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Journal articles on the topic 'Identification of gifted children'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Mozgalova, Nataliia, and Iryna Herasymova. "GIFTED CHILDREN: IDENTIFICATION, TRAINING, DEVELOPMENT." Pedagogical Education: Theory and Practice 1, no. 26 (April 26, 2019): 138–43. http://dx.doi.org/10.32626/2309-9763.2019-26-1.138-143.

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2

Yoo, Minhee, Shu Hui Zhu, and Shin-dong Lee. "The survey of Chinese parents' awareness of the characteristics and identification of the gifted and the gifted education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (August 31, 2022): 1–19. http://dx.doi.org/10.22251/jlcci.2022.22.16.1.

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Objectives The purpose of this study is to provide basic data and implications for gifted education in China by identifying the degree of awareness of Chinese parents about the characteristics of gifted children, gifted children indentify, gifted education according to the general characteristics of parents. Methods To this end, ‘wenjuanxing’ (https://www.wjxcn/jq/101862383.aspx) surveyed 1,028 parents of Foreign Language School A in Anqing City, Anhui Province and School B in Wufu City, Anhui Province. For the collected data, percentage and frequency analysis was performed on the general char

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3

Shaklee, Beverly D. "Identification of Young Gifted Students." Journal for the Education of the Gifted 15, no. 2 (January 1992): 134–44. http://dx.doi.org/10.1177/016235329201500203.

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Among the critical issues in gifted child education which have emerged from the 1980s is the failure to appropriately identify and adequately program for primary gifted children. This paper examines the problems embedded in the accurate assessment of exceptional potential in populations of young children from minority and/or economically disadvantaged settings. Assessment issues are examined in the light of recent research on developmentally appropriate evaluation of young children. Historical and current practices are reviewed and descriptions of two innovative approaches to non-traditional a

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4

Yewchuk, Carolyn R. "Identification of Gifted/Learning Disabled Children." School Psychology International 7, no. 1 (January 1986): 61–68. http://dx.doi.org/10.1177/014303438600700108.

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Until very recently, little attention has been focused on children who are both gifted and learning disabled. Because of their contradictory characteristics, these children are usually undetected by teachers or school psychologists. Close analysis of WISC-R responses and profiles in the context of a very broad clinical assessment for learning disability can assist the school psychologist in identifying these children so that they can be placed in educational programmes appropriate to their unique needs.

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Žnidaršič, Jerneja, Barbara Sicherl Kafol, and Olga Denac. "Preschool teachers and musically gifted children in Slovene kindergartens." Metodički ogledi 28, no. 2 (January 25, 2022): 221–45. http://dx.doi.org/10.21464/mo.28.2.4.

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The aim of the present study, which involved preschool teachers, was to explore the area of working with musically gifted children. In particular, we focused on the identification of musically gifted children and monitoring of their musical development, preschool teachers’ competence for working with children, and evaluation of factors important for the development of musically gifted children. Research results showed that the majority of preschool teachers: were able to identify musically gifted children; rarely monitored and documented children’s musical development systematically and did no

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6

Ntamu, Blessing Agbo, and Margaret Oyo-Ita. "Identifying and catering for gifted learners in an inclusive classroom: A means of reducing delinquency, school drop out rate and increasing national development in Nigeria." Global Journal of Educational Research 21, no. 1 (May 11, 2022): 35–46. http://dx.doi.org/10.4314/gjedr.v21i1.5.

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A regular classroom contains a diverse group of learners. Learners with very divergent characteristics sometimes. Classroom activities should be planned in such a way that every learner‟s needs are provided for and every learner is guided towards achieving his maximum potential. Failure to do so may lead some learners into delinquent behaviors and some may even drop out. Classroom activities seem to be planned with the average learners and the learning disadvantaged in mind. Most times learning facilitators do not factor in the needs of gifted children when planning classroom activities. It is

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Nikčević-Milković, Anela, Ana Jerković, and Maja Rukavina. "Stanje, problemi i potrebe rada s darovitim učenicima u osnovnim školama u Republici Hrvatskoj." Magistra Iadertina 11, no. 1 (November 8, 2017): 9. http://dx.doi.org/10.15291/magistra.1325.

