachable and functional advisors and counseling personnel would be an ideal solution to this problem.

  3. Gifted and talented students' career aspirations and influences: a systematic review of the literature.

    Science.gov (United States)

    Miller, Kathleen; Cummings, Greta

    2009-01-01

    The nursing shortage of registered nurses in Canada is expected to worsen, making recruitment a concern for nursing organizations. Also, many reports have outlined the need for improved leadership in nursing. Therefore, the study purpose was to describe the findings of a systematic review of studies examining the career influences and aspirations of gifted high school students and to make recommendations for further research. Results indicate gifted students choose careers that fit their personal self-concept and their perceptions of traits needed to succeed in a profession. Family members, particularly mothers, had the greatest influence on career decision making and these students were more likely to indicate a desire for a profession with high prestige, high levels of education and higher pay. These students were not likely to indicate nursing as a career choice. Efforts to improve the image of nursing with this group of students are needed.

  4. Cyberbullying among students with intellectual and developmental disability in special education settings

    NARCIS (Netherlands)

    Didden, H.C.M.; Scholte, R.H.J.; Korzilius, H.P.L.M.; Moor, J.M.H. de; Vermeulen, A.; O'Reilly, M.F.; Lang, R.B.; Lancioni, G.E.

    2009-01-01

    Objective: To explore the types, prevalence and associated variables of cyberbullying among students with intellectual and developmental disability attending special education settings. Methods: Students (n = 114) with intellectual and developmental disability who were between 12–19 years of age

  5. Cyberbullying among students with intellectual and developmental disability in special education settings.

    NARCIS (Netherlands)

    Didden, R.; Scholte, R.H.J.; Korzilius, H.; Moor, J.M.H. de; Vermeulen, A.; O'Reilly, M.F.; Lang, R.; Lancioni, G.E.

    2009-01-01

    OBJECTIVE: To explore the types, prevalence and associated variables of cyberbullying among students with intellectual and developmental disability attending special education settings. METHODS: Students (n = 114) with intellectual and developmental disability who were between 12-19 years of age

  6. Cyberbullying among students with intellectual and developmental disability in special education settings

    NARCIS (Netherlands)

    Didden, R.; Scholte, R.H.J.; Korzilius, H.P.L.M.; Moor, J.M.H. de; Vermeulen, A.; O'Reilly, M.F.; Lang, R.; Lancioni, G.E.

    2009-01-01

    OBJECTIVE: To explore the types, prevalence and associated variables of cyberbullying among students with intellectual and developmental disability attending special education settings. METHODS: Students (n = 114) with intellectual and developmental disability who were between 12-19 years of age

  7. Transition and Students with Mild Intellectual Disability: Findings From the National Longitudinal Transition Study-2

    Science.gov (United States)

    Bouck, Emily C.; Joshi, Gauri S.

    2016-01-01

    Students with intellectual disability historically struggle with post-school outcomes. However, much of the research on students with intellectual disability relative to post-school outcomes and transition services is aggregated for students with mild, moderate, and severe intellectual disability. This secondary analysis of the National…

  8. Risky Business: Understanding Student Intellectual Risk Taking in Management Education

    Science.gov (United States)

    Dachner, Alison M.; Miguel, Rosanna F.; Patena, Rachel A.

    2017-01-01

    The demands of today's ever-changing work environment often require that employees engage in intellectual risk taking (IRT) by being resourceful, trying new things, and asking questions even at the risk of making a mistake or feeling inadequate. This research seeks to identify variables that increase student IRT. Controlling for individual…

  9. Educational Outcomes for Secondary Students with Mild Intellectual Disability

    Science.gov (United States)

    Bouck, Emily C.

    2017-01-01

    Attention to the educational programming of secondary students with mild intellectual disability has declined in recent decades, although the need for the attention has not, particularly when considering the postschool outcomes of this population. This paper discusses the current state postschool outcomes and secondary education services for…

  10. Life Online: Resources for Students with an Intellectual Disability.

    Science.gov (United States)

    Weeks, Kerri

    2001-01-01

    Two Australian agencies planned, developed, piloted, and evaluated an online resource for teaching independent living skills to adult students with a mild intellectual disability using technology and the Internet. The resource, called Life Online, is a package of support resource materials tested in regional classrooms in Victoria, Australia.…

  11. Multiple Intelligences and Perfectionism in Middle School Gifted Students

    Directory of Open Access Journals (Sweden)

    Süleyman KAHRAMAN

    2016-12-01

    Full Text Available In this study, the perfectionism levels of 181 sixth, seventh, and eighth grade gifted students’ were investigated in terms of multiple intelligences. In the study a relational screening model, Survey of Positive and Negative Perfectionism, developed by Kırdök (2004, was used to assess the level of the students’ positive and negative perfectionism. The Multiple Intelligences Inventory, developed by Saban (2001, was used to determine the students’ multiple intelligences, and a personal information form was implemented to obtain socio-demographic data. The results of the study showed that [verbal-linguistic intelligence, mathematical-logical intelligence, and intrapersonal intelligence] [intrapersonal intelligence, mathematical-logical intelligence, and verbal-linguistic intelligence] predicted 34% of the students’ perfectionism levels (p<.001. The explanatory power of the scores in multiple intelligences over negative perfectionism was not found to be statistically significant for any of the sub-dimensions. In order to develop gifted students’ positive perfectionism qualifications, assuming that multiple intelligences can be used as a tool, some suggestions were presented for researchers, counselors, and teachers.

  12. The Challenge of Providing Gifted Education

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    Sharon Dole

    2017-04-01

    Full Text Available Introduction to Volume 4, No of Global Education Review Although there is a lack of universal consensus on a definition of giftedness there is some agreement that giftedness involves multiple qualities, not just intellectual ones. Gifted education programs vary both among and within countries and who is served in these programs depends largely on the definitions used. The topics explored in this issue include perceptions and policies of gifted education in cultures and countries across the globe; the presumed dichotomy of equity and excellence in countries as different in ideologies as the United States and China; underrepresentation of culturally diverse students, a problem that has plagued the field for decades; gifted education in rural communities; and using a virtual environment for students to pose and share mathematical problems.

  13. PSYCHO-PEDAGOGICAL SUPPORT OF GIFTED STUDENTS IN THE INTERNET-ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Kseniia A. Androsovych

    2017-06-01

    Full Text Available On the basis of a Pilot study author highlighted the problem groups of the factors affecting the performance of competitive research projects by students. These groups of factors conventionally are divided into: physical (health, well-being, fatigue; psychological (negative emotions, feelings, anxiety; social (communication with the manager, communication with peers, responsibility, greater load; scientific and methodical (limitation of resources, literature, scientific guidelines regulations; others (lack of time, technical design of the research. This article states that gifted students need more close interaction among themselves and with their scientific mentors; they have a certain psychological difficulties and seek help of specialist, but do not realize this desire in social life. The author proves the necessity and feasibility of establishing an interactive network centre to provide psychological and educational support for gifted students.

  14. THE MODEL OF REALIZATION OF INTEGRATIVE APPROACH TO THE WORK WITH PEDAGOGICALLY GIFTED STUDENTS

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    Golubova Anna Vasilievna

    2013-05-01

    Full Text Available The article examines the components and criteria of pedagogical giftedness of students; the levels of formedness and pedagogical conditions of its development are identified. Purpose: to describe the model of realization of integrative approach to the work with pedagogically gifted students in educational space of university. Methodology: theoretical level methods of pedagogical phenomena learning, methods of empirical level (observation, interviewing, questionnaires, conversations, psychological tests etc.. The results of the research proved that phased realization of integrative approach to the work with pedagogically gifted students in educational space of university provides the rising of pedagogically giftedness formation level. The next pedagogical conditions of pedagogically giftedness formation are described: the creation of pedagogically-oriented creative environment; promotion of positive motivational setting for future professional and educational activities; attracting future teachers to the creative professional-oriented learning and cognitive activity. Practical implications: the educational process of higher pedagogical educational institutions.

  15. PEDAGOGICAL SUPPORT OF GIFTED STUDENTS FROM CARPATHIAN MOUNTAIN AREAS BY MEANS OF FOLK ART CRAFTS

    Directory of Open Access Journals (Sweden)

    Iryna Kozlovska

    2015-04-01

    Full Text Available This paper, presented at the Conference Plenary the possibilities of pedagogical support of gifted students from vocational schools, living in the mountainous areas of the Carpathians. Education of talented and gifted students requires pedagogical support. The specific conditions, in which Carpathian students live, require the development of pedagogical support of their abilities. New approaches to teaching science, which led to the selection of topics of this article are described. Gifted personalities differ from their peers by same criterias. The social aspect of the problem remains in the shadow: not to be ashamed of your talent and not to compare it with cliches. And goals of educators and psychologists have to be slightly different as is common. Widespread  Carpathian crafts include: embroidery, artistic textiles producing, carpet manufacture, carving, pottery, metalworking, fabric painting, knitting, lace, artistic weaving, artistic working of  leather, stones, bones and horns. Nowadays, some detachment of mountainous regions has significantly reduced due to new means of communication, including the Internet. The possibilities of colleges in mountainous regions still cannot reach the level of the colleges in capital. In Carpathian and Prykrpattya regions there is a number of vocational schools of art direction. During the execution of creative work in class industrial training necessary for students to comply with the rules of relationships form and decoration in various ways: decorative motif obeys the functional form, enriching it artistic and creative solutions, utilitarian function obeys the decorative motif Products, the form of the product can be extremely decorative, artistic and creative product solutions focused on practical value and decorative value of the product. Pedagogical support of gifted students from art colleges in the Carpathian region has extremely wide range of opportunities. The problem of finding and nurturing

  16. Attitude of teachers towards musically gifted students in grammar schools and vocational high-schools

    Directory of Open Access Journals (Sweden)

    Milošević Ivana

    2016-01-01

    Full Text Available Besides parents and schools, the teachers as well have a major role in identification of gifted students, in their acquisition of basic knowledge, improving skills, improving self-esteem and capability of solving various tasks. Attitude of teachers towards gifted students is based on the role which is imposed on the teacher and his ability to take advantage of his role maximally. The success in implementing this role is directly related to the personal traits of a teacher. They should be different from the routine teachers and have personal qualities. They are extremely capable, distinguished by open-mindness, flexibility and high self-respect, being involved in personal and professional development. They are enthusiastic (highly motivated and devoted to their professional call, having a talent for establishing social relations with children (patience, sensitivity, sense of humour and good communication skills.

  17. Young, Gifted, and Black: Promoting High Achievement among African-American Students.

    Science.gov (United States)

    Perry, Theresa; Steele, Claude; Hilliard, Asa G., III

    In three linked but separate essays, this book explores how African-American students experience school in a society that has historically devalued their intellectual abilities. It calls for a new understanding of the unique obstacles black students face in American schools and points to a variety of educational practices that can mitigate those…

  18. Relationship of Mathematics Olympiad Performance of Gifted Students with IQ and Mathematics Achievement

    Directory of Open Access Journals (Sweden)

    Ali İhsan BORAN

    2015-04-01

    Full Text Available The purpose of this study is to investigate relationship of mathematics Olympiad (analysis-algebra and geometry scores of gifted students with IQ scores (verbal, performance and general and mathematics achievement scores of the gifted students. Study group of the study included 64 gifted students (27 girls and 37 boys who took courses from one Science and Art Center. Data of study involved scores of the participants on mathematics Olympiad exam, WISC-R test and school mathematics achievement. For analysis of the data Pearson correlation analysis, Spearman correlation analysis, independent groups’ t-test and Mann Whitney U test were utilized. The findings showed that there was no significant relationship between the Olympiad scores on analysis-algebra and geometry and IQ scores (general, performance and verbal. But the Olympiad scores on analysis-algebra and geometry factors were significantly related to school mathematics achievement. Comparing IQ scores of highest and lowest scorer groups on the Olympiad scores showed that there were no significant differences between IQ scores (general, performance and verbal of the groups. However school mathematics scores of the participants significantly differed in terms of groups determined based on analysis-algebra and geometry scores.

  19. The Relationship between Student Anti-Intellectualism and Proneness to Boredom in a Sample of College Students

    Science.gov (United States)

    Laverghetta, Antonio

    2015-01-01

    College student anti-intellectualism is defined as a general disdain of intellectual and academic endeavors. Eigenberger and Sealander (2001), using the student anti-intellectualism scale (SAIS), reported that SAIS scores were negatively correlated with openness to experience and elaborative/deep cognitive processing. Proneness to boredom,…

  20. [Occupational burdens in special educators working with intellectually disabled students].

    Science.gov (United States)

    Plichta, Piotr

    2014-01-01

    The article presents the results of psychosocial burdens in special educators (specialists in the field of oligophrenopedagogy) with intellectually disabled students. In theoretical part, specific context of occupational stress in special educators was introduced. Additionally, the need of broader research context regarding occupational stress and the risk of burnout in special educators working with intellectually disabled individuals were included. The results were obtained using Plichta and Pyzalski's Questionnaire of Occupational Burdens in Teaching (QOBT). The presented results are based on a research sample (N = 100) of special educators (female) teaching intellectually disabled students attending special schools in the city of Lódz. The obtained results were compared with the results coming from a large random sample of public school teachers working with non-intellectually disabled children from the Lodi voivodeship (N = 429) and referred to the norms of QOBT. The results show significant percentage of respondents obtaining high level of occupational burdens (conflict situations - 45%, organizational burdens - 31%, lack of work sense - 40%, global score - 40%). Seniority is not related to the level of burdens. Some significant differences concerning the level of occupational burdens between both groups of teachers were found. The study showed e.g. the strong need for supporting special educators in the workplace context and the need of implementing preventive and remedial measures at both individual and organizational levels (especially in terms of improving personal relationships in a workplace). Generally, the results show similarity of the stressors' ranking in special educators and school teachers working with non-intellectually disabled children.

  1. Occupational burdens in special educators working with intellectually disabled students

    Directory of Open Access Journals (Sweden)

    Piotr Plichta

    2014-04-01

    Full Text Available Background: The article presents the results of psychosocial burdens in special educators (specialists in the field of oligophrenopedagogy with intellectually disabled students. In theoretical part, specific context of occupational stress in special educators was introduced. Additionally, the need of broader research context regarding occupational stress and the risk of burnout in special educators working with intellectually disabled individuals were included. Material and Methods: The results were obtained using Plichta and Pyżalski's Questionnaire of Occupational Burdens in Teaching (QOBT. The presented results are based on a research sample (N = 100 of special educators (female teaching intellectually disabled students attending special schools in the city of Łódź. The obtained results were compared with the results coming from a large random sample of public school teachers working with non-intellectually disabled children from the Łodź voivodeship (N = 429 and referred to the norms of QOBT. Results: The results show significant percentage of respondents obtaining high level of occupational burdens (conflict situations - 45%, organizational burdens - 31%, lack of work sense - 40%, global score - 40%. Seniority is not related to the level of burdens. Some significant differences concerning the level of occupational burdens between both groups of teachers were found. Conclusions: The study showed e.g. the strong need for supporting special educators in the workplace context and the need of implementing preventive and remedial measures at both individual and organizational levels (especially in terms of improving personal relationships in a workplace. Generally, the results show similarity of the stressors' ranking in special educators and school teachers working with non-intellectually disabled children. Med Pr 2014;65(2:239–250

  2. The Relationship between Science Achievement and Self-Concept among Gifted Students from the Third International Earth Science Olympiad

    Science.gov (United States)

    Chang, Chun-Yen; Lin, Pei-Ling

    2017-01-01

    This study investigated the relationship between gifted students' academic self-concept (ASC) and academic achievement (AC) in earth science with internationally representative high-school students from the third International Earth Science Olympiad (IESO) held in Taiwan in 2009. The results of regression analysis indicated that IESO students' ASC…

  3. Technology and Man: The Humanities and Science (Selected Study Topics for Gifted Students in Grades 9-12).

    Science.gov (United States)

    Abbott, Barbara; Diers, Russell

    One in a series of units of instruction for gifted students, the booklet focuses on humanities and science. Three sample units are offered for students in grades 9-12. In "Man's Origins: Where Did He Come From?" students examine the conflicts over evolution versus creationism, impacts of genetic control, and the ecomonics and politics of the…

  4. Identification of Gifted African American Primary Grade Students through Leadership, Creativity, and Academic Performance in Curriculum Material Making and Peer-Teaching: A Case Study

    Science.gov (United States)

    Zhbanova, Ksenia S.; Rule, Audrey C.; Stichter, Mary K.

    2015-01-01

    Research into identification of gifted early childhood students of minority groups through classroom activities is lacking. A focus in the United States on students with learning challenges and a lack of awareness of educators concerning the needs of early childhood gifted students are important causes of this situation. The current case study…

  5. Test Anxiety Research: Students with Vision Impairments and Students with Mild Intellectual Disabilities

    Science.gov (United States)

    Datta, Poulomee

    2014-01-01

    There is an absence of research on test anxiety in students with disabilities although such testing is taken for granted among students without disabilities. This study investigated the test anxiety of the students in each of the two disability groups, those with vision impairments and those with intellectual disabilities who are placed in…

  6. Gifted students' academic performance in medical school: a study of Olympiad winners.

    Science.gov (United States)

    Kim, Kyong-Jee; Kee, Changwon

    2012-01-01

    The present study examines the performance of academically talented students (i.e., those who received awards in Olympiads, the international competitions for gifted students in science or mathematics) in medical school. The goal is to investigate whether students exceptionally talented in science and mathematics excel in medical school. A retrospective analysis of 13 cohorts of medical students (N = 475) was conducted to compare learning outcomes of academically talented students (ATS) with their peers in terms of their grade point averages (GPAs) and national licensing exam (KMLE) scores. ATS outperformed their peers in total GPAs (p success in medical school, even among those with exceptional talent. Better understanding of nonacademic factors associated with medical school performance is warranted to improve our selection processes and to better help academically talented students succeed in medical school.

  7. Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review.

    Science.gov (United States)

    Beckmann, Else; Minnaert, Alexander

    2018-01-01

    Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification and intervention issues and, beyond that, the relevance of non-cognitive characteristics is often left unconsidered. Accordingly, this study aims to conduct an in-depth review of the non-cognitive characteristics of these students for identification and intervention purposes. Detailed analysis was performed on 23 publications. High levels of negative emotions, low self-perception, and adverse interpersonal relationships, as well as high levels of motivation, coping skills and perseverance were found among these students. A common characteristic was a high degree of frustration with the academic situation. The study reveals that these students show considerably duality in their non-cognitive characteristics which requires tailored counseling skills to provide effective support for their learning needs.

  8. Gifted Disadvantaged Children.

    Science.gov (United States)

    Stallings, Clifford

    Presented are guidelines to help teachers effectively identify and educate gifted students from urban environments. It is said that the one consistent criteria that teachers may use to identify gifted students is the depth to which students respond to environmental items (recall of street signs or types of automobiles found on the block and…

  9. Prairie Restoration Project: Alternatives for Identifying Gifted Students

    Science.gov (United States)

    Salisbury, Katie E.; Rule, Audrey C.; Vander Zanden, Sarah M.

    2016-01-01

    An authentic, challenging curriculum engaged middle school students from an urban district in exploratory work related to restoring a small prairie at the school. Integrated science-literacy-arts activities were coupled with a system of thinking skills that helped students view issues from different perspectives. Impassioned guest speakers and an…

  10. Contextual Predictors of Self-Determined Actions in Students with and without Intellectual Disability

    Science.gov (United States)

    Mumbardó-Adam, Cristina; Shogren, Karrie A.; Guàrdia-olmos, Joan; Giné, Climent

    2017-01-01

    Research in the field of intellectual disability suggests that promotion of self-determination triggers positive transition outcomes for youth with intellectual disability. This article examines the contributions of personal and environmental variables in predicting self-determined action in students with and without intellectual disability. The…

  11. Using Rationale To Assist Student Cognitive And Intellectual Development

    Directory of Open Access Journals (Sweden)

    Janet E. Burge

    2010-01-01

    Full Text Available One of the questions posed at the National Science Foundation (NSF-sponsored workshop on Creativity and Rationale in Software Design was on the role of rationale in supporting idea generation in the classroom. College students often struggle with problems where more than one possible solution exists. Part of the difficulty lies in the need for students to progress through different levels of development cognitively and intellectually before they can tackle creative problem solving. Argumentation-based rationale provides a natural mechanism for representing problems, candidate solutions, criteria, and arguments relating those criteria to the candidate solutions. Explicitly expressing rationale for their work encourages students to reflect on why they made their choices, and to actively consider multiple alternatives. We report on an experiment performed during a Data Structures course where students captured rationale.

  12. Augmented Reality for Teaching Science Vocabulary to Postsecondary Education Students with Intellectual Disabilities and Autism

    Science.gov (United States)

    McMahon, Don D.; Cihak, David F.; Wright, Rachel E.; Bell, Sherry Mee

    2016-01-01

    The purpose of this study was to examine the use of an emerging technology called augmented reality to teach science vocabulary words to college students with intellectual disability and autism spectrum disorders. One student with autism and three students with an intellectual disability participated in a multiple probe across behaviors (i.e.,…

  13. Academic self-regulation in students with mild intellectual disability

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    Đurić-Zdravković Aleksandra

    2012-01-01

    Full Text Available The aim of this research is to determine the types of academic self-regulation in students with mild intellectual disability and their relation with the examinees' age. The sample consists of 120 examinees of both genders. The selection criteria were: IQ characteristic of mild intellectual disability (51 to 69, age between 12 and 15.11, 5th to 8th grade of primary school, and absence of neurological, psychiatric, expressed emotional and multiple disorders. Academic Self-Regulation Questionnaire was used in this research. The results show the dominance of identified academic regulation in students from the sample. However, by weighting variables, the sample manifested a controlled type according to the unique motivation continuum. It was determined that intrinsic motivation of twelve-year-olds is higher than intrinsic motivation of students in other age groups. Also, we can conclude that statistically significant difference was determined in the level of self-regulation among the examinees of different ages. This means that the behavior of twelve-year-olds is more self-regulated than that of fifteen-year-old students.

  14. Revalidating the Arabic Scale for Teachers' Ratings of Basic Education Gifted Students' Characteristics Using Rasch Modeling

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    Salah Eldin Farah Atallah Bakheit

    2013-12-01

    Full Text Available The Arabic scale for teachers' ratings of basic education gifted students' characteristics is one of the most common Arabic measures used for initial identification of gifted students in some Arabic countries. One of the shortcomings of this scale is that it is based on the classical the-ory of measurement. This study sought to reval-idate the scale in the light of Rasch modeling which rests upon the modern theory of meas-urement and to develop different criteria for in-terpreting the levels of individuals' traits. The scale was administered to 830 of Basic Educa-tion students in Khartoum (ages ranged from 7 to 12 years. Two groups of students partici-pated in the study: a calibration sample (N = 250 and a standardization sample (N = 580. The statistical treatments were performed using the PSAW 18 and RUMM 2020 programs ac-cording to Rasch's unidimentional model. Six of the scale's items were deleted for not conform-ing to Rasch Modeling. This left the scale with 31 items. Besides, new criteria for the scale were developed by obtaining the t-scores and special education scores that match the various ratings of the individuals' ability.

  15. Gifted Gay, Lesbian, Bisexual, and Transgender Annotated Bibliography: A Resource for Educators of Gifted Secondary GLBT Students

    Science.gov (United States)

    Treat, Alena R.; Whittenburg, Becky

    2006-01-01

    This bibliography makes available to educators and others a comprehensive resource for information regarding gifted youth who are gay, lesbian, bisexual, transgender or questioning their sexual orientation and/or gender identity (G/GLBTQ). It includes articles, brochures, books, lesson plans, staff development, video media, and Web resources. As…

  16. Underrepresentation of Ethiopian-Israeli Minority Students in Programmes for the Gifted and Talented: A Policy Discourse Analysis

    Science.gov (United States)

    Lifshitz, Chen C.; Katz, Chana

    2015-01-01

    Students from disadvantaged or minority backgrounds are often underrepresented in public educational programmes for the gifted and talented (G&T), a phenomenon that has concerned educators for the last two decades. Ethiopian-Israeli minority students (EIMS) are a good example of this phenomenon, as more than 95% of the vast resources allocated…

  17. Leadership Competencies among Chinese Gifted Students in Hong Kong: "The Connection with Emotional Intelligence and Successful Intelligence"

    Science.gov (United States)

    Chan, David W.

    2007-01-01

    This study examined components of leadership competencies in relation to emotional intelligence and successful intelligence among 498 Chinese gifted students in Hong Kong. These students rated themselves significantly higher on goal orientation than leadership flexibility, which was also rated significantly higher than leadership self-efficacy.…

  18. The Nature of Beauty: The Arts in Greece, Rome and the Medieval Period. Program for Gifted Students.

    Science.gov (United States)

    Garton, Harry A.; Woodbury, Virginia Garton

    One in a series of instructional units designed for gifted students, the booklet focuses on the arts in Greece, Rome, and the Medieval period. Narrative information on Greek pottery, sculpture, architecture, music, and dance is followed by lists of suggested activities for students and reference lists of texts and media. A similar unit on the…

  19. A Model for Screening Twice-Exceptional Students (Gifted with Learning Disabilities) within a Response to Intervention Paradigm

    Science.gov (United States)

    McCallum, R. Steve; Bell, Sherry Mee; Coles, Jeremy Thomas; Miller, Kelli Caldwell; Hopkins, Michael B.; Hilton-Prillhart, Angela

    2013-01-01

    The purpose of this article is to present a model for screening for twice-exceptional status (i.e., gifted students who have a learning disability). Curriculum-based measures (Monitoring Instructional Responsiveness: Reading and Monitoring Instructional Responsiveness: Math) were administered to 1,242 third-grade students within a Response to…

  20. Gifted Students with Attention Deficits: Fact and/or Fiction? Or, Can We See the Forest for the Trees?

    Science.gov (United States)

    Baum, Susan M.; Olenchak, F. Richard; Owen, Steven V.

    1998-01-01

    Explores the incidence of attention deficit hyperactivity disorder (ADHD) among gifted students, the effects of drug therapy, and environmental conditions that may cause or influence ADHD-like behaviors in high ability students. Diagnostic and intervention strategies are suggested to counteract environmental contributors to the problem. (Author/CR)

  1. Evaluating the Gifted Students' Understanding Related to Plasma State Using Plasma Experimental System and Two-Tier Diagnostic Test

    Science.gov (United States)

    Korkmaz, Saadet Deniz; Ayas, Bahadir; Aybek, Eren Can; Pat, Suat

    2018-01-01

    The purpose of this study was to investigate the effectiveness of the experimental system design related to plasma state on the gifted students' understanding on the subject of the plasma state. To test the research hypothesis, one group pretest-posttest research model was carried out with 18 eighth-grade (4 girls and 14 boys) gifted students in…

  2. Analysis According to Certain Variables of Scientific Literacy among Gifted Students That Participate in Scientific Activities at Science and Art Centers

    Science.gov (United States)

    Kömek, Emre; Yagiz, Dursun; Kurt, Murat

    2015-01-01

    The purpose of this study is to analyze scientific literacy levels relevant to science and technology classes among gifted students that participate in scientific activities at science and art centers. This study investigated whether there was a significant difference in scientific literacy levels among gifted students according to the areas of…

  3. Communication for the Purpose of Encouraging Gifted Students

    Science.gov (United States)

    Tatkovic, Nevenka; Ruzic, Maja; Dujmovic, Mauro

    2005-01-01

    This work starts with the theoretical definition of the conception of "talent"; then follows the explanation of the possibilities to identify and encourage talented pupils and students. Giftedness is regarded in terms of communication and interactive communication among the subjects of educational process. The attention is paid to the…

  4. Teaching menstrual care skills to intellectually disabled female students.

    Science.gov (United States)

    Altundağ, Sebahat; Çalbayram, Nazan Çakırer

    2016-07-01

    The aim of this study was to teach pad replacement skills to intellectually disabled adolescent female students during their menstruation periods by demonstrating on a dummy. It may be difficult to make intellectually disabled adolescents achieve self-care during menstruation. In addition, there are difficulties experienced in explaining menstruation, such as physical changes and the practice of cleaning during this period. The study used a 'One group pretest and post-test model'. The study was performed in a special educational institution. The population consisted of 77 female students in the high school section. Calculation of a sample size was not attempted, and 54 students with no attendance issues agreed to take part in the study and were included. In this work, we found that pad replacement training significantly changed the scores of mentally disabled adolescents before and after training. Our training yielded positive results, and the population improved their skills at all stages of skill building. Training adolescents with mental disabilities helped them gain hygiene habits. Performance of these trainings occurs at the beginning of menstrual hygiene education. To achieve improved success in life, it is important that adolescents assume the responsibility of self-care and manage sustained care activity on their own. © 2016 John Wiley & Sons Ltd.

  5. High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept.

    Science.gov (United States)

    Preckel, Franzis; Schmidt, Isabelle; Stumpf, Eva; Motschenbacher, Monika; Vogl, Katharina; Scherrer, Vsevolod; Schneider, Wolfgang

    2017-11-23

    Effects of full-time ability grouping on students' academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students' average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students' ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  6. INFORMATION AND COMMUNICATION TECHNOLOGY IN ORGANIZATION OF EXTRACURRICULAR WORK WITH GIFTED STUDENTS IN THE SYSTEM OF THE LITERARY EDUCATION

    Directory of Open Access Journals (Sweden)

    Ольга Петрович

    2014-10-01

    Full Text Available The article deals with the issue of features of the use of information and communication technology in organizing extra-curricular activities with the literary gifted students. Main attention is drawn on the effective forms and methods of information and communication technology for the successful conduction of extracurricular activities with gifted high school students in literary education system, in particular such as: web quests, QR-codes, QR-quests, Google Groups, multimedia presentations, blogging, virtual tours, use of interactive whiteboards, educational forums, databases educational resources, virtual libraries, creating the electronic portfolio, media library of educational material, comics, doodles, clouds of words etc.

  7. High School Counselors' Attitudes toward the Sexuality of Students with Intellectual Disabilities

    Science.gov (United States)

    Parker, Latofia P.

    2012-01-01

    The purpose of this study was to examine high school counselors' attitudes toward the sexuality of students with intellectual disabilities. One hundred and twenty-two high school counselors in Alabama were the participants for this study. Participants completed the "Attitudes towards Sexuality and Students with Intellectual Disability…

  8. Inquiry-Based Instruction within a Community of Practice for Gifted-ADHD College Students

    Science.gov (United States)

    Hua, Olivia; Shore, Bruce M.; Makarova, Evgeniya

    2014-01-01

    A number of characteristics are shared between attention-deficit hyperactivity disorder (ADHD) and gifted populations. They include issues with sustaining attention, following directions, and completing tasks. When an individual is both gifted and has ADHD (gifted-ADHD) he has unique educational needs that may put him at risk for underachievement.…

  9. Access and Equity Denied: Key Theories for School Psychologists to Consider When Assessing Black and Hispanic Students for Gifted Education

    Science.gov (United States)

    Ford, Donna Y.; Wright, Brian L.; Washington, Ahmad; Henfield, Malik S.

    2016-01-01

    Black and Hispanic students are consistently underrepresented in gifted education. Several factors contribute to their low identification and lack of access to such programs and services. While teacher underreferral is a significant contributing factor, problematic also is testing and assessment, which is often administered by school…

  10. Differentiation in Key Learning Areas for Gifted Students in Regular Classes: A Project for Primary School Teachers in Hong Kong

    Science.gov (United States)

    Yuen, Mantak; Chan, Serene; Chan, Cheri; Fung, Dennis C. L.; Cheung, Wai Ming; Kwan, Tammy; Leung, Frederick K. S.

    2018-01-01

    Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so…

  11. Dimensionality and Typology of Perfectionism: The Use of the Frost Multidimensional Perfectionism Scale with Chinese Gifted Students in Hong Kong

    Science.gov (United States)

    Chan, David W.

    2009-01-01

    This study investigated the dimensionality and typology of perfectionism based on the Frost Multidimensional Perfectionism Scale with a sample of 380 Chinese gifted students in Hong Kong. Confirmatory factor analyses supported a five-dimensional model that includes constructs of personal standards, parental expectations, parental criticism,…

  12. Swagger or Humility or Swagger and Humility: A New Goal for Educating Students with Gifts and Talents

    Science.gov (United States)

    Cross, Tracy L.

    2008-01-01

    It is believed by many that unsophisticated notions of elitism are the bane of the field of gifted education. Some claims of elitism are based on an interpretation of the founding of their country as inherently egalitarian. Educational opportunities that are tailored to student abilities are determined to be inherently elitist and therefore…

  13. The Effect of Academic Stress upon the Anxiety and Depression Levels of Gifted High-School Students.

    Science.gov (United States)

    Yadusky-Holahan, Mary; Holahan, William

    1983-01-01

    Scores of 60 gifted 12th graders on scales of anxiety and depression supported the hypotheses that depression was significantly higher during the second testing than during baseline. Students in single rooms reported more age specific problems. Implications include the need to promote greater social interaction in residence halls. (CL)

  14. Problems of Gifted and Talented Students Regarding Cursive Handwriting: Parent Opinions

    Directory of Open Access Journals (Sweden)

    Hatice Kadioglu Ates

    2018-04-01

    express the view from the perspective of the parents of the gifted and talented students on the practice of cursive handwriting in first literacy education. Within the scope of the research, interviews were conducted with the parents of the gifted and talented students and their opinions were taken about starting the first literacy with the practice of the cursive handwriting. All of the parents are the parents of gifted and talented children who are attending primary school. The data collected during the 2016-2017 academic year have been obtained by face-to-face interviews. The answers of the parents are recorded and then reported. Screening model is used in the study that is designed by content analysis. The research is a qualitative study. Recommendations are brought at the end of the research.

  15. Presence of the gift

    Directory of Open Access Journals (Sweden)

    Game, Ann

    2010-01-01

    Full Text Available Philosophers, social theorists and cultural theorists have generally followed Mauss in assuming that gifts entail obligatory exchanges between distinct parties who give, receive and reciprocate, and, that the social emerges through this sequence of obligations. It is the obligation to reciprocate, for example, that led Derrida to claim that the gift is impossible. We consider the alternative ideas that non-exchange gifts are not only possible but the basis of social life: that the social arises from the nonsequential giving-and-receiving of a gift relation. To develop this claim, we draw on a research project on the phenomenology of teaching. While many interviewees, teachers and students, spoke of the gift in exchange terms, many also spoke of classroom experiences in which there is a giving and receiving that is neither sequential nor locatable. Through the resonances of the concept of presence, we draw out the time, space and ontology of the gift.

  16. Presence of the Gift

    Directory of Open Access Journals (Sweden)

    Ann Game

    2010-03-01

    Full Text Available Philosophers, social theorists and cultural theorists have generally followed Mauss in assuming that gifts entail obligatory exchanges between distinct parties who give, receive and reciprocate, and, that the social emerges through this sequence of obligations. It is the obligation to reciprocate, for example, that led Derrida to claim that the gift is impossible. We consider the alternative ideas that non-exchange gifts are not only possible but the basis of social life: that the social arises from the nonsequential giving-and-receiving of a gift relation. To develop this claim, we draw on a research project on the phenomenology of teaching. While many interviewees, teachers and students, spoke of the gift in exchange terms, many also spoke of classroom experiences in which there is a giving and receiving that is neither sequential nor locatable. Through the resonances of the concept of presence, we draw out the time, space and ontology of the gift.

  17. Intellectual Property.

    Science.gov (United States)

    Swinson, John V.

    2000-01-01

    Intellectual property is a term that covers a number of different rights. Considers issues such as what are the basic forms of intellectual property; who owns the intellectual property created by a teacher; who owns intellectual property created by students; and use of downloaded materials from the internet. (Author/LM)

  18. A Cross-Cultural Study of Gifted Students' Scientific, Societal, and Moral Questions Concerning Science

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    Kirsi Tirri

    2012-01-01

    Full Text Available This study investigated the number and nature of gifted female and male students' scientific, societal, and moral questions concerning science. The participants (=658 of this study were 16–19-year-old international students from 55 countries and two continents, Asia and Europe. They applied to participate in the Millennium Youth Camp held in 2011 in Finland. The students came from scientifically and mathematically oriented schools, and they had shown an interest towards science through competitions, school success, and their own research. The students were asked to formulate questions they would like to get answers to during the camp. The nature and number of the students' questions were analyzed with qualitative and quantitative content analysis. The results showed that the boys asked more scientific questions than the girls, and the girls asked more societal questions than the boys. The students asked less questions about morality than scientific or societal questions. The most common questions about morality were related to pollution and fresh air, environmental problems, and water protection. The results point to the need for teachers to teach socioscientific issues and discuss moral questions related to science.

  19. Anti-intellectualism and political ideology in a sample of undergraduate and graduate students.

    Science.gov (United States)

    Laverghetta, Antonio; Stewart, Juliana; Weinstein, Lawrence

    2007-12-01

    To estimate correlations for scores on a student anti-intellectualism scale with scores on a measure of political conservatism, 235 students were given a survey containing a student anti-intellectualism scale, a political conservatism scale, and a demographics questionnaire identifying the participants' sex, college classification, ethnicity, political party affiliation, and self-described political ideology. The political conservatism scale contained two factors, Religiosity and Economic Conservatism, both of which were scored separately in addition to an overall Conservatism score. Students' Anti-intellectualism scores were correlated with Political Conservatism scores (r = .37, p < .01), with Religiosity scores (r = .42, p < .01), and with Economic Conservatism scores (r = .17, p < .05). An analysis of variance indicated a significant difference in students' Anti-intellectualism scores based on college classification (F4,233 = 2.27, p < .04). Specifically, freshman had significantly higher scores than graduate students.

  20. Enabling Access and Enhancing Comprehension of Video Content for Postsecondary Students with Intellectual Disability

    Science.gov (United States)

    Evmenova, Anya S.; Behrmann, Michael M.

    2014-01-01

    There is a great need for new innovative tools to integrate individuals with intellectual disability into educational experiences. This multiple baseline study examined the effects of various adaptations for improving factual and inferential comprehension of non-fiction videos by six postsecondary students with intellectual disability. Video…

  1. Medical Students' Attitudes towards Health Care for People with Intellectual Disabilities: A Qualitative Study

    Science.gov (United States)

    Ryan, Travis A.; Scior, Katrina

    2016-01-01

    Background: People with intellectual disabilities experience serious health inequalities (e.g. they die younger than people without intellectual disabilities). Medical students' attitudes towards health care for this population warrant empirical attention because, as tomorrow's doctors, they will affect the health inequalities that people with…

  2. Lived experiences of student nurses caring for intellectually disabled people in a public psychiatric institution

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    Annie Temane

    2016-06-01

    Full Text Available Background: Caring for intellectually disabled people can be demanding for student nurses who are novices in the nursing profession. To ensure that quality nursing care is provided, student nurses should have an understanding of and a positive attitude towards intellectually disabled people. Nursing intellectually disabled people can be a challenge for the student nurses. Therefore, student nurses need to be able to deal with challenges of caring for intellectually disabled people. Objective: This article aims to explore and describe experiences of student nurses caring for intellectually disabled people in a public psychiatric institution. Design and method: A qualitative, exploratory, descriptive and contextual research design was used. Data were collected through individual in-depth phenomenological interviews, naïve sketches and field notes. Thematic analysis was utilised to analyse the collected data. Results were contextualised within the literature and measures to ensure trustworthiness were adhered to. Ethical principals were also applied throughout the research process. Results: Five themes emerged from the data. Student nurses experienced a profoundly unsettling impact on their whole being when caring for intellectually disabled people; they developed a sense of compassion and a new way of looking at life, and experienced a need for certain physical, mental and spiritual needs to be met. Conclusion: From the results, it is evident that student nurses were challenged in caring for intellectually disabled people. However, they developed a sense of awareness that intellectually disabled people have a need to be cared for like any other person. Keywords: experiences, student nurses, caring, intellectually disabled people, public psychiatric institution

  3. Is Being Gifted a Social Handicap?

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    Coleman, Laurence J.; Cross, Tracy L.

    1988-01-01

    Interviews with 15 gifted/talented adolescents indicated that many of them experienced giftedness as a social handicap. Some students coped with this by managing information about themselves to minimize their visibility as gifted students to others. (Author/JDD)

  4. PSYCHOLOGICAL ASPECTS OF GIFTED CHILDREN

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    Gordana Nikola Stankovska

    2013-12-01

    Full Text Available Giftedness is a multidimensional phenomenon that despite numerous studies and different approaches remains underexplored. It is known that there is different views about gifted children in psychological theory and practice. Giftedness represents general intellectual ability, general creative ability, productive and creative ability, the sum of specific skills, the ability of thinking, specific area of intelligence and creativity.Gifted child is a child who has above average skills and specific characteristics, which play an important role in the growth, development and education of these children. Researchers confirm the importance of early socialization, family and the primary teachers in the continually development of the gifted child on intellectual, social, emotional and somatic plan.It is known that e gifted child has specific characteristics and properties, such as originality, individuality, emotional stability, a high degree of intellectual capacity, independence, verbal fluency, perfectionism.Development and manifestation of creativity in gifted children depends of their cognitive component, personality traits, motivation. Gifted child early showed a specific interest in a particular area.This kind of child has a positive self-image, high self-esteem, self-confidence, high goals, a sense of self-worth, greater independence which manifests across the non-conformism and initiative.Every child deserves the special attention of parents, school and society, especially a gifted child which is a child with special needs about their average ability and special educational needs.

  5. Attitudes and intellectual development of further education science students

    Science.gov (United States)

    El-Farargy, Nancy Ibrahim

    The world of teaching and learning in the sciences in the Further Education (FE) sector is relatively under-researched. This study, across Scottish FE colleges, has sought to define some of the key landmarks in the area of the sciences, looking specifically at the students and their college experiences by means of surveys, interviews and curriculum intervention. The study started from the issue, observed personally, of students finding the learning of chemistry for a nursing course as being problematic. The main aim was to explore the key issues of science in FE, focussing on problems and successes. The attitudes, intellectual development and self perceptions of students have all been considered. The study explores the attitudes and self perceptions of over 800 learners studying the sciences at ten Scottish colleges. Demographic data, prior learning experiences and current learning attitudes to science and learning were obtained by means of questionnaires and interviews. Intellectual development data was obtained using an adaptation of the Perry Scheme of Intellectual Development. Further interview data were obtained with participating students at various stages of their learning experiences. The results show that, in general, students have varied backgrounds, aspirations and reasons for learning in FE. The learning experiences obtained at college were, in general, viewed to be very positive. In addition, the participating lecturers in Further Education college classes were viewed in a very positive light. In most cases, attitudes towards students learning experiences at college were viewed more positively than at school level, this being a greater emphasis for biology than chemistry. In addition, the role of the teacher at school level could be seen clearly in developing positive attitudes to science. In relating this back to school experience, it was found that those who had positive attitudes to science at school level, correlated more with intentions of

  6. The Gift

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    Komter, Aafke E.

    1996-01-01

    What moves us to give gifts to other people? The Gift brings together perspectives on gift exchange and reciprocity from different social scientific disciplines. The first part of this book contains anthropological and sociological 'classics' on gift giving and reciprocity. In the second part the

  7. TO LEARN FROM TEACHERS AT SCHOOL, IDEAL TEACHER OR E-LEARNING APPLICATIONS FROM THE PERSPECTIVES OF GIFTED STUDENTS

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    Bahadir ERISTI,

    2012-08-01

    Full Text Available The present study, aimed at revealing the views of elementary school gifted students about the roles and behaviors of their teachers in class as well as about the in-class roles and behaviors that they expect from an ideal teacher with respect to different variables. Another question in the study was directed to determine students’ views about learning academic subjects via e-learning applications instead of at teachers. The participants of the study were 46 gifted students identified with the diagnosis system of “Education program for the gifted” executed in the Department of Gifted Education at the Education Faculty of Anadolu University. The research data were collected via a five-point Likert-type scale developed and tested by the researcher for its validity and reliability. For the analysis of the research data, paired sample t-test, one of descriptive parametrical statistical techniques, was applied. The findings obtained in the study revealed that according to gifted students, the in-class behaviors demonstrated by the course teachers were mostly those related to their roles of guidance for students. The behaviors of the course teachers within the scope of this role were followed by those related to providing information and maintaining the discipline, respectively. The behaviors least demonstrated by the teachers were those related to the role of supporting the students and those related to being a model for them. According to the students, an ideal teacher should at most demonstrate behaviors in class regarding the role of guiding the students and those regarding the role of providing information. According to the gifted students, the roles and behaviors of their teachers in class are quite different from the behaviors expected from an ideal teacher. Students do not regard e-learning applications as an alternative to learning from teachers. Rather, they prefer learning from their teachers to technology-aided learning environments

  8. Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities

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    Barbara Jackson Gilman

    2013-09-01

    Full Text Available Federal law ensures all students with disabilities the right to a Free, Appropriate Public Education (FAPE. However, current policies governing a student’s eligibility for services may contribute to the underidentification of gifted children with co-existing disabilities—the Twice-Exceptional. The emphasis on below-grade-level (or lower performance, without regard to ability or potential weaknesses, misses twice-exceptional students. Those who perform at grade level, by using advanced conceptual abilities and hard work to compensate, may still require interventions and accommodations to manage increasing educational demands. Otherwise, college and even high school graduation may be out of reach. This article reviews changing laws and policies, explores case studies of twice-exceptional students missed, and examines the diagnosis of twice-exceptionality through comprehensive assessment. Appropriate best practices for the identification of twice-exceptional learners, maintenance of their civil rights, and provision of FAPE are offered for educators, parents, advocates, and legislators as federal, state, and district laws/policies evolve.

  9. Fruit and Vegetable Consumption among Special School Students with Mild Intellectual Disability in Hong Kong

    OpenAIRE

    Mok, W. K.; Ling, T. K.

    2015-01-01

    Objective: The aim of this study was to predict the fruit and vegetable consumption intention of students with mild intellectual disability in Hong Kong by the application of Ajzen?s Theory of Planned Behaviour. Methods: 50 students with mild intellectual disability (30 male and 20 female), ranging in age from 15 to 38 years, were participated in this study. By means of face-to-face interviews, demographic data, Food Preference and variables of Theory of Planned Behaviour, such as Attitude, S...

  10. The effect of educational gifts from pharmaceutical firms on medical students' recall of company names or products.

    Science.gov (United States)

    Sandberg, W S; Carlos, R; Sandberg, E H; Roizen, M F

    1997-10-01

    To assess the influence of pharmaceutical advertising (in the form of books) directed at medical students and also to examine students' attitudes toward pharmaceutical representatives after interacting with them. Two groups of fourth-year medical students were surveyed: 166 residency applicants to the Department of Anesthesia and Critical Care between 1991 and 1993, who were questioned during their personal interviews with the department chair, and 39 fourth-year students from the University of Chicago Pritzker School of Medicine in 1994-95, who were surveyed by telephone. The students were asked if they had ever received a book from a pharmaceutical representative and, if so, to name the book. Then they were asked to name the book-giving company or a product associated with the company. Responses were compared using chi-square analysis. In all, 90% of the students had received one or more books and accurately recalled titles for 89% of them. However, only 25% of the named books were accurately associated with a pharmaceutical company or product. The Pritzker students, asked to recall interactions with pharmaceutical representatives, reported being skeptical of representatives who ignored them because they were students, but they rated as helpful and informative those who conversed with them or gave them gifts. Although gifts to medical students do not necessarily engender company or product recall, attention paid to medical students by pharmaceutical representatives engenders goodwill toward the representatives and their messages.

  11. Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective

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    Garn, Alex C.; Matthews, Michael S.; Jolly, Jennifer L.

    2010-01-01

    The home environment that parents provide their gifted children can have a significant impact on academic motivation, yet limited research has focused on this topic. Self-determination theory, a comprehensive framework of motivation, was used in the current study to explore two research questions: (a) What attitudes do parents of gifted students…

  12. An Action Research Inquiry into the Relationship Among Aerobic Activities, Memory, and Stress with Students Identified as Gifted

    Science.gov (United States)

    Ford, Denise Marie

    Students identified as gifted come from varying socio-economic strata and nationalities with a range of talents and temperaments comprising a diverse community. They may experience stress for a variety of reasons. Although a certain amount of stress can enhance the learning process, too much stress can impede learning, especially memory. Strategies have been offered for relieving stress, yet the benefits of physical activities as stress reducers for the gifted have frequently been overlooked. The purpose of this study was to investigate the relationship among aerobic activity, stress, and memory ability in students in an elementary school gifted program. An exceptional aspect of this research was that the students were an integral part of their own study. As co-researchers they had a vested interest in what they were doing, enhancing the significance of the experience and heightening learning. This action research project conducted in a mid-western school district with fourth and fifth grade students examined the impact of aerobic movement on physical indicators of stress and memory. The study lasted twelve weeks with data collected on physical indicators of stress, memory test scores, parent observations, interviews with students, a parent focus group session, observational data, student comments, and investigator/teacher journal. By infusing regular exercise into curricula, stress levels in students identified as gifted were examined. Students' scores on declarative memory tasks conducted with and without an accompanying aerobic activity were documented. Students learned of the delicate relationship between stress and memory as they studied the physiology of the brain. Twenty-four hour retention rates of declarative memory items were higher when a 20-minute aerobic activity intervention preceded the memory activity. Perceived stress levels were lowered for 14 of the 16 co-researchers. Students indicated a positive attitude toward physical activity and its

  13. Narrative Language and Reading Comprehension in Students with Mild Intellectual Disabilities

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    Barton-Hulsey, Andrea; Sevcik, Rose A.; Romski, MaryAnn

    2017-01-01

    Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative…

  14. Increasing Compliance in Students with Intellectual Disabilities Using Functional Behavioral Assessment and Self-Monitoring

    Science.gov (United States)

    Wadsworth, Jamie P.; Hansen, Blake D.; Wills, Sarah B.

    2015-01-01

    Noncompliance in three elementary age students with intellectual disabilities was assessed using functional behavioral assessments. Escape was identified as the primary function of the behavior in all three students, and access to tangible items was identified in one of the students as a secondary function. Teacher-monitoring and self-monitoring…

  15. Cognitively Accessible Academic Lessons for Students with Intellectual Disabilities Using the iPad

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    Gunderson, Jamie Linn; Higgins, Kyle; Morgan, Joseph John; Tandy, Richard; Brown, Monica R.

    2017-01-01

    The purpose of this study was to improve access to general education curricula, through the use of an iPad, for students with intellectual disabilities (IDs). The participants were 72 students (kindergarten through eighth grade) identified as having an ID. During the 6-week study, the 41 students in the experimental iPad group received academic…

  16. Teaching Outside the Box: Challenging Gifted Students with Polar Sciences Without Benefit of a Science Classroom

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    Dooley, J.

    2013-12-01

    In the high-stakes-testing world of one-size-fits-most educational practices, it is often the needs of the most able students that are unmet, yet these high ability learners can benefit greatly from exploration in the area of polar science. With school schedules and budgets already stretched to the breaking point and Common Core (CCSS) subjects are the focus, very few resources remain for topics considered by some as unimportant. Polar and climate science are prime examples. Here, a council member of Polar Educators International and Gifted Education Teacher, shares resources and ideas to engage this unique group of students and others. She draws from experiences and knowledge gained through ANDRILL's Arise Educator program, IPY Oslo and Montreal PolarEDUCATOR workshops, and Consortium for Ocean Leadership's Deep Earth Academy. Topics include School-wide Enrichment through use of ANDRILL's Flexhibit material and participation in Antarctica Day, afterschool Deep Freeze clubs that presented in public outreach venues for polar science events at the Maryland Science Center in Baltimore and NYC's Museum of Natural History, group project work using IODP core data from Antarctica, interaction with polar scientists via Skype, and other projects.