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In the paper is designed questionnaire to evaluate the situation and the need for gifted and talented students. The sample consisted of the condition and needs of gifted students in Croatian primary schools among 378 primary school teachers and subject teachers of all profiles. Factor analysis of the questionnaire obtained three factors: 1) Special programs, methods and forms of work with gifted children, 2) Direct social care for gifted children, 3) Identification of gifted children. They then tested the results on those three factors with respect to the different categories of teachers with

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Matthew, Janice L., Anne K. Golin, Mary W. Moore, and Carol Baker. "Use of SOMPA in Identification of Gifted African-American Children." Journal for the Education of the Gifted 15, no. 4 (July 1992): 344–56. http://dx.doi.org/10.1177/016235329201500404.

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To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPA) was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis

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Maznichenko, Marina Aleksandrovna, Nataliya Ivanovna Neskoromnykh, Oksana Pavlovna Sadilova, Snezhana Vladimirovna Brevnova, Nadezhda Mansumovna Grigorashchenko-Aliyeva, and Vita Alexandrovna Fomenko. "Identification and support of gifted children within the framework of school-university networks." Science for Education Today 11, no. 2 (May 1, 2021): 7–31. http://dx.doi.org/10.15293/2658-6762.2102.01.

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Introduction. The article examines the potential of school-university partnership programmes for gifted and talented children. The purpose of this study is to determine the mechanisms for identifying and supporting gifted children by means school-university networks. Materials and Methods. To achieve this goal, the authors have reviewed a considerable amount of literature on giftedness, identification and support of gifted children with a focus on establishing school-university networks. A sample of leadership and teaching staff (n = 149) representing 44 municipalities of the Krasnodar Krai (R

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10

Maitra, Krishna. "Identification of the Gifted — Some Methodological Issues." Gifted Education International 14, no. 3 (May 2000): 296–301. http://dx.doi.org/10.1177/026142940001400310.

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This article summarises basic elementary concerns with regard to gifted education. Identification and special educational provision for the gifted ate two sides of the same coin. One needs to identify a special child so that the child's special needs are taken care of. Without nurturance identification becomes meaningless. Identification also depends on the special purposes for which individuals are being identified. The problems which are associated with the identification of the gifted have their roots in the following areas: Definition of gifted or whom should we call gifted, In which areas

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Ferbežer, Ivan. "Gifted Children in Slovenia between Theory and Practice." Gifted Education International 17, no. 1 (January 2003): 95–102. http://dx.doi.org/10.1177/026142940301700112.

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The base of literature for the analyses in this article are laws; expressions of official politics 'The White Book'; the conception of identification and work with the gifted; some empirical researches; training of teachers; educators and school guidance services; research project work of a group of elementary schools; characteristics of professional literature. The method of analysing the contents is orientated especially to following research problems: Conception and terminology of giftedness; identification of gifted pupils; realisation of specific intellectual, educational, social, emotion

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Mollenkopf, Dawn L., Jude Matyo-Cepero, Joan D. Lewis, Bailey A. Irwin, and Jennifer Joy. "Testing, Identifying, and Serving Gifted Children With and Without Disabilities: A Multi-State Parental Perspective." Gifted Child Today 44, no. 2 (March 18, 2021): 83–92. http://dx.doi.org/10.1177/1076217520986589.

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Early identification of gifted children, including those twice-exceptional, allows schools and parents to support these children’s needs, but little is known about this early identification process and the role parents and teachers play. Parents of gifted children completed a survey which looked at what age their child was tested and identified, whether or not the parent suspected that the child was gifted, who referred the child for testing, and whether or not their child was twice-exceptional. Schools tested, identified, and started services for gifted children in the early elementary grades

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Cronin, Rebecca P., and Carmel M. Diezmann. "Jane and Gemma go to School: Supporting Young Gifted Aboriginal Students." Australasian Journal of Early Childhood 27, no. 4 (December 2002): 12–17. http://dx.doi.org/10.1177/183693910202700404.