  17. Self-efficacy perception in high school students with mild intellectual disability in practical training

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    Milanović-Dobrota Biljana

    2013-01-01

    Full Text Available The main goal of this paper is to determine how students with mild intellectual disability perceive self-efficacy in practical training, with regard to the intellectual level, gender, work field and professional level for which they are being trained. The sample consists of 120 students with mild intellectual disability, of both genders, undergoing vocational training in five work fields for the second and third level professions. Adapted Self-Efficacy to Regulate Training Scale (Bandura, 2006 was used to assess the influence of negative internal and external factors on the students' efficacy at performing tasks in practical training. It was determined that there is a statistically significant difference among the examinees of the same disability category, but different level of intellectual functioning. Girls with lower and higher levels of intellectual functioning were found to perceive self-efficacy in practical training with lower level of confidence than boys with the same levels of intellectual functioning. The examinees undergoing the third level vocational training are more confident in their abilities to coordinate knowledge and skills in training regardless of different distracting factors. There we no statistically significant differences determined with regard to the work field. Assessing self-efficacy in training can direct the development of self-efficacy, help individuals gain a sense of control over their career development, and for professionals involved in finding jobs for persons with intellectual disability provide a predictive success/failure role at work.

  18. The Direct and Indirect Effects of Environmental Factors on Nurturing Intellectual Giftedness

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    Al-Shabatat, Ahmad Mohammad; Abbas, Merza; Ismail, Hairul Nizam

    2011-01-01

    Many people believe that environmental factors promote giftedness and invest in many programs to adopt gifted students providing them with challenging activities. Intellectual giftedness is founded on fluid intelligence and extends to more specific abilities through the growth and inputs from the environment. Acknowledging the roles played by the…

  19. The Aurora-"a" Battery as an Assessment of Triarchic Intellectual Abilities in Upper Primary Grades

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    Gubbels, Joyce; Segers, Eliane; Keuning, Jos; Verhoeven, Ludo

    2016-01-01

    The theory of triarchic intelligence posits that, in addition to the widely acknowledged analytical reasoning abilities, creative and practical abilities should be included in the assessments of intellectual capacities and identification of gifted students. To find support for such an approach, the present study examined the psychometric…

  20. Fruit and Vegetable Consumption among Special School Students with Mild Intellectual Disability in Hong Kong.

    Science.gov (United States)

    Mok, W K; Ling, T K

    2016-08-01

    The aim of this study was to predict the fruit and vegetable consumption intention of students with mild intellectual disability in Hong Kong by the application of Ajzen's Theory of Planned Behaviour. 50 students with mild intellectual disability (30 male and 20 female), ranging in age from 15 to 38 years, were participated in this study. By means of face-to-face interviews, demographic data, Food Preference and variables of Theory of Planned Behaviour, such as Attitude, Subjective Norm and Perceived Behavioural Control were measured. 20%, 28% and 10% students with mild intellectual disability were rated to be overweight, obese and severely obese respectively. The rest of 10% were classified to be underweight. Regarding the daily intake of fruit and vegetable, 96% students with mild intellectual disability failed to consume sufficient amount. The variables of Theory of Planned Behaviour explained 47.7% of fruit and vegetable consumption intention with significant factors of Attitude, Subjective Norm and Perceived Behavioural Control. Food Preference was found to be a useful construct and further improve the prediction by about 7% after incorporating into the model. Results of this study indicated that Theory of Planned Behaviour is a useful model to predict dietary intention of students with mild intellectual disability in Hong Kong. Food Preference was a significant predictor to model the intention of fruit and vegetable consumption among students other than Attitude, Subjective Norm and Perceived Behavioural Control.

  1. Using Science Inquiry Methods to Promote Self-Determination and Problem-Solving Skills for Students with Moderate Intellectual Disability

    Science.gov (United States)

    Miller, Bridget; Doughty, Teresa; Krockover, Gerald

    2015-01-01

    This study investigated the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students and increased autonomy during science instruction for students with moderate intellectual disability. Three students with moderate intellectual disability were supported in not only accessing the general…

  2. Effects of Character Education on the Self-Esteem of Intellectually Able and Less Able Elementary Students in Kuwait

    Science.gov (United States)

    Tannir, Abir; Al-Hroub, Anies

    2013-01-01

    This research study investigates effects of character education activities on the self-esteem of intellectually able and less able students in the lower elementary level in Kuwait. The participants were 39 students in grade three with an average age of eight years old. Students were first divided into two ability subgroups (intellectually able vs.…

  3. Culture, Ethics, Scripts, and Gifts.

    Science.gov (United States)

    Messerschmitt, Dorothy; Hafernik, Johnnie Johnson; Vandrick, Stephanie

    1997-01-01

    Discusses gift-giving patterns in different cultures, particularly in relation to teacher-student interactions in English-as-a-Second-Language (ESL) instruction. Situations in which gift-giving can raise ethical questions and how to teach culturally diverse students about this issue are highlighted. Script theory provides a theoretical basis for…

  4. THE EFFECT OF BOWLING GAME TOWARD NUMERACY SKILLS FOR INTELLECTUAL DISABILITY STUDENT

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    Putri Dwi Sari

    2016-12-01

    Full Text Available Intellectual disability students experience difficulties in the learning process, especially on the material arithmeti coperation. It was caused by to the intellectual development hampered by the limitations of IQ and final stage of operational phases of the students turn from abstract to the concrete. The research design used in this study was the Single Subject Research (SSR, with ABA design models and use measuring units scores. The subjects was intellectual disability students the fifth grade in SDLB Idayu II Malang. Data collection techniques was written tests. Research revealed a effect of the use of the bowling game to increaser eduction numeracy skills as the target behavior. Advice for school and the teacher can provide methods and learning media in accordance with the needs and characteristics of students..

  5. Self-Efficacy and Self-Esteem in Gifted and Non-Gifted Students in the Elementary School System

    Science.gov (United States)

    Edins, Cynthia A.

    2009-01-01

    According to the social-cognitive theory, students increase or decrease their self-efficacy and self-esteem based on previous performance, comparison with peers, and feedback from their learning environment. Similar studies have looked at self-efficacy and/or self-esteem; for example, a study was done at the University of Georgia in which they…

  6. The Silenced Discourse: Students with Intellectual Disabilities at the Academy of Music in Sweden

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    Nilsson, Marie-Helene Zimmerman; Ericsson, Claes

    2012-01-01

    In this article, based on a larger research project, the ambition is to critically discuss the first collaboration between students with intellectual disabilities and the Academy of Music in Sweden. The article presents an analysis of video observations of lessons in rhythmics, related to an encounter between the students with intellectual…

  7. Development of Reading Comprehension Skills among Students with Intellectual Disabilities Using Technologically-Based Reading Programs

    Science.gov (United States)

    Macklin, Ella M.

    2016-01-01

    This research paper reported the results from research conducted regarding technologically-based reading comprehension programs for students who have intellectual disabilities. It provided evidence-based research and theoretical bases for learning (i.e. Zone of Generativity, Constructivism, Self-Efficacy) on the issue of these students not being…

  8. The Biggest Mover: Empowering Students with Intellectual and Developmental Delays and Physical Challenges

    Science.gov (United States)

    Brown, Michelle J.

    2018-01-01

    The Biggest Mover Program, an educational program to improve daily exercise and healthy eating was developed to address the learning needs of students with intellectual and developmental disabilities and physical challenges. The program was part of a three-part program to improve the knowledge of students, staff, and teachers through the use of…

  9. Meaningful Collaboration in the Inclusive Music Classroom: Students with Severe Intellectual Disabilities

    Science.gov (United States)

    Darrow, Alice-Ann

    2017-01-01

    Most music educators have little experience or preparation in teaching students with severe intellectual disabilities. Increasing diversity in our schools will require music educators to teach students whose needs exceed those typically found in the music class or ensemble. Facilitating their inclusion in a music program can be immensely rewarding…

  10. Rural Vocational and Transition Assessment Practices for Students with Intellectual Disabilities: What Do Educators Really Know?

    Science.gov (United States)

    Brendle, Janna; Tucker, Kathryn J.; Lock, Robin H.

    2018-01-01

    Transition planning requires quality vocational and transition assessment tailored to the student's needs, strengths, preferences and interests. Limited research is currently available that addresses assessment types and use of results that rural practitioners utilize to aid in transition planning for students with intellectual disabilities (ID).…

  11. Supporting Deaf Students with Intellectual Disabilities through a Specialized Literacy Curriculum

    Science.gov (United States)

    Berchin-Weiss, Janice; Falk, Jodi L.; Cunningham, Katherine Egan

    2016-01-01

    The incidence of d/Deaf students with intellectual disabilities in schools for the d/Deaf has increased; however, the development of curricula for this population has not kept up with this trend. A literacy curriculum was developed at St. Joseph's School for the Deaf (SJSD) to address the special needs of these students using a reading and writing…

  12. Do Interracial Interactions Matter? An Examination of Student-Faculty Contact and Intellectual Self-Concept

    Science.gov (United States)

    Cole, Darnell

    2007-01-01

    The purpose of this longitudinal, multi-institution study was to examine through multilevel analyses the influence of: (1) interracial interactions on student-faculty interactions; and (2) interracial interactions and student-faculty interactions on intellectual self-concept. Social participation and involvement theory, as they are constructed…

  13. Relationships of Approaches to Studying, Metacognition, and Intellectual Development of General Chemistry Students

    Science.gov (United States)

    Egenti, Henrietta N.

    2012-01-01

    This study investigated approaches to studying, intellectual developments, and metacognitive skills of general chemistry students enrolled for the spring 2011 semester at a single campus of a multi-campus community college. The three instruments used were the Approaches and Study Skills Inventory for Students (ASSIST), the Learning Environment…

  14. Inclusive Post-Secondary Education in Canada: Transition to Somewhere for Students with Intellectual Disabilities

    Science.gov (United States)

    Aylward, M. Lynn; Bruce, Cynthia

    2012-01-01

    Inclusive Education is not a new concept in Canada, however in contrast to the dominant approach to post-secondary disability access that narrowly focuses on the legal obligation to accommodate student learning, we consider Inclusive Post-secondary Education (IPSE) for students with intellectual disabilities within a broader framework of inclusive…

  15. College Students' Conceptualizations of Deficits Involved in Mild Intellectual Disability

    Science.gov (United States)

    Musso, Mandi W.; Barker, Alyse A.; Proto, Daniel A.; Gouvier, Wm. Drew

    2012-01-01

    Precedential rulings in recent capital murder trials may, in some cases, leave it up to a jury to determine whether or not an individual meets criteria for an intellectual disability (ID) and should be spared from the death penalty. Despite the potential for misconceptions about ID to bias decisions, few empirical studies have examined the…

  16. Motivational Aspects of Gaming for Students with Intellectual Disabilities

    Science.gov (United States)

    Saridaki, Maria; Mourlas, Constantinos

    2011-01-01

    The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in…

  17. A Comparison of Spatial-Analytical Ability Levels of Gifted and Average Students (Üstün Zekâlı Olan ve Olmayan Öğrencilerin Görsel-Uzamsal Yeteneklerinin Düzeylerinin Karşılaştırılması

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    Melodi Özyaprak

    2012-12-01

    Full Text Available Purpose: The purpose of this study was to investigate the difference, if any, between the spatial-analytical ability level of gifted students and that of average students. The sample included 52 gifted students as identified by the Raven’s Advance Progressive Matrices and 110 students with average general intelligence. The sample was divided into 6 groups as 2ndgrade gifted students (n= 23 and non-gifted students (n=21 who were attending gifted classrooms as inclusion students and non-gifted students who were attending regular classrooms (n=24; and 3rd grade gifted students (n=29 and non-gifted students (n=29 who were attending gifted classrooms as inclusion students, and non-gifted students who were attending regular classrooms (n=33. Gifted students and those average students who were attending gifted classrooms were the students of the same inclusion classrooms. Students who scored in the top 5% on the Raven’s SPM were identified as gifted. Percentileof the A-2 and 3-5 forms of the DISCOVER-spatial analytical assessment were used to determine participants’ spatial analytical ability level. Results: Data analysis showed significant differences between the mean scores of the groups by ability level both for the second grade [F (2-67 =5.20; p<0.05] and the third grade [ F(2-90=9.31, p<0.01]. Findings showed that the mean of spatial analytical ability of the second grade gifted students (M=3.04; SD=0.88 were significantly higher than the mean of spatial analytical ability of the second grade average students (M=2.29; SD=0.55 who were attending regular classrooms. Similarly, the mean of spatial analytical ability of the third grade gifted students (M=2.86; SD=1.16 were significantly higher than the mean of spatial analytical ability of the third grade average students (M=1.70; SD=1.02 who were attending regular classrooms. However, no significant differences were found between gifted students and average students who were attending gifted

  18. Teacher behaviour in learning contexts for gifted and talented students : A multiple case study focusing on basic needs satisfaction and motivational differentiation

    NARCIS (Netherlands)

    de Boer, Greet C.; Opdenakker, Marie-Christine J.L.; Minnaert, Alexander E.M.G.

    2015-01-01

    In the international comparative study on reading, mathematics, and science of 2009 (OECD, 2010) especially Dutch gifted and talented (G&T) students underachieved compared to 17 countries. These students require a differentiated, adaptive curriculum embedded within an optimal learning environment

  19. Six Units for Primary (K-2) Gifted/Talented Students. Self (Psychology), Plants (Botany), Animals (Zoology), Measurement (Mathematics), Space (Astronomy), Computers (Technology).

    Science.gov (United States)

    McCallister, Corliss

    This curriculum for gifted/talented students in kindergarten through grade 2 focuses on the cognitive, affective, and psychomotor domains in the areas of language arts, mathematics, music, physical education (dance), science, social studies, theatre, and visual arts. The curriculum is student centered, experientially based, exploratory,…

  20. Intellectual Development Is Positively Related to Intrinsic Motivation and Course Grades for Female but Not Male Students

    Science.gov (United States)

    Cortright, Ronald N.; Lujan, Heidi L.; Cox, Julie H.; Cortright, Maria A.; Langworthy, Brandon M.; Petta, Lorene M.; Tanner, Charles J.; DiCarlo, Stephen E.

    2015-01-01

    We hypothesized that the intellectual development of students, i.e., their beliefs about the nature of knowledge and learning, affects their intrinsic motivation and class performance. Specifically, we hypothesized that students with low intellectual development (i.e., the naive beliefs that knowledge is simple, absolute, and certain) have low…

  1. EFFECTIVENESS OF COOPERATIVE LEARNING IN IMPROVING MATHEMATICAL CONCEPTS AMONG STUDENTS WITH MILD INTELLECTUAL DISABILITY

    OpenAIRE

    Ibrahim Rajab Abbas Ibrahim

    2017-01-01

    The purpose of this study was to identify the effectiveness of cooperative learning in improving mathematical concepts among students with mild intellectual disability (SMID). The sample of the study consisted of 8 SMID at Najran in the Kingdom of Saudi Arabia. The sample of the study was divided randomly into two equal groups control and experimental. The students in the experimental group have studied the mathematical concepts by using cooperative learning; however the students in the contr...

  2. Personality and Perceptions of the Gifted.

    Science.gov (United States)

    Karamessinis, Nicholas P.

    1980-01-01

    The article reviews the recent literature on the personality attributes and self-perceptions of the gifted, and the attitudes and perceptions held about them. Among the conclusions are that the gifted appear to have higher self-esteem than others, and that gifted students are more popular with their peers than others. (Author/DLS)

  3. Gifted Education in the Australian Context

    Science.gov (United States)

    Walsh, Rosalind L.; Jolly, Jennifer L.

    2018-01-01

    The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted…

  4. A study on mobility improvement for intellectually disabled student commuters

    Directory of Open Access Journals (Sweden)

    Fumihiko Nakamura

    2017-07-01

    Overall, our findings suggested that to actually implement mobility support in school commuting environments in a way that will improve the mobility of intellectually disabled people requires not only the cooperation of schools, but also contributions from transport operators, road administrators, and traffic administrators. Because the contributions of these entities are essential, awareness-raising activities and a system for promoting common understanding among them are vital.

  5. Giving Gifts with a Purpose.

    Science.gov (United States)

    Dillon, Douglas E.

    1987-01-01

    Gifts can link class discussions to the real world while involving children in reading, travel, or a search for information. They make children more receptive to the teacher, school in general, and ultimately to the subject. Ways to find cheap or free gifts for students are discussed. (MT)

  6. Gifted Education in the Netherlands

    Science.gov (United States)

    De Boer, Greet C.; Minnaert, Alexander E. M. G.; Kamphof, Gert

    2013-01-01

    In the summer of 2011, the Dutch Minister of Education, Culture, and Science presented a letter to the Cabinet, containing the policy objectives for the education of talented, gifted, and highly gifted students. In action plans for primary, secondary, and higher education, in addition to the development of teacher skills, specific measures were…

  7. A Case Study on Enrichment Seminar and the Socioemotional Needs of Gifted Students

    Science.gov (United States)

    Simpson, Joanne Denise

    2013-01-01

    The purpose of this qualitative case study was to explore gifted alumni perceptions of how participating in an Enrichment Seminar course met their socioemotional needs as they related to identity formation, and whether or not their academic achievement was influenced. The researcher used interviews, narrative questions, and surveys to gather data.…

  8. Artistic Ways of Knowing in Gifted Education: Encouraging Every Student to Think Like an Artist

    Science.gov (United States)

    Haroutounian, Joanne

    2017-01-01

    After decades of fluctuating presence in gifted education, the arts are surprisingly establishing themselves in academic classrooms, spurred by arts integration with science, technology, engineering, and mathematics (STEM) curricula or science, technology, engineering, art, and mathematics (STEAM). This renewed interest provides the opportunity to…

  9. Foreign Language Reading and Spelling in Gifted Students with Dyslexia in Secondary Education

    Science.gov (United States)

    van Viersen, Sietske; de Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; de Jong, Peter F.

    2017-01-01

    A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language…

  10. Foreign language reading and spelling in gifted students with dyslexia in secondary education

    NARCIS (Netherlands)

    Van Viersen, Sietske; De Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; De Jong, Peter F.

    2017-01-01

    A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the

  11. Foreign language reading and spelling in gifted students with dyslexia in secondary education

    NARCIS (Netherlands)

    van Viersen, S.; de Bree, E.H.; Kalee, L.; Kroesbergen, E.H.; de Jong, P.F.

    A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the

  12. A Nudge Is Best: Helping Students through the Perry Scheme of Intellectual Development.

    Science.gov (United States)

    Kloss, Robert J.

    1994-01-01

    This article discusses William G. Perry's model of intellectual development, which posits that college students move through four phases of understanding their relationship to knowledge: dualism (knowledge as received truth), multiplicity (knowledge as opinion), relativism (knowledge as relativistic), and commitment in relativism. Specific…

  13. Computer-Based Video Instruction to Teach Students with Intellectual Disabilities to Use Public Bus Transportation

    Science.gov (United States)

    Mechling, Linda; O'Brien, Eileen

    2010-01-01

    This study investigated the effectiveness of computer-based video instruction (CBVI) to teach three young adults with moderate intellectual disabilities to push a "request to stop bus signal" and exit a city bus in response to target landmarks. A multiple probe design across three students and one bus route was used to evaluate effectiveness of…

  14. Transitions for Students with Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives

    Science.gov (United States)

    Strnadova, Iva; Cumming, Therese M.; Danker, Joanne

    2016-01-01

    Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological…

  15. Studying Abroad Inclusively: Reflections by College Students with and without Intellectual Disability

    Science.gov (United States)

    Prohn, Seb M.; Kelley, Kelly R.; Westling, David L.

    2016-01-01

    Postsecondary education programs have increased opportunities for students with and without intellectual disabilities to study abroad as inclusive classes. Using open-coding qualitative techniques, the authors examined an inclusive study abroad group's daily reflective journals during a study abroad trip to London and Dublin. Three shared…

  16. Lecturer Responses to the Inclusion of Students with Intellectual Disabilities Auditing Undergraduate Classes

    Science.gov (United States)

    O'Connor, Barrie; Kubiak, John; Espiner, Deborah; O'Brien, Patricia

    2012-01-01

    Although postsecondary education for people with intellectual disabilities can improve their chances of employment and create a more satisfying life, higher education is becoming a more usual avenue of postschool learning. As part of a 2-year Certificate in Contemporary Living (CCL) Program offered at Trinity College Dublin, students audited…

  17. Examining Augmented Reality to Improve Navigation Skills in Postsecondary Students with Intellectual Disability

    Science.gov (United States)

    Smith, Cate C.; Cihak, David F.; Kim, Byungkeon; McMahon, Don D.; Wright, Rachel

    2017-01-01

    The purpose of this study was to examine the effects of using mobile technology to improve navigation skills in three students with intellectual disability (ID) in a postsecondary education program. Navigation skills included using an augmented reality iPhone app to make correct "waypoint" decisions when traveling by foot on a university…

  18. Changing Systems to Provide Inclusive Higher Education for Students with Intellectual Disabilities

    Science.gov (United States)

    Raynor, Olivia; Hayward, Katharine; Francis, Wilbert; Campisi, Catherine

    2016-01-01

    For several decades, institutions of higher education (IHE) have been addressing the need for postsecondary education (PSE) for students with intellectual disabilities (ID). These efforts have increased significantly since 2008 with passage of the Higher Education Opportunity Act (HEOA). The law includes a defined set of services and activities…

  19. Parent Assessments of Self-Determination Importance and Performance for Students with Autism or Intellectual Disability

    Science.gov (United States)

    Carter, Erik W.; Lane, Kathleen Lynne; Cooney, Molly; Weir, Katherine; Moss, Colleen K.; Machalicek, Wendy

    2013-01-01

    Fostering student self-determination is now considered an essential element of special education and transition services for children and youth with intellectual disability and/or autism. Yet, little is known about the pivotal role parents might play beyond the school campus in fostering self-determination among their children with developmental…

  20. Employing a Social Justice Framework to Promote Postsecondary Transition for Students with Intellectual Disability

    Science.gov (United States)

    Cook, Amy L.

    2017-01-01

    Transition from high school to postsecondary education (PSE) and employment can be challenging for all youth, and particularly for youth with intellectual disability (ID). Promoting equity and access to PSE for students with ID is a social justice mandate, and high school counselors are uniquely positioned to assist youth with ID in accessing…

  1. Examiner Errors on the Reynolds Intellectual Assessment Scales Committed by Graduate Student Examiners

    Science.gov (United States)

    Loe, Scott A.

    2014-01-01

    Protocols from 108 administrations of the Reynolds Intellectual Assessment Scales were evaluated to determine the frequency of examiner errors and their impact on the accuracy of three test composite scores, the Composite Ability Index (CIX), Verbal Ability Index (VIX), and Nonverbal Ability Index (NIX). Students committed at least one…

  2. Utilizing Generalization Tactics to Promote Leisure-Time Physical Activity for Students with Intellectual Disabilities

    Science.gov (United States)

    Haegele, Justin A.; Park, Seung Yeon

    2016-01-01

    Research suggests that school-aged individuals with intellectual disabilities (ID) tend to be less physically active than their typically developing peers (e.g., Shields, King, Corbett, & Imms, 2014). While these students can be successful in acquiring motor and sport-related skills during physical education, they tend not to use those skills…

  3. Not All Created Equally: Exploring Calculator Use by Students with Mild Intellectual Disability

    Science.gov (United States)

    Yakubova, Gulnoza; Bouck, Emily C.

    2014-01-01

    Calculators are widely used in mathematics education, yet limited research examines the effects of calculators for students with mild intellectual disability. An alternating treatments design was used to study the effects of calculator types (i.e., scientific and graphing) on the mathematical performance (i.e., computation and word problems) of…

  4. Using Progressive Video Prompting to Teach Students with Moderate Intellectual Disability to Shoot a Basketball

    Science.gov (United States)

    Lo, Ya-yu; Burk, Bradley; Burk, Bradley; Anderson, Adrienne L.

    2014-01-01

    The current study examined the effects of a modified video prompting procedure, namely progressive video prompting, to increase technique accuracy of shooting a basketball in the school gymnasium of three 11th-grade students with moderate intellectual disability. The intervention involved participants viewing video clips of an adult model who…

  5. Educators' Perceptions of Teaching Grade-Level Content to Students with Intellectual Disabilities

    Science.gov (United States)

    Carlson, Christina V.

    2016-01-01

    The purpose of this study was to address a gap in the research literature by describing the perceptions of Special Education teachers of students with intellectual disabilities (ID), regarding the paradigm shift required in their teaching practices as they strove to implement current educational reform legislation. Knowledge of the lived…

  6. Cutting-Edge: Integrating Students with Intellectual and Developmental Disabilities into a 4-Year Liberal Arts College

    Science.gov (United States)

    Hafner, Dedra; Moffatt, Courtney; Kisa, Nutullah

    2011-01-01

    Cutting-Edge provides inclusion in college for students with intellectual disabilities (SWID). Cutting-Edge students attended college by taking undergraduate courses, resided in student housing, and engaged in student-life events as well as pursued community service, internships and employment. Undergraduate students were the best means to teach…

  7. Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors.

    Science.gov (United States)

    Rillotta, Fiona; Arthur, Jillian; Hutchinson, Claire; Raghavendra, Parimala

    2018-01-01

    Inclusive post-secondary education (PSE) delivers positive personal, social and academic outcomes. However, there is limited support for students with intellectual disability (ID) to participate in higher education, particularly in Australia. This study investigated the expectations and experiences of students with ID in an inclusive individual support PSE programme. Semi-structured interviews were conducted with students ( n = 4) and peer mentors ( n = 6) at the beginning and end of one academic semester. Participants were asked about inclusive practices, goal attainment, mentoring experiences and skill development. Thematic analysis was used to analyse data. Four major themes and several subthemes were identified: self-determination (e.g. self-confidence), social development (e.g. social networks), intellectual development (e.g. subject knowledge) and inclusive practices. The results emphasized the value of inclusive PSE for students with ID. Recommendations regarding future practices of inclusive PSE for people with ID are provided.

  8. Investigating of Memory - Colours of Intellectually Disabled Children and Virtual Game Addict Students

    Science.gov (United States)

    Sik Lányi, Cecília

    We describe an investigation of memory colours. For this investigation Flash test software was developed. 75 observers used this test software in 4 groups: average elementary school children (aged: 8-9 years), intellectually disabled children (age: 9-15), virtual game addict university students (average age: 20) and university students who play with VR games rarely or never (average age: 20). In this pilot test we investigated the difference of memory colours of these 4 groups.

  9. The relationship between attachment, mentalization, and intellectual abilities in adolescence

    Directory of Open Access Journals (Sweden)

    Banjac Sonja

    2013-01-01

    Full Text Available This paper explored the relationship between attachment, mentalization, and intelligence as it occurs in adolescence. Study participants were 345 students (123 males in their third year of high school. Participants were administered three standard tests of intelligence, the SM-ECR-R, and the recently developed Mentalization Questionnaire (MQ. The study also utilized earlier collected data from a sample of 284 employed adults. In line with our research hypothesis, attachment security and mentalization were positively related, with correlations ranging from small to moderate depending on the dimension inspected. Attachment anxiety was found to be higher in the adolescent than in the adult sample, and contrary to expectations was not significantly related to intelligence in the former group. Attachment avoidance did not correlate with intelligence in the total student sample, but did show a small negative association with analogical reasoning and the g-factor when the intellectually gifted were excluded from analyses. This latter group, as well as males from the student sample scored significantly higher on attachment avoidance than their respective comparison groups - intellectually average and female adolescents. Finally, mentalization was found to be positively related to intellectual ability and higher in a gifted than average-ability girls, b girls than boys, and c adults than adolescents. The results are discussed as shedding light on the peculiarities of the attachment system in adolescence, revealing specific associations between attachment avoidance, mentalization, and intellectual ability, highlighting gender differences in both attachment and mentalization, and adding to our understanding of the socioemotional characteristics of intellectually gifted students.

  10. BELIEFS OF TEACHERS ABOUT BEHAVIOR PROBLEMS IN STUDENTS WITH INTELLECTUAL DISABILITIES

    Directory of Open Access Journals (Sweden)

    A. L. Gavia P.

    2013-09-01

    Full Text Available Hermeneutic research study conducted with seventeen primary regular and special education teachers to examine their beliefs about intellectual disabilities and behavior problems. Teachers beliefs about the influence that the context has the proliferation of conduct and disability issues is unveiled. It is an approach to the theoretical reference from beliefs, teachers in regular and special education, they have in common that their beliefs about intellectual disabilities are circumscribed or based on his work experience, rather than in references up-to-date intellectual disability. On the other hand found that teachers, based their beliefs on behavioural problems in the characteristics that have been observed through the experience with his students. Finally the strategies and style for setting the order were also based on their beliefs, elementary and special education teachers were using corrective strategies, although the latter also used cognitive strategies.

  11. Attitudes towards people with physical or intellectual disabilities among nursing, social work and medical students.

    Science.gov (United States)

    Kritsotakis, George; Galanis, Petros; Papastefanakis, Emmanouil; Meidani, Flora; Philalithis, Anastas E; Kalokairinou, Athena; Sourtzi, Panayota

    2017-12-01

    To examine and compare undergraduate healthcare students' attitudes towards people with physical or intellectual disabilities in Greece. The experience that people with disabilities have with health care is a complex interaction between their medical condition and the social and physical environment. Attitudes of the nursing and healthcare staff affect the quality of care and people's adaptation to their disability, self-image and rehabilitation outcomes. Descriptive cross-sectional survey. Nursing, Social Work and Medicine students (N = 1007, 79.4% female) attending three universities (Athens, Crete) completed during 2014-2016 two standardised scales regarding physical (ATDP-B) and intellectual disability (CLAS-ID). Descriptive and multivariate logistic regression analyses were performed. Attitudes towards people with physical disabilities in Greece (ATDP-B scores) were poor with scores just above the mid-point. Medical studies and higher knowledge and work with individuals with physical disabilities signified marginally more positive attitudes. Gender and age displayed no associations with attitudes. Regarding intellectual disability (CLAS-ID scores), nursing students had slightly less positive attitudes in "Similarity" but more positive attitudes in "Sheltering" subscales. Previous work and contact was related to more favourable and higher age to less favourable "Similarity" and "Sheltering" attitudes. Males had higher "Exclusion" scores. Those who knew people with intellectual disabilities had less favourable "Empowerment" attitudes. Knowledge was related to more positive attitudes in all four CLAS-ID subscales. Greek health and social care students showed poor attitudes towards people with physical and intellectual disability. When holding unfavourable attitudes, healthcare professionals become less involved with the people they care for and they do not provide nursing care to the best of their abilities. Undergraduate and continuing education, along with

  12. Gifted Students' Self-Perceptions of Ability in Specific Subject Domains: Factor Structure and Relationship with Above-Level Test Scores

    Science.gov (United States)

    Swiatek, Mary Ann

    2005-01-01

    Current self-concept theories suggest a multi-dimensional construct, with domain-specific self-concepts hierarchically related to global self-concept. The academic domain may be comprised of subject-specific domains that are related to performance in corresponding areas. Here, gifted students' responses to questions about how they compare with…

  13. Project Promise: A Long-Term Follow-Up of Low-Income Gifted Students Who Participated in a Summer Enrichment Program

    Science.gov (United States)

    Kaul, Corina R.; Johnsen, Susan K.; Saxon, Terrill F.; Witte, Mary M.

    2016-01-01

    "Overlooked gems" is the term used in gifted education to describe high-potential, low-income students who are unable to excel because of significant barriers in their homes, environments, and educational systems. To address these barriers, educators have offered enrichment and other types of talent development programs to this at-risk…

  14. Going up in Dreams and Esteem: Cross-Age Mentoring to Promote Leadership Skills in High School-Age Gifted Students

    Science.gov (United States)

    Besnoy, Kevin D.; McDaniel, Sara C.

    2016-01-01

    Mentoring programs are an effective way to offer gifted students authentic learning opportunities. Although there are many mentoring models, the fundamental relationship between mentor and mentee has remained consistent throughout the ages. One mentoring model that has recently grown in popularity is the cross-age mentoring model. In this model,…

  15. The Relationships between Self-Regulated Learning Skills, Causal Attributions and Academic Success of Trainee Teachers Preparing to Teach Gifted Students

    Science.gov (United States)

    Leana-Tascilar, Marilena Z.

    2016-01-01

    The purpose of this research is to examine the self-regulated learning skills and causal attributions of trainee teachers preparing to teach gifted pupils, and also to study the predictive relationships between these skills and attributions, on one hand, and academic success, on the other hand. The research was conducted on 123 students attending…

  16. A Study on the Enrichment Practice Accompanied by Supportive Counselling for a Gifted Student

    OpenAIRE

    Cagla Gur

    2012-01-01

    The objective of this research is to examine whether or not the enrichment practice accompanied by supportive counselling in education has a positive effect on a gifted student’s problematic behaviours, current state and attitudes towards setting and reaching a target. This research is based on single subject research model, and the ABAB model has been chosen as a method among all single subject research designs. The research has revealed that the enrichment practice accompanied by supportive...

  17. Use of pesticides and intellectual disabilities in local school students. Provincia of Talca, Chile

    Directory of Open Access Journals (Sweden)

    María T. Muñoz Q

    2010-04-01

    Full Text Available Objective: to describe the relationship between municipal schools located very close to farms where pesticides are used and the presence of intellectual disabilities in their students. Methodology: this is an exploratory ecological study. Secondary data obtained from school integration programs in the province of Talca were used, and the proximity between schools and farms were also determined. Besides that, rural/urban and socioeconomic level variables were considered. Results: a higher proportion of students with intellectual disabilities from rural schools of low socioeconomic status located very close to farms where pesticides are used was identified with a p < 0.05. Discussion: an investigation related to the association between pesticide exposure and cognitive difficulties among students by means of biomarkers used to determine the effect of pesticides on learning is suggested, thus developing an effective prevention and control of pesticide use.

  18. Examining the Effectiveness of the In-service Training Program for the Education of the Academically Gifted students in Turkey: A Case Study

    Directory of Open Access Journals (Sweden)

    Hasan Said TORTOP

    2014-12-01

    Full Text Available In this study, examining the effectiveness of in-service training for gifted education has been conducted. In the study, 30 Classroom, Science, Mathematics and Preschool teachers working at schools in different cities of Turkey, took part as volunteer participants. Moreover, some criteria were specified for determining the participants. In this in-service training, teachers have received theoretical and practical training in the academicians who study on gifted education. In this process, they have designed units in groups according to the Education Program for Gifted Student Bridge with University (EPGBU curriculum. The research has been designed as a case-study research which is one of the qualitative research models. In the study, some data tools (scales, interview form and the documents were utilized Two of data collection tools were developed by research. These were Science Fair Mentorship Self-efficacy Scale for Teachers (SFMSST and Gifted Education Self-efficacy Scale for Teachers (GESST. As a result of a one-week in-service training, it has been determined that the teachers’ perception of self-efficacy for scientific research mentorship and gifted education increased.

  19. Nurturing gifted learners in Mainland China

    DEFF Research Database (Denmark)

    Shi, Jiannong; Zhang, X.; Chen, N.

    2013-01-01

    -socio-intellectual model, illustrated the nature of human being and the nature of gifted learners. From the perspective of the BSI model, the authors suggested three aspects are very critical to curriculum design to meet the needs of gifted education: physical maturation or physical development, social maturation......In this article, based on the previous researches on the development of gifted learners, the authors summarized the problems in nurturing gifted learners due to lacking of the appropriate educational philosophy and educational methodology in Mainland China. The authors proposed the Bio...... or social and interpersonal development, and mental maturation or intellectual development. It was proved that BSI model has its theoretical rationality and practical validity in Mainland China...

  20. The Effect of Theory of Mind Training on Social Skills Improvement in Intellectually Disabled Students

    Directory of Open Access Journals (Sweden)

    mahboub bakhshi-Barzili

    2013-07-01

    Full Text Available Objective: The development of theory of mind is considered as one aspect of social cognition by researchers and have attracted their attention in recent years. The purpose was to determine the effect of theory of mind training on social skills in male students with intellectual disability in Meshkinshahr City. Materials & Methods: In present experimental study, pretest-posttest design with control group were used. All intellectually disabled male students (aged 8-12 years old who educating in Meshkinshahr (43 individuals answered to theory of mind tests. Students who could not pass the tests (39 individuals selected as a sample and their teachers completed Social Skills Rating Scale (SSRS Gresham & Elliot, 1990 for them. They assigned randomly to experimental and control groups. Experimental group participated in 8 training sessions (for 2 weeks, 30 minutes per session. After last session, theory of mind tests and SSRS administered for all subjects again. Data were assesed with analysis of covariance.  Results: Analysis of covariance showed that experimental group performed better than control group in social skills index, cooperation and self-control components significantly (P=0.001. But, two groups were not significantly different in assertion component.  Conclusion: theory of mind training leads to improvement in social skills and its components of intellectually disabled students and will guarantee their success on these areas in adulthood.

  1. THE ROLE OF HABITUS IN DEVELOPING INTELLECTUAL CAPITAL STUDENT AT MA'HAD ALY AL FURQON, PONOROGO

    Directory of Open Access Journals (Sweden)

    Katni dan Anip Dwi Saputro

    2017-12-01

    Full Text Available The institution always expects the output quality and personality, but if the surroundings of education never give appropriate habitus, then the result will not be achieved. On the basis of this research, trying to peel about the role of habitus in developing intellectual capital which is a student at Ma'had synergy between the structure with an agency, how an intellectual capital created and run in a Ma'had university. The question of the Islamic College during this time, when students are extremely variable input, its ability to be tough in the formation and determination of the standard of their abilities.  The results of this study found that the role of habitus intellectual capital improvement done in Mahad Aly Al Furqon Ponorogo there are seven models of the structure that supports the students ' intellectual capital development in Ma'had Aly Al Furqon Ponorogo. As for overcoming the Burnout, the students do a variety of activities that make students fresh so avoid burnout. The results of the intellectual capital developed in the Mahad Aly Al Furqon students achieved the target of memorizing a set amount and the more intellectual growth of students marked with a creative, independent inquiries, in drawing up the scientific agenda, active removing the arguments in different ways.

  2. Designing Inclusive Learning for Twice Exceptional Students in Minecraft

    Science.gov (United States)

    O'Sullivan, Muireann; Robb, Nigel; Howell, Stephen; Marshall, Kevin; Goodman, Lizbeth

    2017-01-01

    Twice exceptional learners are intellectually or creatively gifted yet also experience one or more learning difficulties. These students face a unique set of challenges in educational settings. Recommended strategies for accommodating twice exceptional learners focus on--among other things--(1) providing freedom and variety, so that students can…

  3. Numerical and spatial cognition of students with physical disabilities and mild intellectual disabilities

    OpenAIRE

    Vidmar, Anja

    2017-01-01

    Mathematics has an important effect on an individual's successfulness and satisfaction in the field of education and life. Numerical and spatial cognition are of crucial importance to successfully master mathematics. If this kind of cognition is poorly developed, it represents one of the most important obstacles to achieving success in the field of mathematics. Students with mild intellectual disabilities are in a worse position already at the starting point of the educational process, as the...

  4. The Effectiveness of Emotional Intelligence Training on Communication Skills in Students with Intellectual Disabilities

    Directory of Open Access Journals (Sweden)

    Maryam Sheydaei

    2015-09-01

    Full Text Available Objectives: Emotional intelligence skills begin at home, and with positive interactions with parents and other children. Parents can help children recognize their emotions, name them, and learn how to respect their feelings and adapt to social situations. The aim of the present study was to investigate the effectiveness of emotional intelligence training on the communication skills of students with intellectual disabilities. Methods: This study was quasi-experimental, with a pre-test, post-test design and a control group. The sample consisted of 32 educable students with intellectual disabilities (14-18 years old. Results: The results showed that the intervention program had created a significant difference between the scores of the experimental and control groups (P<0.05, and that the scores for communication skills were increased, both post-test and also in the experimental group follow-up (P<0.05. Discussion: Emotional intelligence training enhanced the communication skills of students with intellectual disabilities. Teachers, professionals, and clinicians could use these training in their practices.

  5. College Environment, Student Involvement, and Intellectual Development: Evidence in China

    Science.gov (United States)

    Chi, Xianglan; Liu, Jinlan; Bai, Yin

    2017-01-01

    China's higher education system has been marked by dramatic growth since 1999. In response to calls for quality assurance, substantial efforts have been made to improve collegiate environments and enhance student learning. However, only limited empirical research has been conducted to investigate the effects of the college environment on student…

  6. Towards Graduateness: Exploring Academic Intellectual Development in University Master's Students

    Science.gov (United States)

    Steur, Jessica; Jansen, Ellen; Hofman, Adriaan

    2016-01-01

    Our research aims to contribute to the body of knowledge on graduateness by proposing a model that explicates the expected level performance of graduates. In this study, the model is elaborated for 3 graduateness domains: reflective thinking, scholarship, and moral citizenship. We used data on students' perceived abilities in these domains that…

  7. The Effect of Teaching Geometry Which is Differentiated Based on the Parallel Curriculum for Gifted/Talented Students on Spatial Ability

    Directory of Open Access Journals (Sweden)

    Basak KOK

    2014-06-01

    Full Text Available The purpose of this research is to evaluate the effects of teaching geometry which is differentiated based on the parallel curriculum for gifted/talented students on spatial ability. For this purpose; two units as “Polygons” and “Geometric Objects” of 5th grade mathematics book has been taken and formed a new differentiated geometry unit. In this study, pretest and posttest designs of experimental model were used. The study was conducted in Istanbul Science and Art Center, which offers differentiated program to those who are gifted and talented students after school, in the city of İstanbul and participants were 30 students being 15 of them are experimental group and the other 15 are control group. Experimental group students were underwent a differentiated program on “Polygons” and “Geometric Objects” whereas the other group continued their normal program without any differentiation. Spatial Ability Test developed by Talented Youth Center of John Hopkins University was used to collect data. Above mentioned test was presented to both groups of the study. Collected data was analyzed by Mann Whitney-U and Wilcoxon Signed Rank Test which is in the statistics program. It is presented as a result of the study that the program prepared for the gifted and talented students raised their spatial thinking ability.

  8. Augmented Reality as a Navigation Tool to Employment Opportunities for Postsecondary Education Students with Intellectual Disabilities and Autism

    Science.gov (United States)

    McMahon, Don; Cihak, David F.; Wright, Rachel

    2015-01-01

    The purpose of this study was to examine the effects of location-based augmented reality navigation compared to Google Maps and paper maps as navigation aids for students with disabilities. The participants in this single subject study were three college students with intellectual disability and one college student with autism spectrum disorder.…

  9. Why Are Economists Evaluating the Impact of Gifted Education?

    Science.gov (United States)

    Kettler, Todd

    2016-01-01

    Bui, Craig, and Imberman assessed the impact of gifted and talented programs on student achievement using regression discontinuity and random assignment to gifted magnet schools. In both analyses, they found minimal impact of the gifted and talented programs on student achievement. This commentary addresses two concerns associated with the study.…

  10. An Inclusive Learning Initiative at NUI Maynooth: The Search for a Model of Best Practice for Integrating Students with Intellectual Disability

    Science.gov (United States)

    Noonan, Mary

    2012-01-01

    While students with disabilities have been accepted into universities for many years, the inclusion of students with intellectual disabilities is a relatively new concept here in Ireland. This article outlines the search by NUI Maynooth, for a model on which to base an inclusive learning initiative for students with intellectual disabilities. The…

  11. The Value of the Math Circle for Gifted Middle School Students

    Science.gov (United States)

    Burns, Barbara; Henry, Julie; McCarthy, Dianne; Tripp, Jennifer

    2017-01-01

    Math Circles are designed to allow students to explore mathematics using a problem-solving/inquiry approach. Many of the students attending our Math Circle are mathematically talented and curious. This study examines the perspectives of the students and their families in determining why students attend Math Circle, what they enjoy about Math…

  12. Growing Up Gifted in the Soviet Union.

    Science.gov (United States)

    Stevens, Robert E.

    1987-01-01

    A review of the educational program for gifted students in the Soviet Union discusses student responsibilities, program admission, and specialized schools featuring foreign languages, mathematics and physics, music, ballet and arts, sports, and "little academics" (advanced studies). (CB)

  13. Self-Monitoring Checklists for Inquiry Problem-Solving: Functional Problem-Solving Methods for Students with Intellectual Disability

    Science.gov (United States)

    Miller, Bridget; Taber-Doughty, Teresa

    2014-01-01

    Three students with mild to moderate intellectual and multiple disability, enrolled in a self-contained functional curriculum class were taught to use a self-monitoring checklist and science notebook to increase independence in inquiry problem-solving skills. Using a single-subject multiple-probe design, all students acquired inquiry…

  14. Effects of School Staff Communication on Initiations and Repair Strategies of Students with Severe Intellectual and Developmental Disabilities

    Science.gov (United States)

    Hetzroni, Orit E.; Shalev, Maayan

    2017-01-01

    The study examined the effects of the types of communication breakdowns of the communication partners on the repair strategies of students with severe intellectual disability during interaction within the natural school environment. Forty-eight staff members, divided into two groups based on daily vs. weekly contact with the student, and 12…

  15. A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

    Science.gov (United States)

    Rivera, Christopher J.; Jimenez, Bree A.; Baker, Joshua N.; Spies, Tracy; Mims, Pamela J.; Ginevra, Courtade

    2016-01-01

    The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general…

  16. Video Modeling and Prompting: A Comparison of Two Strategies for Teaching Cooking Skills to Students with Mild Intellectual Disabilities

    Science.gov (United States)

    Taber-Doughty, Teresa; Bouck, Emily C.; Tom, Kinsey; Jasper, Andrea D.; Flanagan, Sara M.; Bassette, Laura

    2011-01-01

    Self-operated video prompting and video modeling was compared when used by three secondary students with mild intellectual disabilities as they completed novel recipes during cooking activities. Alternating between video systems, students completed twelve recipes within their classroom kitchen. An alternating treatment design with a follow-up and…

  17. Perry's Scheme of Intellectual and Epistemological Development as a Framework for Describing Student Difficulties in Learning Organic Chemistry

    Science.gov (United States)

    Grove, Nathaniel P.; Bretz, Stacey Lowery

    2010-01-01

    We have investigated student difficulties with the learning of organic chemistry. Using Perry's Model of Intellectual Development as a framework revealed that organic chemistry students who function as dualistic thinkers struggle with the complexity of the subject matter. Understanding substitution/elimination reactions and multi-step syntheses is…

  18. A national study of Chinese youths' attitudes towards students with intellectual disabilities.

    Science.gov (United States)

    Siperstein, G N; Parker, R C; Norins, J; Widaman, K F

    2011-04-01

    In recent years, there has been a global effort to support the inclusion of students with intellectual disabilities (ID) in schools and classrooms. China in particular has recently enacted laws that provide for inclusive educational opportunities for students with ID. There are many barriers, however, to successfully including students with ID in regular education schools and classrooms, one of which is negative attitudes. Over the past decade, much research has focused on documenting the attitudes of the adult public; however, adults only represent one segment of society as it is youth who play a critical role in the successful inclusion and acceptance of students with ID in schools and classrooms. The aim of this study was to replicate a previous study of middle school-aged youths' attitudes towards the inclusion of peers with ID conducted with youth in the USA with similar aged youth in China. A survey was conducted with a random sample of 4059 middle school-aged youth in China on their attitudes towards students with ID. Students' attitudes were measured in terms of their perceptions of the capabilities of students with ID, their beliefs about and expectations regarding the inclusion of students with ID and their willingness to interact with students with ID both in and out of school. The findings indicated that youth in China (1) perceive students with ID as moderately, rather than mildly, impaired; (2) believe that students with ID can not participate in their academic classes; (3) view inclusion as having both positive and negative effects on them personally; and (4) do not want to interact with a peer with ID in school, particularly on academic tasks. Structural equation modelling showed that youths' perceptions of the competence of students with ID significantly influenced their willingness to interact with these students and their support of inclusion. The findings replicated previous research conducted with middle school-aged youth in the USA and are

  19. A gifted teacher

    International Nuclear Information System (INIS)

    Hugenholtz, N.M.

    1991-01-01

    Notwithstanding his many and important papers on basic problems in physics, it may well be that Léon Van Hove's influence on the physics community is in a large part due to the fact that he was a gifted and devoted teacher. It is perhaps unfortunate that the period of his life during which he was a university professor and gave basic training to young students in theoretical physics was rather short

  20. A gifted teacher

    Energy Technology Data Exchange (ETDEWEB)

    Hugenholtz, N. M.

    1991-03-15

    Notwithstanding his many and important papers on basic problems in physics, it may well be that Léon Van Hove's influence on the physics community is in a large part due to the fact that he was a gifted and devoted teacher. It is perhaps unfortunate that the period of his life during which he was a university professor and gave basic training to young students in theoretical physics was rather short.

  1. Improving School Nurse Pain Assessment Practices for Students With Intellectual Disability.

    Science.gov (United States)

    Quinn, Brenna L; Smolinski, Megan

    2017-01-01

    School nurses are afforded minimal resources related to assessing pain in students with intellectual disability (ID) and have called for continuing education. The purpose of this study was to measure the effectiveness of an education program regarding best practices for assessing pain in students with ID. Educational sessions were presented to 248 school nurses. Pre-, post-, and follow-up surveys measured (1) difficulty school nurses face when assessing pain, (2) knowledge and use of pain assessment methods, and (3) intent to change and actual changes to professional practices. Participants experienced less difficulty assessing pain following the educational program. Almost all participants intended to change pain assessment practices, but large caseloads limited new practice adoption. Policy makers must consider population size and acuity when determining school nurse staffing. Trainings and other resources should be made available to school nurses in order to make pain assessments for students with ID more thorough and efficient.

  2. Easy-to-read texts for students with intellectual disability: linguistic factors affecting comprehension.

    Science.gov (United States)

    Fajardo, Inmaculada; Ávila, Vicenta; Ferrer, Antonio; Tavares, Gema; Gómez, Marcos; Hernández, Ana

    2014-05-01

    The use of 'easy-to-read' materials for people with intellectual disabilities has become very widespread but their effectiveness has scarcely been evaluated. In this study, the framework provided by Kintsch's Construction-Integration Model (1988) is used to examine (i) the reading comprehension levels of different passages of the Spanish text that have been designed following easy-to-read guidelines and (ii) the relationships between reading comprehension (literal and inferential) and various linguistic features of these texts. Sixteen students with mild intellectual disability and low levels of reading skills were asked to read easy-to-read texts and then complete a reading comprehension test. The corpus of texts was composed of a set of forty-eight pieces of news selected from www.noticiasfacil.es, a Spanish digital newspaper that publishes daily journalistic texts following international guidelines for the design of easy-to-read documents (IFLA, Tronbacke B. (1997) Guidelines for Easy-to-read Materials. IFLA, The Hague). Participants correctly answered 80% of the comprehension questions, showing significantly higher scores for literal questions than for inferential questions. The analyses of the texts' linguistic features revealed that the number of coreferences was the variable that best predicted literal comprehension, but contrary to what the previous literature seemed to indicate, the relationship between the two variables was inverse. In the case of inferential comprehension, the number of sentences was a significant negative predictor; that is, the higher the sentence density, the lower the ability of these students to find relationships between them. The effects of the rest of linguistic variables, such as word frequency and word length, on comprehension were null. These results provide preliminary empirical support for the use of easy-to-read texts but bring into question the validity of some popular design guidelines (e.g. augmenting word frequency) to

  3. Alcohol, tobacco and cannabis use: Do students with mild-intellectual disability mimic students in the general population?