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Both Aboriginal students and gifted students have been identified as educationally disadvantaged groups with needs that are often not adequately met by the Australian educational system. Hence, gifted Aboriginal students are particularly vulnerable to underachievement. As all students should receive the opportunity to fulfill their potential, there is a need to establish how to support the achievements of gifted Aboriginal children from an early age. The identification and achievement of gifted Aboriginal children is affected by culture conflict, the lack of knowledge of culturally sensitive i

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Mandelman, Samuel D., Baptiste Barbot, Mei Tan, and Elena L. Grigorenko. "Addressing the ‘quiet crisis’: Gifted identification with Aurora." Educational and Child Psychology 30, no. 2 (June 2013): 101–9. http://dx.doi.org/10.53841/bpsecp.2013.30.2.101.

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One of the key issues in the field of gifted education is the identification of children with high abilities, as identification is the first step in giving these students the opportunities they need to develop their potential. The Aurora Battery, based on Sternberg’s Theory of Successful Intelligence, is an assessment designed to identify children with high ability in areas that are typically ignored with the instruments that are currently used in gifted identification. In this study we examine Aurora’s convergent and divergent validity using the TerraNova, a conventional assessment of academi

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Harslett, Mort. "The Concept of Giftedness from an Aboriginal Cultural Perspective." Gifted Education International 11, no. 2 (January 1996): 100–106. http://dx.doi.org/10.1177/026142949601100207.

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Aboriginal children are chronically under-represented in programs for gifted and talented children. Among the reasons suggested is an absence of an understanding of the concept of giftedness from an Aboriginal cultural perspective. It is proposed in this paper that such an understanding is necessary to provide a basis for the development of identification processes and programs appropriate for gifted Aboriginal children. The study reported in this paper demonstrated that the concept of giftedness is compatible with Aboriginal culture and that giftedness and talented performance are believed to

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Huang, Shih-Yu. "Early Identification: Cultivating Success for Young Gifted Children." Gifted Education International 24, no. 1 (January 2008): 118–25. http://dx.doi.org/10.1177/026142940802400113.

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Niederer, Kate, R. John Irwin, Kathryn C. Irwin, and Ivan L. Reilly. "Identification of Mathematically Gifted Children in New Zealand." High Ability Studies 14, no. 1 (June 2003): 71–84. http://dx.doi.org/10.1080/13598130304088.

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Gibson, Kay L. "A Promising Approach for Identifying Gifted Aboriginal Students in Australia." Gifted Education International 13, no. 1 (May 1998): 73–88. http://dx.doi.org/10.1177/026142949801300111.

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Recently research was conducted in Queensland, Australia which was designed to describe a more effective approach for the identification of gifted students. The purpose of the research was to contribute to the improvement of current procedures used in the identification of gifted minority children, particularly urban Aboriginal gifted children. The five year study of Dr. Mary M. Frasier at the University of Georgia served as a basic design model for the research. This paper reports the findings from the two data collection activities of the research project. Firstly interviews of urban Aborigi

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Karnes, Frances A., and James E. Whorton. "Comparison of Group Measures in Identification of Rural, Culturally Diverse Gifted Students." Perceptual and Motor Skills 67, no. 3 (December 1988): 751–54. http://dx.doi.org/10.2466/pms.1988.67.3.751.

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The focus of this article is on the identification of rural, culturally diverse gifted children. The Culture-fair Intelligence Test and the Standard Progressive Matrices were administered to 652 students enrolled in Grades 3 to 8 of rural elementary schools. Scores from these two tests and the California Achievement Test are reported. Their usefulness in the identification of gifted children is discussed.

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20

Jacynė, Reda, and Evelina Žukauskaitė. "The Education of Gifted Pre-School Children Using Information Communication Technology: the Opinions of Teachers." Regional Formation and Development Studies 37, no. 2 (July 18, 2022): 43–53. http://dx.doi.org/10.15181/rfds.v37i2.2420.