    Science.gov (United States)

    Pacoricona Alfaro, Dibia Liz; Ehlinger, Virginie; Spilka, Stanislas; Ross, Jim; Sentenac, Mariane; Godeau, Emmanuelle

    2017-04-01

    Education policies encourage inclusion of students with mild-intellectual disability (mild-ID) in community/school life. However, such policies potentially increase exposure to substance use. This article examines tobacco, alcohol and cannabis use among French students enrolled in special units for students with disabilities (ULIS) at mainstream junior high schools compared to those of general population of the equivalent age; and explores factors associated with substance use among ULIS students, known to present mostly mild-ID. In 2014, a questionnaire adapted from the international HBSC/WHO study was administered to 700 ULIS students (mean-age 14.2). Comparative data were gathered from 7023 junior high-school students (mean-age 13.6) in the general population. Among students <14 years-old, tobacco and alcohol use rates were similar between ULIS and general population. For students ≥14, alcohol use remained comparable, while tobacco and cannabis use were higher in general population. Among ULIS students, low perceived health/life satisfaction, divorced/separated parents and high perceived academic demands were associated with tobacco use. Bullying, not liking school very much and attending schools outside a deprived area were associated with alcohol use. Having had sexual intercourse and not perceiving one's health as excellent were associated with cannabis use. Having dated was associated with using all three substances. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. Investigation of Intellectual Risk-Taking Abilities of Students According to Piaget's Stages of Cognitive Development and Education Grade

    Directory of Open Access Journals (Sweden)

    Arzu Derya DAŞCI

    2014-07-01

    Full Text Available The purpose of this study is to determine the cognitive development stages of students of 4-8th class and is to research the effect to ability of intellectual risk-taking of this periods and education grade. Survey method and clinical method are used in the study which practices for this purpose. In the study which 20 students from every grade, in total 100 students, 6 different activities which are improved and used by different researchers are applied to determine the cognitive development stages whose classification is made by Piaget with Intellectual Risk-Taking and Predictor Scale which was improved by Beghetto (2009. Activities that students made individualistically are marked with observation form and their cognitive development stages are determined according to responses of each. Cognitive development stages and intellectual risk-taking level of students are analyzed with descriptive statistics. In the research result it is seen that majority of students is in the transitional stage and as long as class level increases it is passed to formal operational stage from concrete operational stage. While it is seen that as long as education grade rise intellectual risk-taking abilities of students decreases, it is determined that cognitive development stages has not any effect on this ability. The research is completed with suggestions based on results.

  5. The role of special education teachers in facilitating peer relationships among students with mild intellectual disabilities in lower secondary school.

    Science.gov (United States)

    Sigstad, Hanne Marie Høybråten

    2017-01-01

    Students with intellectual disabilities may lack sufficiently developed skills to initiate qualitatively good social interactions; thus, they might be in need of assistance. This study examined special education teachers' role in facilitating peer relationships among students with mild intellectual disabilities in a mainstream school context. The study was based on qualitative semi-structured interviews with nine special education teachers who belong to special education groups in lower secondary schools. A thematic structural analysis was used to identify themes. The teachers made substantial efforts to promote social competence and ensure optimal conditions to foster peer interactions. An "academic-oriented" education, divergent attitudes, challenges in teacher collaboration, and organizational constraints may be barriers. In a mainstream school, the role of special education teachers appears to be dependent on the basic values of the school management in terms of real opportunities to foster peer relationships among students with mild intellectual disabilities.

  6. Building Gifted Education: One State at a Time

    Science.gov (United States)

    Jolly, Jennifer L.

    2014-01-01

    The "Marland" Report was the impetus and structure to provide a more systematic approach to building state and regional gifted programs. One of the strategies used to proliferate the spread of programming for gifted students throughout the states was the National/State Leadership Training Institute on the Gifted and Talented…

  7. Guiding the Gifted Reader. ERIC Digest #E481.

    Science.gov (United States)

    Halsted, Judith Wynn

    This digest offers guidelines in providing challenging reading opportunities for gifted students. Research findings concerning the characteristics of the gifted child as reader (e.g., they read earlier, better and more) are noted. Specific needs of gifted learners can be met by: using literature as a supplement to the readings in basal texts;…

  8. French-Arab Students and Verbal Intellectual Performance: Do They Really Suffer from a Negative Intellectual Stereotype?

    Science.gov (United States)

    Chateignier, Cindy; Dutrevis, Marion; Nugier, Armelle; Chekroun, Peggy

    2009-01-01

    Stigmatized group membership leads to deleterious consequences for individuals. More specifically, according to stereotype threat literature, the awareness of negative intellectual stereotypes can impair stereotyped group members' performance. Based on this framework, two studies were designed to explain the lower grades obtained by French-Arab…

  9. Sports That Work for Gifted Children

    Science.gov (United States)

    Lutostanski, Scott

    2018-01-01

    Finding an enjoyable, exciting, and engaging activity for gifted students can be a challenging balancing act. While parents want their children to become active and involved, they may face setbacks as they try to find the right fit, with some gifted children grappling with poor fine and gross motor abilities. While a high percentage of gifted…

  10. The relationship between the behavior problems and motor skills of students with intellectual disability.

    Science.gov (United States)

    Lee, Yangchool; Jeoung, Bogja

    2016-12-01

    The purpose of this study was to determine the relationship between the motor skills and the behavior problems of students with intellectual disabilities. The study participants were 117 students with intellectual disabilities who were between 7 and 25 years old (male, n=79; female, n=38) and attending special education schools in South Korea. Motor skill abilities were assessed by using the second version of the Bruininks-Oseretsky test of motor proficiency, which includes subtests in fine motor control, manual coordination, body coordination, strength, and agility. Data were analyzed with SPSS IBM 21 by using correlation and regression analyses, and the significance level was set at P Manual dexterity showed a statistically significant influence on somatic complaint and anxiety/depression, and bilateral coordination had a statistically significant influence on social problems, attention problem, and aggressive behavior. Our results showed that balance had a statistically significant influence on social problems and aggressive behavior, and speed and agility had a statistically significant influence on social problems and aggressive behavior. Upper limb coordination and strength had a statistically significant influence on social problems.

  11. THE EFFECT OF THE PICTORIAL NUMERIC CARD MEDIA TOWARD IMPROVEMENT OF THE SUMMATION COMPUTATION ABILITY FOR STUDENT WITH INTELLECTUAL DISSABILITY

    Directory of Open Access Journals (Sweden)

    Isna Nur Hikmah

    2016-12-01

    Full Text Available The reseach’s purpose was to analyze the effect of picture numeric card media toward improvement of the summation computation ability for student with intellectual disability of grade IV in SDLB. Data collected was analyzed with experiment technique and single subject research A-B design. Research result showed that: after being analyzed between condition overlap persentase was 0%. Thus, it could be concluded that there was effect of pictorial numeric card media toward summation computation ability of student with intellectual disability

  12. Gifting from the Closet

    DEFF Research Database (Denmark)

    Uth Thomsen, Thyra; Zaichkowsky, Judith Lynne

    2015-01-01

    Purpose – This study aims to investigate the random collection of items for gifting which are stored in one’s home in a special place. Traditional gift-giving models suggest gift givers buy gifts for certain recipients on certain occasions. This study ' s journey into gift storage finds that some....../value – Due to the unexplored nature of gift storage, the results reported in this paper represent a first exploratory account of gift storage and its possible effects on the relationship-building capacity of gifts....

  13. TEACHERS TRAINING FOR WORKING WITH GIFTED CHIL-DREN AND TEENAGERS IN THE FRAMEWORK OF THE MODERN UNIVERSITY COMPLEX

    Directory of Open Access Journals (Sweden)

    G. F. Shafranov-Kutsev

    2013-01-01

    Full Text Available The paper looks at the intellectual elite reproduction as one of the key elements of innovative society development. In 2012, Russian President approved the National Concept for Identifying and Fostering the Young Talents. In many regions, there are local projects targeting gifted children and teenagers. Though, the main concern is the teaching staff development for working with extraordinary students. In author’s opinion, the university complexes appear to be the most capable of fulfilling the given task by providing the fundamental classical education expanding the horizons of professional perfection both at theoretical and practical levels; in this regard, the positive experience of Tumen State University, incorporating the Higher Pedagogical School and the Institute of Pedagogy and Psychology, is revealed. The main emphasis is on the high schools within the university complexes; the advantages of summer schools in selecting gifted children and developing creativity and intellectual abilities are  demonstrated. The author maintains that the teaching staff readiness for working with gifted children has long term prospects for developing the nation’s intellectual potential, and therefore can be regarded as the key criterion estimating the effectiveness of educational establishments. However, the managerial staff should be pro-vided with the relevant indicators for monitoring the above activity. 

  14. The relationship between self-regulation skills and academic success in students with mild and moderate intellectual disabilities

    Directory of Open Access Journals (Sweden)

    Kaljača Svetlana

    2016-01-01

    Full Text Available Students with intellectual disabilities (ID have considerable difficulties in adjusting to the requirements of the academic environment. The major risk factors are: cognition deficiency, insufficiently developed adaptive skills, lower levels of self-regulation of behavior, and social and functional incompetence. The goal of this research was to establish the relationship among self-regulation skills, the level of intellectual disability, academic success, and sex in students with mild and moderate intellectual disabilities. The sample included 131 students with mild and moderate ID, of both sexes, between 8 and 24 years of age. Self-Control Rating Scale (SCRS was used to assess the level of self-regulation skills. Academic success of students was expressed as the average grade at the end of the school year. A considerable interrelation was found between the level of adoption of self-regulation skills, the level of intellectual development and general academic success in students with ID. Significant influence of the participants' sex on the quality of self-regulation was found only in participants with moderate ID. Female participants had better achievements than male participants.

  15. THE IMPORTANCE OF SOCIAL SUPPORT FOR STUDENTS WITH INTELLECTUAL DISABILITY: AN INTERVENTION TO PROMOTE MENTAL HEALTH AND WELL-BEING

    Directory of Open Access Journals (Sweden)

    Marilyn Campbell

    2014-03-01

    Full Text Available Children and adolescents with intellectual disability have higher rates of mental health problems compared with there typically developing peers. Social support has been identified as an important protective factor for psychological well - being. In this paper we discuss the benefits of social support networks, and consider approaches for promoting children’s perceptions of the availability of social support. We describe an evidence-based intervention that has been specially adapted and implemented for students with intellectual disability in school settings. In a randomised controlled trial, the Aussie Optimism Resilience Skills Program was associated with improved perceptions of social support following a 10-week intervention. Educators need to be aware of the increased vulnerability of students with intellectual disability to the development mental health problems and the proactive ways in which they can promote psychological well - being within their classrooms.

  16. Characteristics of gifted and talented student: the current situation in Portugal

    Directory of Open Access Journals (Sweden)

    Leandro Almeida

    2010-04-01

    Full Text Available This article presents the current situation in Portugal with regard to high capability and talented students, focusing on the authors’ experience in the National Association for Study and Intervention in Giftedness (ANEIS. In a sequential argument, we focus on the concept of giftedness, the most specific characteristics of high ability students, and the procedures used in their initial identification and assessment. Also, the most frequent educational responses to these students are described. Finally, we underline some studies conducted as a result of the collaboration between ANEIS and several Portuguese universities. These studies refer to the instruments and procedures used for the assessment of giftedness and talent, and the impact of the implemented educational measures.

  17. The Effect of Classical Music on Painting Quality and Classroom Behaviour for Students with Severe Intellectual Disabilities in Special Schools

    Science.gov (United States)

    Waugh, Russell F.; Riddoch, Jane V.

    2007-01-01

    There are few studies measuring the effects on painting quality of playing background classical music at special schools. Primary students with severe intellectual disabilities (N=24) were taught abstract painting in a two-part method. The first part involved a Pictorial Only method and the second, immediately following it, involved a Pictorial…

  18. Comparison of Two Different Presentations of Graphic Organizers in Recalling Information in Expository Texts with Intellectually Disabled Students

    Science.gov (United States)

    Ozmen, Ruya Guzel

    2011-01-01

    The purpose of this study was to compare the effectiveness of two different presentations of graphic organizers on recalling information from compare/contrast text which is a kind of expository text in intellectually disabled students. The first presentation included graphic organizers which were presented before reading whereas in the second…

  19. Promoting Social Interactions and Job Independence for College Students with Autism or Intellectual Disability: A Pilot Study

    Science.gov (United States)

    Gilson, Carly B.; Carter, Erik W.

    2016-01-01

    The employment outcomes for young adults with autism or intellectual disability (ID) lag far behind those of their peers without disabilities. Most postsecondary education programs for students with disabilities incorporate internship experiences to foster employment skills. However, the proximity of job coaches may inadvertently hinder social…

  20. Factors Related to Teachers' Attitudes towards the Inclusive Education of Students with Severe Intellectual Disabilities in Riyadh, Saudi

    Science.gov (United States)

    Alquraini, Turki A.

    2012-01-01

    In Saudi Arabia, the majority of students with severe intellectual disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication and academic skills. One of the most significant obstacles to…

  1. Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability

    Science.gov (United States)

    Cook, Amy L.; Wilczenski, Felicia L.; Vanderberg, Laura

    2017-01-01

    There have been significant advances in educational programming and postsecondary options targeting acquisition of self-determination skills among students with intellectual disability. This article provides a description of an inclusive concurrent enrollment (ICE) program at an urban public university and describes findings related to student…

  2. Five Essential Features of Quality Educational Programs for Students with Moderate and Severe Intellectual Disability: A Guide for Administrators

    Science.gov (United States)

    Pennington, Robert; Courtade, Ginevra; Jones Ault, Melinda; Delano, Monica

    2016-01-01

    Despite encouraging changes in the expectations of programming for persons with moderate to severe intellectual disability (MSD), data suggest that programs for these individuals are still lacking in several critical areas. Building administrators play a key role in promoting high quality programs for students with MSD within local schools but may…

  3. Referred Students' Performance on the Reynolds Intellectual Assessment Scales and the Wechsler Intelligence Scale for Children--Fourth Edition

    Science.gov (United States)

    Edwards, Oliver W.; Paulin, Rachel V.

    2007-01-01

    This study investigates the convergent relations of the Reynolds Intellectual Assessment Scales (RIAS) and the Wechsler Intelligence Scale for Children--Fourth Edition (WISC-IV). Data from counterbalanced administrations of each instrument to 48 elementary school students referred for psychoeducational testing were examined. Analysis of the 96…

  4. Evaluation of Generalized Performance across Materials When Using Video Technology by Students with Autism Spectrum Disorder and Moderate Intellectual Disability

    Science.gov (United States)

    Mechling, Linda C.; Ayres, Kevin M.; Foster, Ashley L.; Bryant, Kathryn J.

    2015-01-01

    The purpose of this study was to evaluate the ability of four high school-aged students with a diagnosis of autism spectrum disorder and moderate intellectual disability to generalize performance of skills when using materials different from those presented through video models. An adapted alternating treatments design was used to evaluate student…

  5. The Gift of Reading

    Science.gov (United States)

    Maxwell, D. Jackson

    2009-01-01

    There are many opportunities each year for children to receive gifts from adults. Parents, teachers, and community members often ask school librarians for suggestions concerning educational gifts for children. Literacy, however, is the greatest gift any adult can give a child. The gift of literacy can take many paths and use many different tools.…

  6. Original article Stability of WISC-R scores in students with borderline intellectual functioning

    Directory of Open Access Journals (Sweden)

    Anna Maria Jankowska

    2014-05-01

    Full Text Available BACKGROUND Previous studies on the measurement of intelligence in students with learning difficulties indicate low stability of results observed over time. Therefore, careful analysis of changes in intelligence quotient, as well as in results within Verbal and Performance scale subtests, is necessary. PARTICIPANTS AND PROCEDURE The aim of the research was to analyze changes in WISC-R scores over time in students with borderline intellectual functioning. Test-retest stability of WISC-R was evaluated for Full, Verbal (VIQ, and Performance (PIQ scales. The study involved 30 students, who were tested three times, when their mean age was 8, 10.8, and 13.6 years old. RESULTS The results showed that Full Scale IQ was fairly stable over time and remained below the average level, between –1.01 and –2.00 standard deviations. Significant changes were observed in the Verbal and Performance scale; VIQ decreased and PIQ increased over time. An initially insignificant statistical difference between the scales grew as time progressed. Furthermore, considerable subtest score fluctuation was observed; over time scores in the Vocabulary subtest significantly decreased whereas in Block Design and Picture Arrangement they increased. CONCLUSIONS The authors argue that delayed acquisition of verbal skills may result from chronic school failure and deficiency of educational support experienced by this group of students. Meanwhile, non-verbal skills, that are less dependent on educational influences and academic knowledge, improve with students’ development through their engagement in everyday life activities.

  7. Using QR Codes to Differentiate Learning for Gifted and Talented Students

    Science.gov (United States)

    Siegle, Del

    2015-01-01

    QR codes are two-dimensional square patterns that are capable of coding information that ranges from web addresses to links to YouTube video. The codes save time typing and eliminate errors in entering addresses incorrectly. These codes make learning with technology easier for students and motivationally engage them in news ways.

  8. In Their Own Voices: Helping Artistically Gifted and Talented Students Succeed Academically

    Science.gov (United States)

    Carroll, Karen Lee

    2008-01-01

    Art education is an interdisciplinary field in the sense that it requires a mix of studio practice with theory and academic-style learning. Teachers teach philosophy and theory drawn from psychology, social sciences, history, and the humanities. Helping students be successful readers, writers, speakers, and test-takers are goals shared with those…

  9. Cognitive and Academic Distinctions between Gifted Students with Autism and Asperger Syndrome

    Science.gov (United States)

    Foley-Nicpon, Megan; Assouline, Susan G.; Stinson, Rebecca D.

    2012-01-01

    The cognitive and academic profiles of high ability students with autism spectrum disorder were examined. Inclusion criteria were a diagnosis of autism (high functioning) or Asperger syndrome and at least one ability and/or achievement index standard score of 120 or above. Results indicated that despite the restricted range of cognitive abilities,…

  10. The Role of Expert Assessment in Early Identification of Above Avarage Abilities of Gifted Students

    Directory of Open Access Journals (Sweden)

    S. Milic

    2016-12-01

    Full Text Available The purpose of the research is to establish whether there is a correlation between results achieved by young primary school students at standardised intelligence tests and evaluation of their intelligence done by their teachers, parents, coevals, including self-evaluation as well. The sample consisted of 151 students, chosen as listed by teachers of 11 primary schools located within the Republic of Srpska. The following instruments were applied in the research: Coloured Progressive Matrices (CPM, Comprehension subtest (REWISC subtest Revised Scale of Children's Intelligence by Wechsler, and a comprehensive survey-scaler containing 135 particles in the form of statements systemised in nine areas of giftedness i.e. intelligence, according to Gardner, has been developed for all of the evaluator groups. Results show that there is a statistically significant correlation between standardised intelligence test results and those obtained through evaluation done by all the four evaluator groups.

  11. Star Power: Providing for the Gifted & Talented. Module 1. Characteristics of the Gifted/Talented.

    Science.gov (United States)

    Heinemann, Alison

    The document presents Module 1, characteristics of the gifted/talented student, of the Star Power modules, developed for school personnel who have an interest in or a need to explore the area of gifted and talented education. It is explained in an introductory section that the modules can be used for independent study, for small group interaction,…

  12. Brief report: Exploring the benefits of a peer-tutored physical education programme among high school students with intellectual disability.

    Science.gov (United States)

    Gobbi, Erica; Greguol, Márcia; Carraro, Attilio

    2018-01-29

    The purpose of this study was to explore possible benefits of a peer-tutored physical education programme (PTPE) in comparison with school physical education (SPE) in high school students with intellectual disability. Nineteen students with intellectual disabilities (15 boys, mean age 17.4 ± 1.7 years) were monitored during three PTPE and three SPE classes. A factorial RM-ANOVA was used to test differences on objective measured physical activity (PA), enjoyment and exertion during the two conditions, considering participants' weight condition as independent factor. During PTPE, participants reported higher light intensity PA, enjoyment and exertion than during SPE. Participants with overweight showed less inactive time and higher light intensity PA during PTPE than during SPE. The peer-tutored programme was beneficial for adolescents with intellectual disability, particularly for those in overweight condition. The higher enjoyment found during PTPE may encourage exercise participation of students with intellectual disability. © 2018 John Wiley & Sons Ltd.

  13. An Update on Gifted Females.

    Science.gov (United States)

    Callahan, Carolyn M.

    1991-01-01

    This paper discusses selected issues and literature concerning gifted female students, examining achievement and aptitude, career choice, self-perceptions of ability, course taking, parental influences, the glamorization of sex differences, stereotyping, effects of classroom groupings and teaching strategies, and effects of single-sex schools and…

  14. Creative Education for Gifted Children

    Science.gov (United States)

    Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Machado, Jarci

    2014-01-01

    Creativity is an essential attribute for the development of creative potential. However, it is not always developed properly in the school context, especially when it is about gifted students education. Because these children need a specialized service to attend their special needs. In this sense, this study aims to contribute in order that…

  15. Psychological perspectives on gifted education – selected problems

    Directory of Open Access Journals (Sweden)

    Sękowski Andrzej

    2015-12-01

    Full Text Available The present article reviews the psychological literature on selected problems of gifted education. It discusses issues which are particularly important from the point of view of the skills and tools used by psychologists, educational specialists, teachers and tutors in their daily work with gifted children and adolescents. The problems described include diagnosis of giftedness in education, types of educational support provided to the gifted, and the requirements placed on teachers of gifted students. A particular emphasis is put on the contemporary research-related and practical challenges faced by gifted support specialists in schools.

  16. Difficulties in making career decisions in students with mild intellectual disability and their typically developing peers

    Directory of Open Access Journals (Sweden)

    Radić-Šestić Marina

    2015-01-01

    Full Text Available Making career decisions is an important task for young people, which intensifies at the end of primary school when they assess their working abilities with regard to the requirements of their future vocation. The general aim of this research is to determine whether there is a difference between students with mild intellectual disability (MID and typically developing (TD students in making career decisions, and if there is, what the nature of that difference is. The influence of age, gender, family environment and general school success on making career decisions is separately assessed. The sample consists of 71 examinees (31 or 43.7% students with MID and 40 or 56.3% TD students, of both genders, attending the seventh and eighth grade at three Belgrade primary schools. Career Decision Scale - CDS was used to assess the ability to make career decisions. The research results indicate that students with MID are inconsistent in choosing careers when compared to TD students, since they have more difficulty in understanding the congruence between personal characteristics, abilities and skills, and the selected career (p=0.023, they are less informed on the careers (p=0.014, they make decisions less frequently (p=0.043, they do not have enough information on the vocational training in which they are interested (p=0.001, and they are more in need of organized support in choosing careers (p=0.012. Some TD students do not agree with their parents in making their career choice (p=0.000, they are not equally informed on what career leads to the fastest employment (p=0.032, uncertain TD student would like to do a test which would help them decide on the career which is best for them (p=0.000, and a number of TD students do not know whether they can relate what they like doing at present to their future career (p=0.032. Girls showed greater maturity in choosing careers than boys, as well as eighth grade students when compared to seventh-graders (p=0.000. The

  17. Analysis on the effectiveness of gifted education by studying perceptions of science gifted education recipients

    Science.gov (United States)

    Jung, Hyun-Chul; Ryu, Chun-Ryol; Choi, Jinsu; Park, Kyeong-Jin

    2016-04-01

    The necessity of science gifted education is persistently emphasized in the aspect of developing individuals' potential abilities and enhancing national competitiveness. In the case of Korea, gifted education has been conducted on a national level ever since the country established legal and institutional strategies for gifted education in 2000. Even though 15 years has passed since a full-scale implementation of gifted education has started, there are few researches on the effectiveness of gifted education. Therefore, considering the splashdown effect, that a long period of time is needed to obtain reliable assessments on education effectiveness, this research surveyed gifted education recipients to study the effectiveness of gifted education. For this cause, we developed an questionnaire and conducted a survey of university students who had experience of receiving science gifted education. We deduced the following from the analysis. First, generally the recipients were satisfied with their gifted education experiences, but thought that not enough opportunities were provided on problem solving ability enhancement and career related aspects. Second, schools considered 'experiments' as the most effective teaching method, regardless to the stage of education. In addition, they perceived 'discussions and presentations' as effective education methods for elementary school students; 'theme investigating classes' for middle school students; and lectures for high school students. It could be seen that various experiences were held important for elementary school students and as students went into high school education, more emphasis was placed on the importance of understanding mathematical and scientific facts. Third, on gifted education teaching staffs, satisfaction of professionalism on specialities were high but satisfaction of variety of teaching methods were relatively low. In this research, to encourage science gifted students to meet their potentials, we propose

  18. The Effectiveness of Verbal Self-Instruction Training on Math Problem-Solving of Intellectually Disabled Students

    Directory of Open Access Journals (Sweden)

    Masoume Pourmohamadreza-Tajrishi

    2015-12-01

    Full Text Available Objectives: The study was aimed to determine the effectiveness of verbal self-instruction training on math problem-solving of intellectually disabled boy students in Tehran Provinces. Methods: The study was a semi-experimental with pre-test and post-test design with control group. Thirty intellectually disabled boy students were selected randomly through cluster sampling method from 9th grade students. They were assigned to experimental and control group equally. Experimental group participated in 8 sessions and were trained by verbal self-instruction program but control group did not. All students answered to a teacher-made math problem-solving test before and after the training sessions. Data were analyzed by analysis of covariance. Results: Findings showed that there was a significant difference between two groups according to math problem-solving performance (P<0.002. Discussion: It can conclude that verbal self-instruction training probably leads to promote math problem-solving performance of intellectually disabled boy students.

  19. Factors of successful movement coordination in students with mild intellectual disability

    Directory of Open Access Journals (Sweden)

    Japundža-Milisavljević Mirjana

    2016-01-01

    Full Text Available There are many studies on the assessment of factors which determine the quality of making movements, including coordination and precision. Basic and complex motor activities directly depend on neuropsychological abilities. Researchers in this field point to significant factors which indicate successful coordination of movements, however, only few tried to single out the most important one. The main aim of this research was to determine whether there was a relation between spatial orientation, attention, and verbal memory in movement coordination, and which of the mentioned functions had the greatest influence on coordination and precision of movements in students with mild intellectual disability. Seventy three participants, aged between 7 and 12, were assessed by Ball-Foot-Wall Test for the assessment of coordination and precision of movements, Cancellation Task for attention vigilance assessment, Beter-Cragin Test for spatial orientation, and Rey Auditory Verbal Learning Test for the assessment of verbal memory and forced recognition. The obtained results showed that the most significant factors of movement coordination were forced recognition β=0.269; p=0.046, attention vigilance β=0.256; p=0.051 and spatial orientation (β=0.246; p=0.057. Practical implications point out the necessity of designing educational coordination training with the aim to increase students' potential to make movements.

  20. Parental support as a determinant in mastering history program in students with mild intellectual disability

    Directory of Open Access Journals (Sweden)

    Đurić-Zdravković Aleksandra

    2013-01-01

    Full Text Available The aim of this research is to determine the relation between parental support and mastering History program in students with mild intellectual disability. The research was conducted on a sample of 120 examinees of both genders, by meeting the following selection criteria: IQ between 51 and 69, aged between 12 and 15.11, attending V to VIII grade of elementary school, and absence of neurological, psychiatric, emotional and multiple disabilities. Scale for assessing parental support and Criteria test of knowledge in History were used in the research. The results show that the examinees' mothers are more involved in their children's school life and that they offer more support than the fathers. It was concluded that mother's involvement in the student's school life, as well as mother's support for autonomy significantly improve mastering history program. There was no statistically significant influence of father's involvement and support for autonomy on mastering history program. It was determined that only 7.6% of the total variability of mastering history program can be explained by mother's involvement in her child's school life, and 6.1% by mother's support for autonomy.

  1. THE EFFECT OF THE PICTORIAL NUMERIC CARD MEDIA TOWARD IMPROVEMENT OF THE SUMMATION COMPUTATION ABILITY FOR STUDENT WITH INTELLECTUAL DISSABILITY

    OpenAIRE

    Isna Nur Hikmah; Usep Kustiawan

    2016-01-01

    The reseach’s purpose was to analyze the effect of picture numeric card media toward improvement of the summation computation ability for student with intellectual disability of grade IV in SDLB. Data collected was analyzed with experiment technique and single subject research A-B design. Research result showed that: after being analyzed between condition overlap persentase was 0%. Thus, it could be concluded that there was effect of pictorial numeric card media toward summation computation a...

  2. Career decision-making of the gifted and talented

    African Journals Online (AJOL)

    eleven gifted and talented high school students, studying in congregative gifted ... that all students have supports and guidance to promote successful ... The career or vocational counselling issues most discussed in the broader ... They suggest that the Theory of Work Adjustment (TWA; Dawis & ..... International handbook of.

  3. Picture-book reading as an intervention to teach the use of line drawings for communication with students with severe intellectual disabilities.

    Science.gov (United States)

    Stephenson, Jennifer

    2009-01-01

    Picture-book reading provides an effective intervention context for young children learning spoken language and may also be appropriate for teaching the use of augmentative and alternative communication to children with severe intellectual disabilities. This study reports on a group intervention using a semiscripted book reading routine implemented by a teacher in a classroom for students with severe intellectual disabilities. Student use of line drawings was observed over the course of the intervention. Students' abilities to match words, line drawings, book illustrations, and real objects were assessed weekly. There were differences between baseline and intervention performances for all students, and these differences were particularly noticeable for one student.

  4. Some aspects of executive functions as predictors of understanding textual mathematical tasks in students with mild intellectual disability

    Directory of Open Access Journals (Sweden)

    Japundža-Milisavljević Mirjana

    2016-01-01

    Full Text Available The most significant segment during the process of solving mathematical tasks is translation from mathematical to native language, in the basis o which, among others, are the following factors: resistance to distraction and forming adequate verbal strategies. The goal of this research is to evaluate the contribution of some aspects of executive functions in explaining the variance of solving illustrative mathematical tasks in students with mild intellectual disability. The sample consists of 90 students with mild intellectual disability aged from 12 to 16 (M=14.7; SD=1.6, of both sexes (44.4% boys and 55.6% girls. The Twenty questions test and the Stroop test were used to estimate the executive functions. Verbal problem tasks were used for the purpose of understanding mathematical language The obtained results show that the estimated aspects of executive functions are significant predictors of understanding mathematical language in students with intellectual disabilities. The strongest predictor is distraction resistance (p=0.01.

  5. Profiles of self-concept, goal orientation, and self-regulation in students with physical, intellectual, and multiple disabilities: Implications for instructional support.

    Science.gov (United States)

    Varsamis, Panagiotis; Agaliotis, Ioannis

    2011-01-01

    The present study explored physical self-concept, goal orientation in sport, and self-regulation in regard to a motor task, in 75 secondary students with physical, intellectual, and multiple disabilities, who were educated in the same special education units. It was found that students with intellectual disabilities generally presented a positive profile in all three psychosocial constructs, whereas students with physical disabilities presented low scores in most measures. Students with multiple disabilities did not differ essentially from students with intellectual disability in regard to physical self-concept and goal orientation; however, they compared unfavorably to them regarding self-regulation. The delineation of a distinct and defendable profile of self-concept, goal orientation, and self-regulation for each disability group allows the formulation of proposals for the implementation of appropriate instructional programs for students belonging to the above mentioned categories. Copyright © 2011 Elsevier Ltd. All rights reserved.

  6. Our Gifted: Our Future. Proceedings of the Annual Northern Virginia Conference on Gifted/Talented Education (5th, Alexandria, VA, March 7-8, 1980).

    Science.gov (United States)

    Orloff, Jeffrey H., Ed.

    The document contains 13 selected papers from a conference on working with gifted students. Titles and authors include the following: "A Metacurriculum for the Future" (B. Hubbard); "Building a Curriculum to Train Leadership Abilities" (L. Addison); "Gifted Boys, Gifted Girls--What's the Difference" (B. Becker);…

  7. Markets: Gift Cards

    OpenAIRE

    Jennifer Pate Offenberg

    2007-01-01

    The Mobil Oil Company introduced the first retail gift card that recorded value on a magnetic strip in 1995. In under a decade, such gift cards replaced apparel as the number one item sold during the Christmas season. This study will discuss the reasons for the strong surge in the gift card market. It will then consider the value of gift cards as an intermediate option between two alternatives: purchasing a physical gift, which could possibly be returned or exchanged, versus giving cash. Empi...

  8. Gifts and corporate influence in doctor of pharmacy education.

    Science.gov (United States)

    Piascik, Peggy; Bernard, Daphne; Madhavan, Suresh; Sorensen, Todd D; Stoner, Steve C; TenHoeve, Tom

    2007-08-15

    To explore the nature of corporate gifts directed at PharmD programs and pharmacy student activities and the perceptions of administrators about the potential influences of such gifts. A verbally administered survey of administrative officials at 11 US colleges and schools of pharmacy was conducted and responses were analyzed. All respondents indicated accepting corporate gifts or sponsorships for student-related activities in the form of money, grants, scholarships, meals, trinkets, and support for special events, and cited many advantages to corporate partner relationships. Approximately half of the respondents believed that real or potential problems could occur from accepting corporate gifts. Forty-four percent of respondents agreed or strongly agreed that corporate contributions could influence college or school administration. Sixty-one percent agreed or strongly agreed that donations were likely to influence students. Corporate gifts do influence college and school of administration and students. Policies should be in place to manage this influence appropriately.

  9. Intellectual Capital.

    Science.gov (United States)

    Snyder, Herbert W.; Pierce, Jennifer Burek

    2002-01-01

    This review focuses on intellectual capital and its relationship to information professionals. Discusses asset recognition; national practices and the acceptance of intellectual capital; definitions of intellectual capital; measuring intellectual capital, including multiple and single variable measures; managing intellectual capital; and knowledge…

  10. Scholars, Intellectuals, and Bricoleurs

    Science.gov (United States)

    Papson, Stephen

    2014-01-01

    This essay explores three orientations to knowledge: the scholar, the intellectual, and the bricoleur. It argues that although the scholar and the intellectual are tied closely to the Liberal Arts and Humanities and dominate academic public relations discourse, both students and faculty increasingly use the practice of bricolage to gather and…

  11. Self-Esteem of Gifted, Normal, and Mild Mentally Handicapped Children.

    Science.gov (United States)

    Chiu, Lian-Hwang

    1990-01-01

    Administered Coopersmith Self-Esteem Inventory (SEI) Form B to elementary school students (N=450) identified as gifted, normal, and mild mentally handicapped (MiMH). Results indicated that both the gifted and normal children had significantly higher self-esteem than did the MiMH children, but there were no differences between gifted and normal…

  12. Counseling Gifted Children in Singapore: Implications for Evidence-Based Treatment with a Multicultural Population

    Science.gov (United States)

    Yeo, Lay See; Pfeiffer, Steven I.

    2018-01-01

    Gifted education (GE) in Singapore is entering its third decade. However, local research into the gifted is typically undertaken by graduate students and left as unpublished data. Internationally, there is also very little if any research on counseling models that have been empirically validated for use with gifted children irrespective of their…

  13. Can Personal Goal Setting Tap the Potential of the Gifted Underachiever?

    Science.gov (United States)

    Morisano, Dominique; Shore, Bruce M.

    2010-01-01

    Although underachieving gifted students have been largely ignored in empirical research, there has been a modest surge of interest in describing and "treating" this population in recent years. It is estimated that nearly half of gifted youth achieve significantly below their potential. In the realm of school psychology, gifted children have…

  14. Social Coping of Gifted and LGBTQ Adolescents

    Science.gov (United States)

    Hutcheson, Virginia H.; Tieso, Carol L.

    2014-01-01

    This qualitative study used critical ethnography as a theoretical framework to investigate the social coping strategies of gifted and lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in middle and high school. Twelve LGBTQ college students from a selective Southeastern university were interviewed and asked to retrospectively…

  15. Desktop Publishing for the Gifted/Talented.

    Science.gov (United States)

    Hamilton, Wayne

    1987-01-01

    Examines the nature of desktop publishing and how it can be used in the classroom for gifted/talented students. Characteristics and special needs of such students are identified, and it is argued that desktop publishing addresses those needs, particularly with regard to creativity. Twenty-six references are provided. (MES)

  16. Special Issues in Working with Gifted Minority Adolescents.

    Science.gov (United States)

    Lindstrom, Rena R.; Van Sant, Sondra

    1986-01-01

    Gifted adolescents from minority groups face the same issues all gifted young people face, but the addition of racial and cultural factors increases the complexity of these issues. Discusses individual versus cultural pressures that affect identity, issues related to assisting students with long-range planning, and two models for programming.…

  17. Perfectionism in Gifted Adolescents: A Replication and Extension

    Science.gov (United States)

    Margot, Kelly C.; Rinn, Anne N.

    2016-01-01

    To provide further generalizability for the results garnered by two previous studies, the authors conducted a methodological replication. In addition to adding to the body of replication research done with gifted students, the purpose of this study was to examine perfectionism differences among gifted adolescents in regards to gender, birth order,…

  18. Charlie's Words: Supporting Gifted Male Athletes Using Athletes' Journals

    Science.gov (United States)

    Kent, Richard

    2012-01-01

    A gifted student-athlete, Charlie Bloomfield is introduced to athlete's journals by his coaches at Burke Mountain Academy (Vermont), an elite American ski school. Used by Olympians and professionals alike, journals provide athletes with ways to organize and reflect on training and competitions. Athlete's journals help gifted male athletes address…

  19. Standards in Gifted Education and Their Effects on Professional Competence

    Science.gov (United States)

    Johnsen, Susan K.

    2012-01-01

    Educators need to know the professional standards in their field to maintain high levels of professional competence. This article focuses on four sets of teacher preparation standards in gifted education. They address initial and advanced preparation of educators who teach students with gifts and talents. Initial preparation standards include the…

  20. Fine and Gross Motor Task Performance When Using Computer-Based Video Models by Students with Autism and Moderate Intellectual Disability

    Science.gov (United States)

    Mechling, Linda C.; Swindle, Catherine O.

    2013-01-01

    This investigation examined the effects of video modeling on the fine and gross motor task performance by three students with a diagnosis of moderate intellectual disability (Group 1) and by three students with a diagnosis of autism spectrum disorder (Group 2). Using a multiple probe design across three sets of tasks, the study examined the…

  1. Gifted Childreen and BILSEM

    OpenAIRE

    ÇELİKTEN, Yeliz

    2017-01-01

    Abstract: In addition to biological factors, various environmental factors such as school, family, teacher and friend environment influence the education and intelligence of gifted children. The cognitive and emotional development of these gifted children forms via interacting with these environmental factors . In addition to supporting and strengthening the social and emotional development of a gifted child, the need for guidance about issues such as parental sense of responsibility, lonelin...

  2. The Possibilities and Limitations of Gifted Education in Korea: A Look at the ISEP Science-Gifted Education Center

    Science.gov (United States)

    Han, Ki-Soon

    2007-01-01

    Education for gifted children is currently one of the hottest educational issues in Korea. Much money and effort are being invested in this area of education. Recent announcements by the Korean Ministry of Education state that all children should be educated to the level of which they are capable, and the current program for gifted students should…

  3. Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted: Developmental changes and gender differences during emerging adulthood and parenthood.

    Science.gov (United States)

    Ferriman, Kimberley; Lubinski, David; Benbow, Camilla P

    2009-09-01

    Work preferences, life values, and personal views of top math/science graduate students (275 men, 255 women) were assessed at ages 25 and 35 years. In Study 1, analyses of work preferences revealed developmental changes and gender differences in priorities: Some gender differences increased over time and increased more among parents than among childless participants, seemingly because the mothers' priorities changed. In Study 2, gender differences in the graduate students' life values and personal views at age 35 were compared with those of profoundly gifted participants (top 1 in 10,000, identified by age 13 and tracked for 20 years: 265 men, 84 women). Again, gender differences were larger among parents. Across both cohorts, men appeared to assume a more agentic, career-focused perspective than women did, placing more importance on creating high-impact products, receiving compensation, taking risks, and gaining recognition as the best in their fields. Women appeared to favor a more communal, holistic perspective, emphasizing community, family, friendships, and less time devoted to career. Gender differences in life priorities, which intensify during parenthood, anticipated differential male-female representation in high-level and time-intensive careers, even among talented men and women with similar profiles of abilities, vocational interests, and educational experiences. (c) 2009 APA, all rights reserved).

  4. Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education.

    NARCIS (Netherlands)

    Busato, V.V.; Prins, F.J.; Elshout, J.J.; Hamaker, C.

    2000-01-01

    This study is directed towards an integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success in higher education. Correlational analyses partly confirmed and partly disconfirmed our expectations in a sample of 409 first-year

  5. Descriptors of Friendship between Secondary Students with and without Autism or Intellectual and Developmental Disability

    Science.gov (United States)

    Rossetti, Zachary

    2015-01-01

    This article reports findings from an interpretevist, qualitative study exploring the connections and dynamics of friendship among three groups of secondary school-aged young adults. Each group included an individual with autism or intellectual and developmental disabilities who had extensive or pervasive support needs, and at least one high…

  6. Rethinking Social Network Assessment for Students with Intellectual Disabilities (ID) in Postsecondary Education

    Science.gov (United States)

    Eisenman, Laura T.; Farley-Ripple, Elizabeth; Culnane, Mary; Freedman, Brian

    2013-01-01

    Social networks of persons with intellectual disabilities (ID) have been characterized as smaller and less diverse than those of typical peers. Advocates have focused on strengthening those social networks by expanding circles of social support, protection, and friendship. As young adults with ID experience increasing levels of community…

  7. Rethinking College: Roles for School Psychologists in Transition Planning for Students with Intellectual Disability

    Science.gov (United States)

    Wilczenski, Felicia L.; Cook, Amy L.; Regal, Colleen P.

    2017-01-01

    Transition from high school to postsecondary education (PSE) and employment can be challenging for all youth, and particularly for youth with intellectual disability (ID) who are more likely to remain in poverty compared to their peers without disabilities (Mock and Love, "J Policy Pract Intellect Disabil," 9:289-297, 2012; Siperstein et…

  8. Examination of the Evidence Base for Using Visual Activity Schedules with Students with Intellectual Disability

    Science.gov (United States)

    Spriggs, Amy D.; Mims, Pamela J.; van Dijk, Wilhelmina; Knight, Victoria F.

    2017-01-01

    We conducted a comprehensive review of the literature to establish the evidence base for using visual activity schedules (VAS) with individuals with intellectual disability. Literature published after 2005 was evaluated for quality using the criteria developed by Horner et al.; a total of 14 studies were included as acceptable. Findings suggest…

  9. A conceptual framework to facilitate the mental health of student nurses working with persons with intellectual disabilities.

    Science.gov (United States)

    van Rensburg, Elsie S Janse; Poggenpoel, Marie; Myburgh, Chris

    2015-11-25

    Student nurses (SNs) experience emotional discomfort during placement in the clinical psychiatric learning environment. This may negatively influence their mental health. Limited support is available to assist both SNs working with persons with intellectual disabilities and nurse educators during clinical accompaniment. This article aims to discuss the generation of this framework to enhance student support. A theory-generative, qualitative, exploratory, descriptive, contextual design was utilised to develop the framework by applying four steps. In step 1 concept analysis identified the central concept through field work. Data were collected from 13 SNs purposively selected from a specific higher educational institution in Gauteng through two focus group interviews, reflective journals, a reflective letter, naïve sketches, drawings and field notes and analysed with thematic coding. The central concept was identified from the results, supported by a literature review and defined by essential attributes. The central concept was classified through a survey list and demonstrated in a model case. In step 2 the central concepts were placed into relationships with each other. The conceptual framework was described and evaluated in step 3 and guidelines for implementation were described in step 4. The focus of this article will be on generating the conceptual framework. The central concept was 'the facilitation of engagement on a deeper emotional level of SNs'. The conceptual framework was described and evaluated. The conceptual framework can enhance the educational practices of nurse educators and can SN's practices of care for persons with intellectual disabilities.

  10. The Use of Bibliotherapy in Classrooms for Gifted Students: A Bibliotherapy Model (Üstün Zekâlı ve Yetenekli Öğrencilerin de Bulunduğu Sınıflarda Bibliyoterapi Kullanımı: Model Önerisi

    Directory of Open Access Journals (Sweden)

    Marilena Z. Leana-Taşcılar

    2012-12-01

    Full Text Available Purpose and significance: There are several different opinions about how to use bibliotherapy technique. Most of them suggest that bibliotherapy must be used only by psychologists and psychological counselors for therapeutic reasons. A new approach of developmental bibliotherapy put forth the idea that bibliotherapy can be used in classrooms by teachers. Because most gifted students are good readers or have high ability in reading, the use of bibliotherapy in the classroom can be very important learning experience for gifted students. It can present an opportunity to understand themselves better, to cope with loneliness and being different from their classmates. Bibliotherapy also can provide opportunities for coping with problems, creating insights about different situations and experiencing purification. In this article, a model for bibliotherapy was proposed that could be used by teachers in the classroom. The model consists of three steps. The first step includes pre-reading activities. Teachers select the kind of bibliotherapy to be used (preventive counseling, problem solving, understanding others and then find criteria for selecting books. Criteria selection should be made according to gifted students’ needs. The second step includes reading process. The purpose of this step is to provide opportunities for the imaginative projection of a subjective state into an object or person, a kind of self-identification and catharsis. This step involves active participation of students. Some general strategies and teacher suggestions are used to in this step. The third step includes after reading activities. This step involves insight and generalization. The main tool of this step is questioning. Students and the teacher discuss the problem in the book and express insights and make generalizations about the problem. The discussion is very important for meeting mental and affective needs of gifted and talented students in the classroom. Matilda, a

  11. Bilim ve Sanat Merkezi Öğret‐menlerinin Üstün ve Özel Yetenekli Öğrenciler için Tasarlanan Doğa ve Bilim Kampı Hakkında Görüşleri (Perceptions of Science and Art Centers’ Teachers about a Nature and Science Camp Designed for Gifted and Talented Students

    Directory of Open Access Journals (Sweden)

    Necati Hırça

    2012-06-01

    Full Text Available SummaryPurpose and significance: According to Kirk and Gallagher (1989 "gifted and talented" means children who have high performance capability in one or more areas such as leadership ability, creative, artistic, or intellectual or in specific academic fields, and who require service or activities not ordinarily provided by the school in order to fully develop such capabilities (cited in Yılmaz and Çaylak, 2009. Considering the positive outcomes of gifted education programs and based on educational conditions in Turkey, SAC programs were designed for the gifted in Turkey. The first SAC was established in 1992 (Dönmez, 2004. Since then, 59 SACs have been established, and as of 2010, these programs serve 6,942 gifted children (BSMİDR, 2010. These programs have significant effects on gifted students' science achievement (Yılmaz and Çaylak, 2009, but also have many problems, such as those related to corporate governance problems, inadequate physical infrastructures, and teacher training for special education (Gökdere and Çepni, 2003. The aim of this study was to investigate teachers’ perceptions about the effectiveness of a nature science camp, including the nature of science activities on GT’s education. Method: The sample of the study included 10 voluntary teachers working in three SACs. As the participants, they were observers in the nature and science camp. Action research was used to carry out the study. Action research is characterized by spiraling cycles of problem identification, systematic data collection, reflection, analysis, data-driven action taken, and, finally, problem redefinition (Johnson, 1993, p.1. The researcher designed a nature and science camp project aiming at teaching the nature of science while developing gifted students’ social skills through several engaging activities. The designed project included nature of science activities, science experiments, observing the nature, sky, cave, and coal mine. Six

  12. Recommendations for Practice: Designing Curriculum for Gifted Students / Uygulamaya Yönelik Öneriler: Üstün Zekalı Öğrenciler İçin Müfredat Tasarımı

    Directory of Open Access Journals (Sweden)

    Kimberley L. Chandler

    2015-12-01

    Full Text Available Abstract Throughout the literature of gifted education, the modifications recommended for differentiating curriculum for gifted students may be categorized as relating to content, process, product, learning environment, and (to a lesser extent affective concerns. Due to the Jacob K. Javits Gifted and Talented Students Education Program (funded by the United States Department of Education in particular, there are now data that provide evidence of some effective curriculum interventions for producing achievement gains in gifted students. Specific recommendations have been gleaned based on findings from the research and about curriculum development and implementation in gifted education (Robins & Chandler, 2013. These may prove useful for designing curriculum or facilitating the development of programming for highly able students. In this article, the author provides background information about the curricular needs of gifted students and specific recommendations for practice that can serve as a guide for key stakeholders to optimize talent and educational opportunity.. Keywords: gifted education, curriculum design, gifted students Öz Üstün zekalıların eğitimlerine ilişkin literatüre bakıldığında üstün zekalı öğrenciler için önerilen müfredat farklılaştırmalarıyla ilgili modifikasyonlar içerik, süreç, ürün, öğrenme ortamı ve duyuşsal (diğerlerine göre daha az derecede kategorilerle ilgili olduğu görülmektedir. Günümüzde Jacob K. Javit Üstün Zekalı ve Yetenekliler Eğitim Programı (ABD Eğitim Dpartmanı tarafından desteklenen gibi bazı uygulamalardan elde edilen veriler, bazı müfredat uygulamalarının üstün zekalı öğrenciler için etkili ve başarılı olduğuna dair kanıt sunmaktadır. Üstün zekalıların eğitiminde müfredat geliştirme ve uygulamalarıan ve araştırma bulgularına dayalı olarak özel önerilerde bulunulmuştur(Robins & Chandler, 2013. bunlar üstün yetenekli

  13. Gifted and Talented Students’ Images of Scientists

    Directory of Open Access Journals (Sweden)

    Sezen Camcı-Erdoğan

    2013-06-01

    Full Text Available The purpose of this study was to investigate gifted students’ images of scientists. The study involved 25 students in grades 7 and 8. The Draw-a-Scientist Test (DAST (Chamber, 183 was used to collect data. Drawings were eval-uated using certain criterion such as a scien-tist’s appearance and investigation, knowledge and technology symbols and gender and working style, place work, expressions, titles-captions-symbols and alternative images and age. The results showed that gifted students’ perceptions about scientists were stereotypical, generally with glasses and laboratory coats and working with experiment tubes, beakers indoors and using books, technological tools and dominantly lonely males. Most gifted stu-dents drew male scientists. Although females drew male scientists, none of the boys drew female scientist.

  14. Gifted Education in Austria

    Science.gov (United States)

    Weyringer, Sieglinde

    2013-01-01

    In Austria, gifted education and the education of highly gifted and talented children have been receiving an increasing public awareness and social acceptance over the past decade. The article highlights the existing ideas of giftedness in Austria, and it presents several initiatives having triggered and influenced this positive development. The…

  15. Examining of the Gifted Students’ Teacher Preferences

    Directory of Open Access Journals (Sweden)

    Feyzullah SAHIN

    2015-01-01

    Full Text Available Gifted students differ from their peers in terms of motivations, learning, social and emotional needs. Because of these differences, it is indispensible that their teachers have to have a number of different characteristics. Because, teachers’ personality tratis and professional qualifications affects gifted students’ academic, cognitive and affective development. The main aim of this study is to examine that whether gifted students’ preferences of characteristics that teachers should have, differs according to type of educational institution, student's gender and level of meeting their educational needs or not. The study was designed as descriptive, one of the survey models. The study group consists of 1077 gifted students who are enrolled at five Science High School state schools, a private gifted school and three Science and Art Centers in Thracia Region in Turkey. As a means of data collection, Gifted Students’ Teacher Preferences Scale (GSTPS developed by Sahin & Tortop (2013 was used. In the calculation of internal consistency reliability of research data, Cronbach's α value was calculated. Cronbach alfa realibity cofficients were found to be .92 for Personality Traits sub-scale, .89 Professional Qualification sub-scale and .94 GSTPS, respectively. Besides, it was seen that based on the gender of participants, there was no difference in the characteristics they want to see in teachers and the opinions of students in High Schools and at SACs differed from the ones who were in the private school. Moreover, it was determined that the scores of the ones who thought the schools met their educational needs fully and the ones who thought the schools met their educational needs partially varied significantly.

  16. Is Giftedness Truly a Gift?

    Science.gov (United States)

    Davidson, Janet E.

    2012-01-01

    This article examines whether giftedness is actually a gift for those who receive it. The following attributes of a true gift are described as: (1) an understanding of what the gift is and who owns it; (2) realizing that it needs maintenance; (3) knowing what to do with the gift; (4) the giver expects nothing in return; and (5) the receiver…

  17. Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

    Directory of Open Access Journals (Sweden)

    Fabian Guénolé

    2013-01-01

    Full Text Available It is common that intellectually gifted children—that is, children with an IQ ≥ 130—are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior, and to be more behaviorally impaired when “highly” gifted (IQ ≥ 145 or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests. We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler’s intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior, revealing a symptomatic nature of behavioral syndromes more severe than expected. “Highly gifted” children did not display more behavioral problems than the “low gifted.” Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.