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The 21st century is identified in the country’s strategic documents as a century of rapid technological, climatic and economic change, and countries must not be afraid of innovation and knowledge of the world through information technology. According to strategic documents, the education of gifted children is also one of the country’s priorities. Gifted pre-school children need to develop and continuously improve their abilities, and the stimulation of these abilities can be enhanced by information and communication technologies. The article analyses the educational possibilities for gifted pr

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Ricciardi, Courtney, Allison Haag-Wolf, and Adam Winsler. "Factors Associated With Gifted Identification for Ethnically Diverse Children in Poverty." Gifted Child Quarterly 64, no. 4 (July 3, 2020): 243–58. http://dx.doi.org/10.1177/0016986220937685.

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We analyzed data from a large-scale ( N = 39,213), longitudinal study of urban students to assess child factors (gender, ethnicity, English language learner status, school readiness skills, type of pre-K attended, early elementary school academic performance) prospectively associated with eventual gifted identification in elementary school. Overall, 14.2% of students were identified as gifted in K-5th grade, with the majority identified by second grade. Multivariate logistic regression analyses revealed that White and Latino students were more likely to be identified as gifted than Black stude

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22

Pyryt, Michael C. "Using Discriminant Analysis to Identify Gifted Children." Journal for the Education of the Gifted 9, no. 3 (April 1986): 233–38. http://dx.doi.org/10.1177/016235328500900307.

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The purpose of this paper is to provide an overview of discriminant analysis and an illustrative example of how this powerful technique can maximize the effectiveness and efficiency (Pegnato and Birch, 1959) of procedures for identifying intellectually gifted students. It is hoped that the information provided in this paper will encourage more researchers and school systems to employ discriminant analysis when developing identification procedure for gifted students.

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23

Fetzer, Erin A. "The Gifted/Learning-Disabled Child: A Guide for Teachers and Parents." Gifted Child Today 23, no. 4 (July 2000): 44–50. http://dx.doi.org/10.4219/gct-2000-745.

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What do Albert Einstein, Thomas Edison, Leonardo DaVinci, Walt Disney, Whoopi Goldberg, Lindsay Wagner, and Robin Williams have in common? All are reported to have learning disabilities. For many people the terms learning disabled and gifted are at opposite ends of the spectrum. Children who experience both exceptionalities are often overlooked and under-served in the classroom. Although researchers have acknowledged the gifted/learning-disabled population and have developed procedures for identification, the majority of school districts do not have procedures in place for screening, identifyi

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Sharma, Jyoti. "Where are they? Gifted disadvantaged children in India." Gifted Education International 28, no. 2 (January 31, 2012): 215–23. http://dx.doi.org/10.1177/0261429411435016.

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India is a pluralistic, multicultural, and multilingual society. Cultural differences within India make it impossible to adopt a common approach to the identification of potentially gifted children. We need a program that is locally driven and culturally appropriate to be able to make a real difference in the future life of young potentially able children, so that our neglected best can become culturally excellent achievers. The Ministry of Human Resource Development has taken the wake-up call to bring all marginalized children into an educational ‘safety net’. Preparing a suitable model for ‘

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Shcherbinina, Olga. "The Personal Identity of Gifted Adolescents in the Social Environment." Social Phenomena 10, no. 1 (October 20, 2020): 75–81. http://dx.doi.org/10.47929/2305-7327_2020.01_75-81.

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The author suggests that the practical problems of gifted children are frequently connected with their tendency to untimely address socialization issues. Socialization is increasingly connected with the processes of self-development, self-realization, self-assertion and self-determination of a child, as well as with the spheres of identity and social relationships. An empirical study of gifted adolescents’ personal identity is presented in the article. The study was conducted in the Multidisciplinary School of Kostroma State University as part of a pilot program for personal development suppor

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Alqahtani, Rabee, and Mohammed Alqahtani. "A Review of the Use of ICT Techniques for Teaching Gifted Students." Revista Gestão Inovação e Tecnologias 11, no. 4 (July 20, 2021): 2358–67. http://dx.doi.org/10.47059/revistageintec.v11i4.2283.