  18. Gifted and Talented Education in Turkey: Critics and Prospects

    Directory of Open Access Journals (Sweden)

    Uğur Sak

    2015-12-01

    Full Text Available This article is a review and critics of gifted education in Turkey. Gifted education in Turkey has undergone dramatic changes in recent years. Innovations and regulations in the education of gifted and talented students have emerged and been formed as a result of a global agenda of the country. New steps such as the establishment of science high schools have been taken at specific critical point in history. With the beginning of the 21st century, the education of gifted students has gained momentum with the national strategic plan on gifted education and establishment of gifted education departments in universities. In the last fifteen years, the number of special programs and scientific publications has multiplied. Even though gifted education in Turkey has progressed notably over years, certain problems still remain unsolved, such as inconsistencies in definitions and contradictions between definitions and practices, inefficiency in nationwide identification, inadequate number of program types, recruitment of untrained teachers and lack of expertise in program development, and opposition against gifted education.

  19. Managing Motivational Needs of the Gifted and Talented.

    Science.gov (United States)

    Schilling, Deanna E.

    1986-01-01

    A. Maslow's theory of motivation is described, five levels of needs are identified (physiological, safety, love, esteem, and self-actualization), and implications of each level for parents and teachers of gifted students are noted. (CL)

  20. Insights into the Gifted & Talented through Biographical Material.

    Science.gov (United States)

    Weiner, Ann

    1978-01-01

    Biographical information of 32 men and 5 women chosen as gifted or talented by university students is cited to discuss birth order, family background, supportive help, early evidence of giftedness, academic record, and particular difficulties. (CL)

  1. Gifted Education in Korea: Three Korean High Schools for the Mathematically Gifted

    Science.gov (United States)

    Choi, Kyong Mi; Hon, Dae Sik

    2009-01-01

    This article presents a brief history of three Korean high schools for mathematically gifted students. It describes how these schools operate, how their mathematics curricula differ compared to those of regular high schools, the admissions criteria, curriculum offered, and the student and teacher population. This review of specialized, science,…

  2. Chess from Square a1: Incorporating Chess into the Gifted Class

    Science.gov (United States)

    Adams, Thomasina C. P.

    2012-01-01

    Teachers of gifted students often are challenged to find ways to stimulate critical thinking and problem-solving skills. School chess clubs are one way of meeting that challenge. This article poses how games such as chess affect learning and gifted students. Two detailed strategies for teaching chess to students beginning in kindergarten are…

  3. The Talent Search Model of Gifted Identification

    Science.gov (United States)

    Assouline, Susan G.; Lupkowski-Shoplik, Ann

    2012-01-01

    The Talent Search model, founded at Johns Hopkins University by Dr. Julian C. Stanley, is fundamentally an above-level testing program. This simplistic description belies the enduring impact that the Talent Search model has had on the lives of hundreds of thousands of gifted students as well as their parents and teachers. In this article, we…

  4. Evaluating a Computer Flash-Card Sight-Word Recognition Intervention with Self-Determined Response Intervals in Elementary Students with Intellectual Disability

    Science.gov (United States)

    Cazzell, Samantha; Skinner, Christopher H.; Ciancio, Dennis; Aspiranti, Kathleen; Watson, Tiffany; Taylor, Kala; McCurdy, Merilee; Skinner, Amy

    2017-01-01

    A concurrent multiple-baseline across-tasks design was used to evaluate the effectiveness of a computer flash-card sight-word recognition intervention with elementary-school students with intellectual disability. This intervention allowed the participants to self-determine each response interval and resulted in both participants acquiring…

  5. Effects of Modified Schema-Based Instruction on Real-World Algebra Problem Solving of Students with Autism Spectrum Disorder and Moderate Intellectual Disability

    Science.gov (United States)

    Root, Jenny Rose

    2016-01-01

    The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with autism spectrum disorder and moderate intellectual disability (ASD/ID). Participants learned to solve two types of group word problems: missing-whole and missing-part. The themes of the word…

  6. The Impact of Support Services on Students' Test Anxiety and/or Their Ability to Submit Assignments: A Focus on Vision Impairment and Intellectual Disability

    Science.gov (United States)

    Datta, Poulomee; Talukdar, Joy

    2017-01-01

    This study investigated the influence of the support services on the test anxiety of students and/or their ability to submit assignments in each of the two disability groups, those with vision impairment and those with intellectual disability, who were placed in specialist and mainstream educational settings in South Australia. Interviews were…

  7. Expectations and Anticipations of Middle and High School Special Education Teachers in Preparing Their Students with Intellectual Disability for Future Adult Roles Including Those as Partner and Parent

    Science.gov (United States)

    Pedersen, Mette

    2012-01-01

    Through a series of individual ethnographic interviews and focus groups, I explored the expectations and anticipations of middle and high school special education teachers as they carry out their professional charge of educating their students with intellectual disability for lives in the least restrictive environment, including possible adult…

  8. Teachers' Interpersonal Style and Its Relationship to Emotions, Causal Attributions, and Type of Challenging Behaviors Displayed by Students with Intellectual Disabilities

    Science.gov (United States)

    Alevriadou, Anastasia; Pavlidou, Kyriaki

    2016-01-01

    Teachers' interpersonal style is a new field of research in the study of students with intellectual disabilities and challenging behaviors in school context. In the present study, we investigate emotions and causal attributions of three basic types of challenging behaviors: aggression, stereotypy, and self-injury, in relation to teachers'…

  9. Autonomy and Accountability: Teacher Perspectives on Evidence-Based Practice and Decision-Making for Students with Intellectual and Developmental Disabilities

    Science.gov (United States)

    Greenway, Rosanne; McCollow, Meaghan; Hudson, Roxanne F.; Peck, Charles; Davis, Carol A.

    2013-01-01

    The purpose of this study was to examine teacher perspectives about evidence-based practices (EBP) and decision-making for students with intellectual and developmental disabilities. Given the current EBP movement, our study sought to understand practitioner definitions and perspectives on EBP and decision-making. Interview data from nine special…

  10. Use of Perceive, Recall, Plan, Perform Stage Two Cognitive Task Analysis for Students with Autism and Intellectual Disability: The Impact of a Sensory Activity Schedule

    Science.gov (United States)

    Mills, Caroline; Chapparo, Christine

    2017-01-01

    The aim of this study was to determine the impact of a classroom sensory activity schedule (SAS) on cognitive strategy use during task performance. This work studies a single-system AB research design with seven students with autism and intellectual disability. Repeated measures using the Perceive, Recall, Plan and Perform (PRPP) Cognitive Task…

  11. Structural Model of the Relationships among Cognitive Processes, Visual Motor Integration, and Academic Achievement in Students with Mild Intellectual Disability (MID)

    Science.gov (United States)

    Taha, Mohamed Mostafa

    2016-01-01

    This study aimed to test a proposed structural model of the relationships and existing paths among cognitive processes (attention and planning), visual motor integration, and academic achievement in reading, writing, and mathematics. The study sample consisted of 50 students with mild intellectual disability or MID. The average age of these…

  12. Effects of the CD-Rom Version of the "Self-Advocacy Strategy" on Quality of Contributions in IEP Meetings of High School Students with Intellectual Disability

    Science.gov (United States)

    Cease-Cook, Jennifer; Test, David W.; Scroggins, La' Shawndra

    2013-01-01

    This study used a multiple-probe across participants design to examine the effects of the CD-Rom version of the "Self-Advocacy Strategy" on quality of contributions in Individual Education Plan (IEP) meetings of five high school students with intellectual disability. Results indicated a functional relationship between using the CD-Rom…

  13. Teacher Use of Instructional Technology in a Special Education School for Students with Intellectual Disabilities: A Case Study

    Directory of Open Access Journals (Sweden)

    Canan Sola Özgüç

    2014-01-01

    Full Text Available The purpose of this study was to investigate use of Instructional Technology (IT by special education teachers in a school for students with moderate to severe intellectual disability (ID. Research questions were a Which IT do teachers use during class time? b What are the ways of providing IT? (c What are the problems that teachers encountered while using IT? (d What are the results and effects of the encountered problems? (e Is there any use of assistive technology (AT devices? This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews were conducted with nine teachers; students with moderate to severe ID in the first, second, fifth, and seventh grade were observed in social studies lessons, as were eight teachers of those students. The study showed that use of IT is limited in a special school for children with ID and this situation is affecting teachers and students in a negative way. Also, use of AT is lacking

  14. Original article Parenting style and locus of control, motivation, and school adaptation among students with borderline intellectual functioning

    Directory of Open Access Journals (Sweden)

    Anna Maria Jankowska

    2014-12-01

    Full Text Available Background Parenting style impacts children’s psychosocial development. Students with borderline intellectual functioning (BIF are especially sensitive to the quality of parental care. The objective of this study was to compare parenting styles of mothers of children with BIF and mothers of typically developing peers, and establish associations between parenting styles and children’s psychosocial traits, which determine their school functioning. Participants and procedure Forty-two primary school students in Grades 4 to 6, their teachers, and mothers participated in the study. Based on their IQ level they comprised two groups: students with BIF (criterion group; n = 21 and students with average IQ (comparison group; n = 21. A series of measures were used to assess mothers’ parenting style and students’ psychosocial traits. Questionnaires measuring students’ psychosocial pro­perties were administered to children and their teachers in order to compare their perspectives. Results Mothers of children with BIF in comparison to mothers in the control group presented greater inclinations towards over-parenting. Based on self-reports, students with BIF did not differ from their typically developing classmates in terms of school motivation, anxiety, locus of control, or social adjustment, despite their lower academic performance. According to teachers, students with BIF had significantly lower school motivation and delayed socialization. For students with BIF but not for the comparison group, a negative correlation was found between mothers’ tendency to dominate over their child and students’ locus of control and school motivation. Conclusions Children with BIF are especially sensitive to the quality of mothers’ parenting style, which can have an adverse effect on their school adjustment.

  15. 25 CFR 39.114 - What characteristics may qualify a student as gifted and talented for purposes of supplemental...

    Science.gov (United States)

    2010-04-01

    ..., such as an NRT or CRT. (d) Leadership means the student is recognized as possessing the ability to lead... the community would believe demonstrates that the student possess leadership skills. These standards include evidence from surveys, supportive documentation portfolios, elected or appointed positions in...

  16. The University and the Gift: A Problem Definition

    Directory of Open Access Journals (Sweden)

    Nikolay Emelianov

    2014-12-01

    Full Text Available The authors suggest introducing the notion of the gift into the theory and practice of the University life. They believe that the relationship of gift in transmission of knowledge is immanent to the management organization of the University. If knowledge is given as a gift and in the situation of gift-giving, then the University milieu should have the relationship of gift. The gift is described here as a theological and anthropological category and then juxtaposed with educational concepts of certain theologians and with ideas of modern economists. Proceeding from the notion of gift, the authors formulate the problem of today’s University which consists in its economical conditionality and in the penetration of market ideology into the scholarly milieu. Transfer of knowledge, which is considered as an absolute value, when circulating within the process of gift-giving, in practice is often identified with utilitarian exchange: the knowledge acquires its price, what inevitably reflects the relationship between professors, students and University’s administration.

  17. Space Odyssey Gift Shop

    Science.gov (United States)

    2000-01-01

    The Space Odyssey Gift Shop located in StenniSphere at the John C. Stennis Space Center in Hancock County, Miss., offers every visitor the opportunity to go home with 'the right stuff' from his or her StenniSphere visit. The gift shop is located just inside the front doors to StenniSphere and offers a wide range of space-related apparel, memorabilia, toys, books, mission patches and more.

  18. Perfectionism and anxiety: a paradox in intellectual giftedness?

    Directory of Open Access Journals (Sweden)

    Jacques-Henri Guignard

    Full Text Available Numerous authors reported a prevalence of perfectionism in gifted populations. In addition, an unhealthy form of perfectionism that leads to anxiety disorder has been described. Using self-report measures (CAPS and R-CMAS with 132 children, we hypothesized that intellectually gifted children express a higher level of perfectionism and anxiety. Our results pointed out a paradox: the gifted group obtained a higher self-oriented perfectionism score than the control group in 6th grade, but present the same level of anxiety. In contrast, the gifted group showed the same level of perfectionism than non-gifted 5(th graders, but reported a higher anxiety level. Thus, the interplay between perfectionism and anxiety appears to be more complex than a simple linear relationship in giftedness.

  19. Role of Age, Siblings Verbal and Nonverbal Ability in Development of the Theory of Mind in Intellectually Disabled Students

    Directory of Open Access Journals (Sweden)

    Abbas Ali Yazdani

    2014-09-01

    Full Text Available Background: The purpose of this study is to investigate theory of mind development (TOM with regard to mental retarded students (MRS and its relationship with verbal and non-verbal abilities, and number of siblings. Materials and Methods: This study is a cross-sectional, for all male mental retarded students, age of 8 to 14 years (about 59 individuals which were from the city Torbat-e Heidarieh, Iran. Unexpected-content task (UCT and 38-items test were used for measuring TOM. Also, the Wechsler Intelligence Scale for children Revised (WISC-R was used to examine the verbal and non-verbal abilities. Information of siblings was established in an interview with the parents, also by looking at the students’ ID cards. In order to analyze data, ANOVA, Scheffe, Pearson correlation coefficient and chi- square were carried out. Results: First and second level theory of mind development with regard to intellectually disable students were ascending to 12 years age (p0.05. Conclusion: Altogether, the things “theory theory” and “modular” approaches state might be acceptable. Those theories which are based on sociocultural approaches expressing experiment of communication underlies mind understanding development must be more examined.

  20. Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers

    Science.gov (United States)

    Jimenez, Bree Ann; Stanger, Carol

    2017-01-01

    A survey was conducted with 86 teachers across 10 states regarding their students' ease of use of physical manipulatives incorporated with implementing evidence-based early numeracy instruction. The majority of respondents indicated significant student accessibility barriers. Specifically, 75% of respondents had students with tactile defensiveness…

  1. Mere Gifting: Liking a Gift More Because It Is Shared.

    Science.gov (United States)

    Polman, Evan; Maglio, Sam J

    2017-11-01

    We investigated a type of mere similarity that describes owning the same item as someone else. Moreover, we examined this mere similarity in a gift-giving context, whereby givers gift something that they also buy for themselves (a behavior we call "companionizing"). Using a Heiderian account of balancing unit-sentiment relations, we tested whether gift recipients like gifts more when gifts are companionized. Akin to mere ownership, which describes people liking their possessions more merely because they own them, we tested a complementary prediction: whether people like their possessions more merely because others own them too. Thus, in a departure from previous work, we examined a type of similarity based on two people sharing the same material item. We find that this type of sharing causes gift recipients to like their gifts more, and feel closer to gift givers.

  2. Multicultural Issues: Gifted Education Discrimination in "McFadden v. Board of Education for Illinois School District U-46": A Clarion Call to School Districts, State Departments of Education, and Advocacy Organizations

    Science.gov (United States)

    Ford, Donna Y.

    2014-01-01

    Gifted education has faced numerous criticisms regarding the extensive and persistent underrepresentation of Black and Hispanic students. In the April 2013 issue of "Gifted Child Today," this author wrote about prejudice and discrimination in gifted education, and argued that in the past and now, discrimination exists in gifted education…

  3. Creativity and Working Memory in Gifted Students with and without Characteristics of Attention Deficit Hyperactive Disorder: Lifting the Mask

    Science.gov (United States)

    Fugate, C. Matthew; Zentall, Sydney S.; Gentry, Marcia

    2013-01-01

    There have been some behavioral indicators and some types of task performance that suggest greater creativity in students with attention deficit hyperactive disorder (ADHD). This evidence would appear counterintuitive given that lower working memory (i.e., holding information in mind for novel recombinations) has often been documented in students…

  4. Fine-art gifted pupils in art classes

    OpenAIRE

    Vogrin, Oto

    2011-01-01

    Fine arts gift is an inborn quality yet the potential can easily be wasted if not developed. The development of a child’s gift is affected by his/her surroundings and conditions, adapted to an individual’s needs. Among the individual capabilities of fine arts gifted student our special attention goes to the ones which an individual uses to assimilate his/her experience and reactions to it, to visual memory, manual skills and aesthetic intelligence. They all enable us to determine aesthetic va...

  5. A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement

    Science.gov (United States)

    Snyder, Kate E.; Linnenbrink-Garcia, Lisa

    2013-01-01

    Research on underachieving gifted students has uncovered a large number of characteristics differentiating gifted underachieving and achieving students. However, less is known about the way in which underachievement develops across schooling. Using a person-centered theoretical framework and key constructs from current motivational theories, we…

  6. Using Public Relations Strategies to Advocate for Gifted Programming in Your School

    Science.gov (United States)

    Besnoy, Kevin

    2005-01-01

    An appropriate education is one that identifies students' educational needs and then provides a curriculum that addresses those needs (Benbow & Stanley, 1996). All students, even those identified as gifted, deserve a personalized education. However, many educators outside gifted education believe that "giftedness" is a fancy label and that gifted…

  7. The Evaluation of a Pullout Program for Gifted Children in Israel.

    Science.gov (United States)

    Rosemarin, Shoshana

    2001-01-01

    Students, peers, teachers, principals, and parents (total N=180) responded to a questionnaire concerning a pullout program for gifted students in Israel. The questionnaire focused on the identification of the gifted, the level of parent involvement, teaching styles in the program, problems related to separation from home schools, relationships…

  8. Do Perceptions of Gifted Intelligence and Normal Intelligence Participants Differ about Social Science and Social Scientists?

    Science.gov (United States)

    Selvi, Sezgin; Demir, Selçuk Besir

    2017-01-01

    This qualitative study was conducted to compare the perceptions of students with gifted intelligence and students with those of normal intelligence about social science and social scientists. The data obtained from 23 gifted intelligent and 23 normal participants within the same age group was analysed using content analysis and results were…

  9. Distant education of gifted children in the USA

    Directory of Open Access Journals (Sweden)

    Rogozhkina I. B.

    2012-06-01

    Full Text Available Distant teaching which helps to realize the main principles of contemporary education: «teaching throughout» and «lifelong teaching» becomes more and more indemand. The possibility to get education for the residents of remote districts, excess to contemporary data bases, scientific libraries and learning materials of high quality, possibility to study at a time convenient for a student and in a tempo acceptable to the one makes distant education one of the most effective form of work with gifted children. System of distant education in the USA which is one of the most sophisticated one involves a big variety of programs and courses for both ordinary and gifted students. The article analyzes the existing in the USA on-line programs for gifted children, reveals their advantages and disadvantages, discusses the distant forms of work applicable to teaching of gifted children in Russia.

  10. The Effectiveness of Conceptual Map Training Method on the Achievement of Social-Economic Skill Course in Male Students with Intellectual Disability

    Directory of Open Access Journals (Sweden)

    Masoume Pourmohamadreza Tajrishi

    2013-04-01

    Full Text Available Objectives: The aim of present study was to determine the effectiveness of conceptual map training method on the achievement of social-economic skill course in male students with intellectual disability. Methods: This study was semi-experimental and 34 male students with intellectual disability who were educating in 3rd grade at pre-professional level in high school selected randomly from Talash Exceptional Center in Tabriz City. Their academic achievement in social-economic skill course were assessed by teacher-made and performance tests. Subjects were assigned in control and experimental groups randomly and equally. Experimental group participated in 8 sessions and were trained by conceptual map method for one month (8 sessions 2 sessions weekly. At the end of eightieth session and one month later, subjects answered to teacher-made and performance tests again. Data were analyzed by analysis of covariance. Results: Findings showed that the conceptual map training method had positive effect on achievement of social-economic skill in students (P<0.01. But, its effectiveness wasn’t persistent after one month in follow-up test. Discussion: Regarding to positive effects of conceptual map training method on meaningful learning, it seems as an effective method for intellectually disabled male students who require deep learning to understand the content of their lessons.

  11. Gifted Achievers and Gifted Underachievers: The Impact of Learning Style Preferences in the Classroom.

    Science.gov (United States)

    Rayneri, Letty J.; Gerber, Brian L.; Wiley, Larry P.

    2003-01-01

    A study involving 62 gifted students (grades 6-8) found many low-achievers (n=16) showed a strong need for tactile and kinesthetic modalities; intake of food, drinks, or both; sound in the learning environment; informal seating design; and dim lighting. The low achievers did not perceive themselves to be persistent. (Contains references.)…

  12. Birthdate Effects and Gifted Program Participation in Kindergarten

    Science.gov (United States)

    Huang, Francis L.

    2015-01-01

    Research has suggested that relatively older children are more likely to be identified as gifted and talented students compared with their younger peers. Such a phenomenon disadvantages the youngest students while at the same time confers additional advantages to the older students as a result of receiving specialized and/or extra instruction. The…

  13. CERN Holiday Gift Guide

    CERN Multimedia

    2013-01-01

    Do you have last-minute gifts to get? Stuck for ideas? The CERN Shop and the ATLAS and CMS secretariats have some wonderfully unique gifts and stocking-fillers for sale this year - perfect for the physics fanatics in your life. Let's take a look...   1. CERN Notebook, 10 CHF - 2. CERN Pop-up book, 30 CHF - 3. USB Stick 8GB, 25 CHF - 4. CERN Tumbler, 12 CHF 5. ATLAS 3D Viewer, 5 CHF - 6. ATLAS Puzzle, 15 CHF - 7. CMS Umbrella, 25 CHF   These gifts are all available at the CERN Shop, with the exception of the ATLAS 3D Viewer and the CMS umbrella, which are only available from the respective secretariats. Don’t forget! If you’re from CERN, you still have time to take advantage of a 10% off discount at the CERN shop. Offer ends 20 December.

  14. Television Viewing = Lo que los padres de estudiantes dotados necesitan saber sobre ver...television. What Parents of Gifted Students Need To Know about...Series.

    Science.gov (United States)

    Siegle, Del, Ed.

    This booklet (Practitioner's Guide), in both an English version and a Spanish version, is intended to help parents apply the findings of research to parental mediation of television viewing by their children, including gifted children. Research facts are briefly summarized and implications for the home are drawn. Suggestions for parents are…

  15. The Relationship between Intellectual Intelligence and Emotional Intelligence and some Demographic variables among Students of the Faculty of Nursing and Midwifery, Ilam University of Medical Sciences in 2014

    OpenAIRE

    Hamed Tavan; Sajjad Tavan; Zahra Ahmadi; Fatemeh Zandnia

    2015-01-01

    Background and Objective: There is a relationship between emotional intelligence and spiritual intelligence. Therefore, this study was aimed to investigate the relationship between intellectual intelligence and emotional intelligence and some demographic variables among students of Nursing and Midwifery Faculty, Ilam University of Medical Sciences. Methods: Using a cross-correlation method of study, the standard 24-item questionnaire for spiritual intelligence and the standard 90-item que...

  16. Improving the Occupational Skills of Students with Intellectual Disability by Applying Video Prompting Combined with Dance Pads

    Science.gov (United States)

    Lin, Mei-Lan; Chiang, Ming-Shan; Shih, Ching-Hsiang; Li, Meng-Fang

    2018-01-01

    Background: Individuals with intellectual disability (ID) are prone to inattention, are slow in learning and reaction, and have deficits in memory skills. Providing proper vocational education and training for individuals with intellectual disability is able to enhance their occupational skills. Materials and Methods: This study applied video…

  17. What’s in Your Gift Closet?

    DEFF Research Database (Denmark)

    Uth Thomsen, Thyra; Zaichkowsky, Judith

    Gift closets are a dedicated space in one’s home in which potential gifts are stored, for which either the recipient or the exact timing of the gift giving is not known at the time the item is stored or acquired. Based on a questionnaire (n=111), including a free elicitation process of words...... associated with gift closets, we describe the content of gift closets, the intended recipients of the stored potential gifts, and perception of gift closet owners actions. Finally, we theorize how the perception of gift closets may affect the value creation process in gift giving rituals....

  18. INTELLECTUAL DEVELOPMENT OF THE SCHOOL STUDENTS WITH DIFFUSIVE CLINICALLY EUTHYROID GOITER IN THE REGIONS WITH DIFFERENT IODINE OCCURENCE

    Directory of Open Access Journals (Sweden)

    E.A. Troshina

    2009-01-01

    Full Text Available The article highlights the evaluation results of the IQ indices demonstrated by the school students, who reside in the regions with different degrees of the iodine deficiency severity and iodine provided regions. The authors performed the comparative analysis of the IQ indices among children with clinically euthyroid diffusive goiter and among children with normal sizes of the thyroid gland. The research included 260 children aged from 8 to 10 from 13 regions of the Russian Federation: 130 patients with the goiter diagnosed subject to the data of the ultrasound investigation and 130 children, who have normal sizes of the thyroid gland (reference group. The comparison groups were homogenous according to the education conditions (as only children from the city comprehensive schools took part in the research. For the evaluation of the intellectual development, authors used R. Kettell's intellect test free from the cultural impact (Сulture-Fair Intelligence Test, CFIT — CF 2А form. Despite the fact that the average IQ indices in the group of children with goiter were slightly lower than among children with normal sizes of the thyroid gland, the researchers failed to identify statistically significant differences between the average IQ indices among children in the compared groups (р > 0,05. Both in the group of children with goiter and in the reference group, the average IQ indices fell within «the low normal» (80–89 points.Key words: iodine, hypothyroidism, IQ intellect index, children.

  19. In Search of Excellence: Perceived effects of special classes for gifted students in Ireland from the perspective of the students and their parents

    OpenAIRE

    O'Reilly, Colm Joseph

    2010-01-01

    This thesis focuses on high ability students and the effects of Saturday and summer courses on their academic and social development. These students who have been identified through assessment are in the top 5% of the population academically. After qualifying from the assessment they are invited to participate in courses run by the Irish Centre for Talented Youth (CTYI) at Dublin City University and other colleges around the country. This study looks at students who have par...

  20. Inclusive Education and Students with Intellectual Disabilities (IDs) in the State of Kuwait: Are We Ready?

    Science.gov (United States)

    Alshemari, Hawaa

    2016-01-01

    Policies regarding inclusion that have been adopted by Kuwait emphasize the rights of individuals with disabilities to be integrated into society and learn beside students without disabilities (Al-Kandari & Salih, 2008). Of particular concern in this study was the lack of research regarding the topic of inclusive education in the State of…

  1. Assessing the Cognitive Functioning of Students with Intellectual Disabilities: Practices and Perceptions of School Psychologists

    Science.gov (United States)

    Costner, Ashley Nicole

    2016-01-01

    School psychologists are faced with the task of conducting evaluations of students in order to determine special education eligibility. This often equates to administering a cognitive assessment measure to obtain information about skills or abilities. Although this may be a straightforward task when working with children of average or higher…

  2. The Relationships of Mental States and Intellectual Processes in the Learning Activities of Students

    Science.gov (United States)

    Prokhorov, Alexander O.; Chernov, Albert V.; Yusupov, Mark G.

    2016-01-01

    Investigation of the interaction of mental states and cognitive processes in the classroom allows us to solve the problem of increasing the effectiveness of training by activating cognitive processes and management of students' mental states. This article is concerned with the most general patterns of interaction between mental state and…

  3. Special Olympics, Sports, and the Path to Social Inclusion for Students with Intellectual Disabilities

    Science.gov (United States)

    Eidelman, Steven M.

    2013-01-01

    When you speak with classroom teachers in general education settings about inclusive education, lack of training, and lack of administrative support are frequent commentaries. And when you review data from the U.S. Department of Education, it is clear that inclusion of students with disabilities in general education settings has yet to be fully…

  4. Navigating Emotional, Intellectual, and Physical Violence Directed toward LGBTQ Students and Educators

    Science.gov (United States)

    Check, Ed; Ballard, Katy

    2014-01-01

    In this article, the potentially harmful effects of bullying toward LGBTQ students are demonstrated through personal narratives, encouraging tolerance and the freedom to create and express through art. As openly gay and lesbian arts educators, the authors have learned that it is vital for them not only to invite gay and lesbian lives into teaching…

  5. Examining Instructional Practices, Intellectual Challenge, and Supports for African American Student Writers

    Science.gov (United States)

    Alston, Chandra L.

    2012-01-01

    The debate surrounding how best to support African American student writers continues today as the gap between achievement scores persists. This qualitative analysis documents the classroom structures and instructional practices of two English Language Arts teachers working in a predominately African American public middle school, whose students…

  6. Intellectual Freedom

    Science.gov (United States)

    Knox, Emily

    2011-01-01

    Support for intellectual freedom, a concept codified in the American Library Association's Library Bill of Rights and Code of Ethics, is one of the core tenets of modern librarianship. According to the most recent interpretation of the Library Bill of Rights, academic librarians are encouraged to incorporate the principles of intellectual freedom…

  7. Gifted Children and Divorce

    Science.gov (United States)

    Dudley, John; Karnes, Frances A.

    2011-01-01

    Divorce is often a contentious process with multiple issues to decide, especially in cases in which there are children involved. Divorce raises several legal issues when considering the well-being of children, including those who are gifted. In this article, the authors discuss these issues which include school choice, child support, and custody…

  8. Gifts, Talents and Meritocracy

    Science.gov (United States)

    Radnor, Hilary; Koshy, Valsa; Taylor, Alexis

    2007-01-01

    This paper investigates aspects of policy implementation that relate to "Excellence in Cities", a UK government initiative. Local Education Authority (LEA) personnel and school teachers, responsible for implementing the Gifted and Talented (G&T) strand of that initiative, were interviewed. These co-ordinators were involved in the…

  9. The Gift of Literature

    Directory of Open Access Journals (Sweden)

    Todor Hristov

    2015-01-01

    Full Text Available The traumatic question “what has Bulgarian literature given to the world” acquired particular intensity in periods of crisis such as the Balkan Wars, and after 1989 and the subsequent Bulgarian EU accession. It is generally accepted that the value that Bulgarian literature transmits to the world lies in the identity it represented. The goal of the paper is to show that Bulgarian literature was constituted as a gift responding to the gift of world literature, yet ever unable to repay the debt incurred by its initial gift, and trying to alleviate its indebtedness by means of a specific language of exchange. Hristov believes that studying the literature on the value of Bulgarian literature will demonstrate that the notions of identity, recognition, value, translation, national and world literature have been inscribed in a scriptural economy blending gift and exchange in a peculiar way. He hopes that this economy emerged as a modification of the scriptural economy in which the notion of world literature had been embedded, and that it has been globalised into a universal literary economy.

  10. Communication Patterns and Intellectual Teamwork.

    Science.gov (United States)

    Galegher, Jolene

    1992-01-01

    Finds that both experienced scientists and college students found it difficult to carry out intellectual teamwork involving collaboratively authored documents without the interactivity and expressiveness permitted by face-to-face communication. (SR)

  11. Perspectives: Intellectual Risk Management

    Science.gov (United States)

    Hall, James C.

    2013-01-01

    Ask a college administrator about students and risk management, and you're likely to get a quick and agitated speech about alcohol consumption and bad behavior or a meditation on mental health and campus safety. But in colleges and universities, we manage intellectual risk-taking too. Bring that up, and you'll probably get little out of that same…

  12. Wandering in the Shadow of Egalitarianism and Equity: A Social and Cultural Explanation to the Underdeveloped Gifted Education in China

    Directory of Open Access Journals (Sweden)

    Tian Fu

    2017-04-01

    Full Text Available Today it is accepted that the development of gifted and talented children is important to enable a nation to compete successfully. In China, though the estimated number of gifted children reaches 20 million (Chu, 2012, gifted education has seldom received sufficient support. The objections to gifted education always suppress suggestions that support programs for gifted students when educational policy is drafted. Starting with a historical review of the gifted education programs and policies in China since 1978, this paper discusses the main reasons for lack of support for gifted education in China from social and cultural perspectives. I conclude that the long-lasting ideology of egalitarianism, the overwhelming pursuit of educational equity and the dominant ideology of socialism have significantly hindered the development of gifted education. Driven by such beliefs and ideologies, the concept of giftedness and gifted education, the relationship between egalitarianism and elitism, and between equity and equality, are often severely misunderstood, which not only harms existing gifted education programs, but suppresses the potential for open discussion about the implementation of gifted education. Finally, I propose how gifted education should be framed in the future educational reform scheme in China and other countries with similar cultural and social environments.

  13. Examination of the communication interface between students with severe to profound and multiple intellectual disability and educational staff during structured teaching sessions.

    Science.gov (United States)

    Bunning, K; Smith, C; Kennedy, P; Greenham, C

    2013-01-01

    Individuals with severe to profound and multiple intellectual disability (S-PMID) tend to function at the earlier stages of communication development. Variable and highly individual means of communicating may present challenges to the adults providing support in everyday life. The current study aimed to examine the communication interface between students with S-PMID and educational staff. An in-depth, observational study of dyadic interaction in a class within the secondary part of a special school was conducted. The designated educational level was Key Stage 3 under the National Curriculum of England, which is typically for children from age 11 to 14 years attending a state school. There were four student-teacher dyads in the class. The students had multiple impairments with severely limited communication skills. Video capture of dyadic interaction was conducted during five English lessons and sampled to 2.5 min per dyad per lesson. The video footage was transcribed into standard orthography, detailing the vocal and non-vocal aspects. A coding framework guided by the principles of structural-functional linguistics was used to determine the nature of dyadic interaction, comprising linguistic moves, functions and communicative modalities. The relative contributions of student and teacher to the interaction were examined. Significant differences were found between the students and educational staff on the majority of the measures. The teachers dominated the interaction, occupying significantly more turns than the students. Teacher turns contained significantly more initiations and follow-up moves than the students, who used more response moves. Teacher communication mainly served the functions of requesting and information giving. Feedback and scripted functions were also significantly greater among teacher turns, with only limited occurrence among the students. Self- or shared-expression was greatest among the students. The modalities of speech, touch, singing and

  14. From "The Twilight Zone" to "Avatar": Science Fiction Engages the Intellect, Touches the Emotions, and Fuels the Imagination of Gifted Learners

    Science.gov (United States)

    Stutler, Susan Lee

    2011-01-01

    Dabrowski's Theory of Overexcitabilities suggests that gifted and creative children experience the world via heightened levels of psychomotor, sensual, intellectual, emotional, and imaginational intensity. According to Dabrowski and Piechowski (1977), "intellectual, emotional, and imaginational linkages are the basis for highly creative…

  15. Hanna David`s Book: The Gifted Arab Child In Israel

    Directory of Open Access Journals (Sweden)

    Emre KOMEK

    2014-06-01

    Full Text Available In this article, it was examined Hanna David’s Book: The Gifted Arab Child in Israel. The book focuses on Arab gifted children living in Israel. In Israel three Arab groups are living: Muslim, Christian and Druze. This book contains 7 sections. First Section: A Brief History of Education of Arabs In The State of Israel, Second Section: Characteristics of the Arab Gifted Child in Israel, Third Section: Education of the Arab Gifted Child, Fourth Section: Enrichment Programs for the Gifted in the Arab Sector, Fifth section: Description of Various Kinds of Enrichment Program for the Arab Sector, Sixth section: A Minority within a Minority: Gifted Students in the Christian, Druze and Bedouin Sectors, Seventh Section: The talented Arab Girl: Between Tradition and Modernism. In this book, author gives some suggestions to reveal potential of Arab girls. Some of them are; family support, financial aid etc.

  16. Üstün Yetenekli Öğrencilerin Öğrenme, Öğretme, Öğretmenlik Mesleği ve Öğretmen Özellikleri ile İlgili Görüşleri (Gifted Students' Perceptions about Learning, Teaching, Teacher Characteristics and Teaching as a Profession

    Directory of Open Access Journals (Sweden)

    Bahadır Erişti

    2012-06-01

    Full Text Available Purpose and significance: The purpose of the study was to examine gifted students’ attributions to learning and teaching and their views about teacher characteristics and teaching as a profession.Method: This research was a mix of qualitative and quantitative methods. Gifted students' attributions to learning and teaching and their views about teacher charac-teristics and teaching as a profession were portrayed and data was interpreted using quantitative and qualitative methods based on students' own expressions. The re-search was conducted with 46 gifted students who were attending 7th, 8th and 9th grades in Eskisehir, Turkey. Students were identified by the identification system of the Education Programs for Talented Students at Anadolu University in Eskisehir. Students came from 15 different elementary schools; 18 of them were female and 28 were male. Seventeen of the participants were 7th graders, 14 were 8th graders and 15 were 9th graders.Data was collected using “Questionnaire for Gifted Students’ Perceptions of Learn-ing, Teaching and Teacher (QGST” developed by the researcher. It was reviewed by 5 experts in order to examine its content validity. They were professionals in curriculum and instruction, gifted education, and guidance and counseling. After expert revisions, a pilot study was carried out with 21 students before this study. The final form of the instrument included four groups of items. In one item, students ranked 14 teacher characteristics from 1 to 14 in importance with 1 being the most important and 14 the least important. In the other items, of which 4 were open-ended and 7 were forced-choice, students indicated their opinions and choices about learning and teaching. The instrument was administered to the participants during their summer courses they attended at Anadolu University. Data analysis included quantitative and qualitative methods. Quantitative data was analyzed using descriptive non

  17. Gifted Learners: The Boomerang Kids of Middle School?

    Science.gov (United States)

    Tomlinson, Carol Ann

    1994-01-01

    A variety of beliefs and practices central to middle schools may cause special difficulties for gifted learners. Such practices often focus on potentially competing goals of student competencies versus student excellence and include such practices as heterogeneous grouping, cooperative learning, and an absence of clearly defined middle school…

  18. Is Your Gifted Child Ready for Online Learning?

    Science.gov (United States)

    Potts, Jessica Alison; Potts, Skip

    2017-01-01

    Virtual classrooms, which have grown at an unprecedented rate in recent years, represent a unique opportunity for gifted students who do not have appropriate educational options in their brick-and-mortar schools. Students who are engaged in online learning have access to flexible, high quality curricula and can be grouped with their intellectual…

  19. Perfectionism, Coping, and Underachievement in Gifted Adolescents: Avoidance vs. Approach Orientations

    Directory of Open Access Journals (Sweden)

    Emily Mofield

    2016-07-01

    Full Text Available Perfectionism can influence how one approaches challenges and deals with setbacks, and, consequently, can inhibit or facilitate achievement. The present study (1 explored the relationship between Frost’s six dimensions of perfectionism and five types of coping strategies; (2 examined how dimensions of perfectionism predict coping in response to academic stress; and (3 investigated differences between gifted underachievers and other gifted students on perfectionism and coping among 130 American gifted students in grades 6–8. Results of stepwise regression models revealed approach coping was predicted by adaptive perfectionism (Positive Strivings-notably Organization, whereas avoidance coping (Internalizing, Externalizing, and Distancing was predicted by various combined models. Gifted underachievers displayed lower Positive Strivings perfectionism scores and lower positive coping when compared to achievers. This information is helpful when considering ways to guide gifted students to high levels of academic achievement while utilizing adaptive approaches.

  20. Intellectual and personality factors in the achievement of high exam effectiveness in first-year Russian university students

    Directory of Open Access Journals (Sweden)

    Gorchakova, Olesya Yu.

    2016-09-01

    Full Text Available The goals set forth in regulatory documents for the development of Russian education presuppose quantitative evaluation of factors and conditions that ensure students’ achievement of high competence, personality development, and self-realization. Evaluation of intellectual and personality characteristics of first-year university students and study of the relationship among these characteristics thus become important tasks. The research objective was to evaluate relationships among social and abstractlogical types of intelligence, personality characteristics, and exam effectiveness (performance. The study sample was made up of 900 first-year university students (55.2% female and 44.8% male from Tomsk State University who filled in paper-and-pencil forms in Russian: The Evaluation of Choice in Conflict Situations Questionnaire, Raven’s Progressive Matrices, the Self-Organization of Activity, the Reflexivity Type Assessment Test, the Self-Determination Scale, the Satisfaction with Life Scale, and the World Assumptions Scale. Scores on the Unified National Examination in Mathematics (UNE in Mathematics and the first exam results at the university were used to measure academic performance. The data were statistically processed using descriptive analysis, correlation analysis, and factor analysis. The preference for compromising and collaborating strategies indicates a high level of social intelligence and contributes to socio-psychological adaptation of young people to conditions of university education that are new to them, which require greater independence and activity. Social intelligence and abstract-logical intelligence are relatively independent intelligence types. Social intelligence and personality characteristics are not determinants of scores on the UNE in Mathematics. Probably the process of educating students in mathematics in the graduating classes of Russian secondary schools is replaced by training to solve problems on the UNE, so

  1. Technology in Gifted Education: A Review of Best Practices and Empirical Research

    Science.gov (United States)

    Periathiruvadi, Sita; Rinn, Anne N.

    2013-01-01

    The article aims to explore the progress of technology use in gifted education and highlight the best practices and empirical research in this area. The literature on the use of technology with gifted students and their teachers has been extensive, with articles on best practices, but the empirical research in this area is still emerging. With the…

  2. The World of Cross-Cultural Research: Insights for Gifted Education

    Science.gov (United States)

    VanTassel-Baska, Joyce

    2013-01-01

    As the world becomes smaller in a small field like gifted education, cross-cultural research gives us a unique opportunity to understand top students and academic interventions in a deeper way. In this article, the author describes the importance of cross-cultural research as a way to serve gifted children globally. A description of a…

  3. The Psychology of Gifted Adolescents as Measured by the MMPI-A

    Science.gov (United States)

    Cross, Tracy L.; Cassady, Jerrell C.; Dixon, Felicia A.; Adams, Cheryll M.

    2008-01-01

    The focus of this study is an examination of gifted students' responses on the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) in relation to the adolescent norming sample. The comparisons on clinical, content, and Harris-Lingoes scales provide evidence that gifted adolescent boys' and girls' responses do not differ from one…

  4. Drawing upon Lessons Learned: Effective Curriculum and Instruction for Culturally and Linguistically Diverse Gifted Learners

    Science.gov (United States)

    Swanson, Julie Dingle

    2016-01-01

    Javits Gifted and Talented Education Program has provided a wealth of knowledge on culturally and linguistically diverse (CLD) gifted learners and how to support teachers in their work with CLD students. This study examined five impactful Javits projects through qualitative inquiry centered on how innovative practice takes root or not. Using…

  5. GIFTS from Our Journals: Transferring Notes in the Margin to Teachable Moments

    Science.gov (United States)

    O'Keefe, Patricia

    2013-01-01

    Great Ideas for Teaching Students (GIFTS) are among the most popular and well-attended panel sessions at many academic conferences. This article describes the process by which current research in the "Western Journal of Communication" can be transferred into GIFTS for lower division communication classrooms. The goal is to provide an entree for…

  6. College and Career Readiness for Gifted African American Girls: A Call to School Counselors

    Science.gov (United States)

    Mayes, Renae D.; Hines, Erik M.

    2014-01-01

    Current literature on college and career readiness highlights the role of educators in promoting the success of all students. However, few studies have focused on the specific needs of gifted African American girls. This article discusses the school experiences and career development of gifted African American girls and it provides a culturally…

  7. "Deeper than Rap": Gifted Males and Their Relationship with Hip Hop Culture

    Science.gov (United States)

    Callahan, J. Sean; Grantham, Tarek C.

    2012-01-01

    One would be hard-pressed to deny the impact that hip hop is having on gifted students. More specifically, because hip hop is a creative and exciting male-dominated culture, gifted males gravitate to hip hop culture. From the perspective of two Black men from two different generations, this article was inspired by discussions about the role of hip…

  8. Gifted Education in the Enabling Sciences with a Particular Emphases on Chemistry

    Science.gov (United States)

    Chowdhury, Mohammad Anisuzzaman

    2017-01-01

    The article provides syntheses and critical analyses of literature, creative insights, fruitful information, reflections on gifted education perspectives, and discusses the pertinent issues related to enabling sciences, with a particular focus on chemistry. The misconceptions among the gifted students, and a range of pedagogical approaches to…

  9. Quantum field theory for the gifted amateur

    CERN Document Server

    Lancaster, Tom

    2014-01-01

    Quantum field theory is arguably the most far-reaching and beautiful physical theory ever constructed, with aspects more stringently tested and verified to greater precision than any other theory in physics. Unfortunately, the subject has gained a notorious reputation for difficulty, with forbidding looking mathematics and a peculiar diagrammatic language described in an array of unforgiving, weighty textbooks aimed firmly at aspiring professionals. However, quantum field theory is too important, too beautiful, and too engaging to be restricted to the professionals. This book on quantum field theory is designed to be different. It is written by experimental physicists and aims to provide the interested amateur with a bridge from undergraduate physics to quantum field theory. The imagined reader is a gifted amateur, possessing a curious and adaptable mind, looking to be told an entertaining and intellectually stimulating story, but who will not feel patronised if a few mathematical niceties are spelled out in ...

  10. A reading enrichment program for gifted adolescent

    Directory of Open Access Journals (Sweden)

    Silvia Morales Silva

    2008-06-01

    Full Text Available This descriptive research examines the performance on reading comprehension of four gifted adolescents participating in a reading enrichment program. This performance is related to the variables associated to the gifted performance following the model developed by Mönks: motivation, creativity, high ability, school, peers and family. Results showed that school does not satisfy the cognitive needs of these students and it does not offer the required social support either. The family provides the main social support. The motivation, creativity, the high level of language and concentration of the participants facilitate learning. The reading program is described by the participants as motivating due to the subject-matters and methodology; furthermore, due to the opportunity to deal with peers who have a similar cognitive level.

  11. Limits of the Gift

    DEFF Research Database (Denmark)

    Bill, Frederic; Olaison, Lena

    2011-01-01

    . In analysing our material, we argue that every meeting between antiquarian and bookshop visitor results in liminal ceremonies that produce a space (what we, adopted from Lefebvre, call a representational space) for their interaction. Such analysis suggests that the interactions are taking place somewhere...... on a continuum of spaces stretching from commodity to gift. The role of the antiquarian thus stretches from seller to giver, the visitor, from buyer to receiver, and the bookshop, from shop to collection....

  12. Towards the Achievement of a Unified, Uniform and Socially-Just ‘Gifted Education’ Policy Acceptable on a Global Scale

    Directory of Open Access Journals (Sweden)

    Mohammad A. CHOWDHURY

    2017-03-01

    Full Text Available The article examines socio-economic and political influences on gifted education. It highlights the widespread disparity between advantaged and disadvantaged ‘gifted and talented’ students in terms of the extent to which they benefit from gifted education. Negative perceptions of social egalitarianism and societal misconceptions in giftedness are critically analysed. Cultural aspects related to gifted education are emphasized with a particular focus on the specific ‘science’ domain of giftedness. The article proposes and outlines future research in gifted education to address the issues of ‘cultural-clashes’ and ‘cross-cultural border crossing’ encountered by gifted and other students in their daily lives. Future outcomes from the proposed research might help teachers adapting their teaching styles and pedagogies to address the needs of gifted students, and assist future longitudinal research related to their cognitive, affective and social development.

  13. Crystallized and fluid intelligence of university students with intellectual disability who are fully integrated versus those who studied in adapted enrichment courses.

    Science.gov (United States)

    Lifshitz, Hefziba; Verkuilen, Jay; Shnitzer-Meirovich, Shlomit; Altman, Carmit

    2018-01-01

    Inclusion of people with intellectual disability (ID) in higher postsecondary academic education is on the rise. However, there are no scientific criteria for determining the eligibility for full inclusion of students with ID in university courses. This study focuses on two models of academic inclusion for students with ID: (a) separate adapted enrichment model: students with ID study in separate enrichment courses adapted to their level; (b) full inclusion model: students with ID are included in undergraduate courses, receive academic credits and are expected to accumulate the amount of credits for a B.A. (a) To examine whether crystallized and fluid intelligence and cognitive tests can serve as screening tests for determining the appropriate placement of students with ID for the adapted enrichment model versus the full inclusion model. (b) To examine the attitudes towards the program of students with ID in the inclusion model. The sample included 31 adults with ID: students with ID who were fully included (N = 10) and students with ID who participated in the adapted enrichment model (N = 21). Crystallized and fluid intelligence were examined (WAIS-III, Wechsler, 1997) and Hebrew abstract verbal tests (Glanz, 1989). Semi-structured interviews were conducted in order to examine the attitudes of students in the inclusion model towards the program. The ANOVAs indicate that the most prominent difference between the groups was in vocabulary, knowledge and working memory. ROC analysis, a fundamental tool for diagnostic test evaluation, was used to determine the students' eligibility for appropriate placement in the two models. Seven tests distinguished between the groups in terms of sensitivity and specificity. The interviews were analyzed according to three phases. The results indicate that students with ID are able to participate in undergraduate courses and achieve academic goals. The general IQ and idioms test seem to be best determiners for appropriate placement of

  14. A cross-sectional study of mathematics achievement, estimation skills, and academic self-perception in students of varying ability.

    Science.gov (United States)

    Montague, Marjorie; van Garderen, Delinda

    2003-01-01

    This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception. Students with learning disabilities (LD), average achievers, and intellectually gifted students (N = 135) in fourth, sixth, and eighth grade participated in the study. They were assessed to determine their mathematics achievement, ability to estimate discrete quantities, knowledge and use of estimation strategies, and perception of academic competence. The results indicated that the students with LD performed significantly lower than their peers on the math achievement measures, as expected, but viewed themselves to be as academically competent as the average achievers did. Students with LD and average achievers scored significantly lower than gifted students on all estimation measures, but they differed significantly from one another only on the estimation strategy use measure. Interestingly, even gifted students did not seem to have a well-developed understanding of estimation and, like the other students, did poorly on the first estimation measure. The accuracy of their estimates seemed to improve, however, when students were asked open-ended questions about the strategies they used to arrive at their estimates. Although students with LD did not differ from average achievers in their estimation accuracy, they used significantly fewer effective estimation strategies. Implications for instruction are discussed.

  15. Identifying the Gifted Child Humorist.

    Science.gov (United States)

    Fern, Tami L.

    1991-01-01

    This study attempted to identify gifted child humorists among 1,204 children in grades 3-6. Final identification of 13 gifted child humorists was determined through application of such criteria as funniness, originality, and exemplary performance or product. The influence of intelligence, development, social factors, sex differences, family…

  16. Stress Management and Gifted Children

    Science.gov (United States)

    Patel, Vidisha A.

    2009-01-01

    Stress can affect anyone, and gifted children are no exception. Giftedness can sometimes be the cause of the stress. Perfectionism, sensitivity, and intensity are characteristics of gifted children that may exacerbate stress. Stress can be constructive. Prolonged stress, however, with no time to recover becomes detrimental. Continued stress upsets…

  17. Educational justice and the gifted

    NARCIS (Netherlands)

    Merry, M.S.

    2008-01-01

    This article examines two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of 'normal' children? I

  18. Educational Justice and the Gifted

    Science.gov (United States)

    Merry, Michael S.

    2008-01-01

    This article examines two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of "normal" children? I consider a hypothetical case for allocating extra…

  19. Why reinvent the wheel? A behaviour analyst's reflections on pedagogy for inclusion for students with intellectual and developmental disability.

    Science.gov (United States)

    Dillenburger, Karola

    2012-06-01

    The number of children identified as having intellectual or developmental disability is rising worldwide and their education has been found wanting. It has been said that "they simply need better teaching." At the same time, there is an increasing evidence base that pedagogy that is based on the discipline of behaviour analysis offers the best prospect for individuals diagnosed with autism spectrum disorders. On the basis of this evidence, it is proposed that behaviour analysis should be applied more broadly to improve teaching for all children with intellectual or developmental disability.

  20. ‘Sometimes They Are Fun and Sometimes They Are Not’: Concept Mapping with English Language Acquisition (ELA and Gifted/Talented (GT Elementary Students Learning Science and Sustainability

    Directory of Open Access Journals (Sweden)

    Katrina Marzetta

    2018-01-01

    Full Text Available This study presents an ‘education for sustainability’ curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing students’ understanding of ecosystem interactions. Concept maps provide a more holistic, systems-based assessment of science learning in a sustainability curriculum. The concept maps were scored and analyzed using SPSS to investigate potential differences in learning gains of English Language Acquisition (ELA and Gifted/Talented (GT students. Interviews were conducted after the concept maps were administered, then transcribed and inductively coded to generate themes related to science learning. Interviews also encouraged students to explain their drawings and provided a more accurate interpretation of the concept maps. Findings revealed the difference between pre- and post-concept map scores for ELA and GT learners were not statistically significant. Students also demonstrated an increased knowledge of ecosystem interactions during interviews. Concept maps, as part of an education for sustainability curriculum, can promote equity by providing diverse learners with different—yet equally valid—outlets to express their scientific knowledge.