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The issue examined in this systematic review was the current status of research on the use of ICT techniques in the education of gifted children. After defining gifted children, the need for separate consideration of educating them and the appropriate method of educating them led to considering ICT as a promising method to teach them. The review found that some recent research has reported models of appropriate education using ICT. However, mere models are not going to achieve anything. Facilitation of ICT at the school level and training of teachers to teach gifted children using ICT is also

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Pardeck, John T., and John W. Murphy. "Young gifted children: Identification, programming, and socio‐psychological issues." Early Child Development and Care 63, no. 1 (January 1990): 3–8. http://dx.doi.org/10.1080/0300443900630102.

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Johnsen, Susan, and Gail Ryser. "Identification of Young Gifted Children from Lower Income Families." Gifted and Talented International 9, no. 2 (September 1994): 62–68. http://dx.doi.org/10.1080/15332276.1994.11672797.

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Tyerman, Maurice J. "Gifted Children and their Identification: Learning Ability not Intelligence." Gifted Education International 4, no. 2 (September 1986): 81–84. http://dx.doi.org/10.1177/026142948600400204.

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The limitations of conventional intelligence tests are explored together with an analysis of some tests which have been used across cultures. The writer defends the use of tests of learning ability and the approach of ‘test, teach, test’ is presented as one method of assessing children's learning capacity and learning process. An extensive bibliography invites further reading.

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Dean, Joan. "Coordinating Work with the Gifted." Gifted Education International 5, no. 1 (September 1987): 59–61. http://dx.doi.org/10.1177/026142948700500115.

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Identification and provision in the county of Surrey is surveyed. The identification procedure considers pupils in the top 1% of the ability range as indicated by the Wechsler Scale of Intelligence. These children are carefully monitored by a senior member of staff in each school, who also undertakes to liaise with the rest of the staff in providing a suitable individualised learning programme for each child. The county has a well-developed bank of resources and personnel.

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Dalia, Nasvytienė, and Brandišauskienė Agnė. "The empirical validation of cognitive domain characteristics in the gifted screening checklist." Gifted Education International 29, no. 2 (April 30, 2012): 199–210. http://dx.doi.org/10.1177/0261429411435107.

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The identification of gifted children is an interactive procedure consisting of two consecutive steps – screening for above-average cognitive abilities, followed by their monitoring. Teacher nomination is among the most widely used methods of screening. However, it is not free from bias. The analysis of screening criteria is of prime importance for gifted education. The aim of our study was to assess the criterion-related validity of the checklist for outstanding cognitive characteristics suggested by Clark (2008). Eighty-three teachers screened for giftedness 1230 children in 6- to 9-grades.

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Walsh, Rosalind L., and Jennifer L. Jolly. "Gifted Education in the Australian Context." Gifted Child Today 41, no. 2 (February 26, 2018): 81–88. http://dx.doi.org/10.1177/1076217517750702.

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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 girls, and teacher attitudes. The impacts of a relatively new national curriculum and assessment program have yet to be assessed in terms of their impact on gifted children. This article includes an overview of the policies, models, and barriers facing gif

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Mills, Carol J. "Academically Talented Children: The Case for Early Identification and Nurturance." Pediatrics 89, no. 1 (January 1, 1992): 156–57. http://dx.doi.org/10.1542/peds.89.1.156.

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Almost without exception, experts in the field of education of the intellectually gifted agree that early identification of such talented students is important. There is a good deal of evidence to show that many gifted students who are not identified and whose needs are not met adequately at an early age become frustrated and disillusioned with school, falling into a pattern of low achievement and/or behavioral problems.1,2 At the very least, we know that if educational intervention does not take place at an early age, the child is missing out on valuable years of exciting learning. Interest i

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Мухина, О. Д. "Providing Social and Psychological Support to Gifted Children in the Education Process." Психолого-педагогический поиск, no. 2(54) (October 23, 2020): 162–68. http://dx.doi.org/10.37724/rsu.2020.54.2.016.

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В статье обосновывается актуальность проблемы развития одаренного ребенка в условиях современного образования. Описывается необходимость создания государственной системы выявления и социально-психологического сопровождения одаренных детей. Анализируются основные формы и методы адаптации системы образовательного учреждения к возможностям и требованиям ребенка с неординарными способностями. Описываются психологические особенности таких детей. Характеризуются социально-психологические технологии работы с одаренными детьми: диагностика, консультирование, тренинг личностного роста и тренинг креатив

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Nikitina, E. "Legislation in the Field of Education As a Source of Pedagogical Support for Gifted Children." Standards and Monitoring in Education 8, no. 6 (December 12, 2020): 28–30. http://dx.doi.org/10.12737/1998-1740-2020-28-30.

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The article presents the author's view of the Russian legislation in the field of education, from the point of view of the possibility and necessity of pedagogical support for gifted children. The article analyzes the problems of legal regulation in the education system of such a phenomenon as giftedness. Attention is focused on the need to implement the identification, pedagogical support of gifted children.

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Kokot, Shirley J. "Diagnosing and Treating Learning Disabilities in Gifted Children: A Neurodevelopmental Perspective." Gifted Education International 17, no. 1 (January 2003): 42–54. http://dx.doi.org/10.1177/026142940301700105.

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Gifted pupils who have learning difficulties are at a great disadvantage in the school system. This article reviews the identification of learning disabled, gifted children and the long-standing problems facing the remediation of their difficulties. An outline is given of an approach that applies neuroscience to understanding and treating the root cause of learning disabilities. A case study of a child labelled as “dyslexic” is used as illustration.

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Reid, Eva, and Božena Horváthová. "Teacher Training Programs for Gifted Education with Focus on Sustainability." Journal of Teacher Education for Sustainability 18, no. 2 (December 1, 2016): 66–74. http://dx.doi.org/10.1515/jtes-2016-0015.

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Abstract Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topical issue and gifted education has earned its place in the current curricular documents issued by the Ministry of Education. The national curriculum specifies education objectives, teaching plans, requirements for personnel, organizational and material-technological requirements for gifted education. However, the personnel requirements are problematic not only in Slovakia, but also in other countries. Mos

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Wellisch, Mimi, and Jac Brown. "An Integrated Identification and Intervention Model for Intellectually Gifted Children." Journal of Advanced Academics 23, no. 2 (April 4, 2012): 145–67. http://dx.doi.org/10.1177/1932202x12438877.

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Jawabreh, Reem, İpek Danju, and Soheil Salha. "Exploring the Characteristics of Gifted Pre-School Children: Teachers’ Perceptions." Sustainability 14, no. 5 (February 22, 2022): 2514. http://dx.doi.org/10.3390/su14052514.

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Based on SDG4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, and based on the fact that education is the core of Palestinian values, the Palestinian Ministry of Education and Higher Education launched an inclusive education policy in order to integrate all students into the educational system, regardless of their talents, abilities and disabilities. Therefore, the Palestinian Government seeks to develop educational practices to adapt to the needs of all students, including gifted children. Consequently, the identification of

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Olszewski-Kubilius, Paula, and Susan Corwith. "Poverty, Academic Achievement, and Giftedness: A Literature Review." Gifted Child Quarterly 62, no. 1 (November 13, 2017): 37–55. http://dx.doi.org/10.1177/0016986217738015.

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In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income gifted children specifically. This review sets the stage for further discussion of the research findings on identification practices including the efficacy of various approaches to increase the identification of gifted students in poverty. We then review research on the effectiveness of programs designed specifically to identify students with potential and support them through talent development services. Fina

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Whybra, Julian. "Exceptionally Able Children: A Whole School Approach." Gifted Education International 8, no. 2 (May 1992): 86–92. http://dx.doi.org/10.1177/026142949200800205.

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Julian Whybra first suggests three broad categories of exceptional children: those gifted across a wide range of skills and subjects; those who excel in a specific subject area; and those who have gifts that lie outside the normal school curriculum. He discusses the needs of exceptional pupils under two broad headings of recognition and understanding of emotional, social and intellectual needs. The author outlines several approaches to identification and provision for exceptionally able pupils in Essex, U.K. He suggests a multi-dimensional approach to procedures for identification with an emph

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Zrilić, Smiljana, and Dinko Marin. "Zakonski okvir odgoja i obrazovanja darovitih učenika u Republici Hrvatskoj." Magistra Iadertina 12, no. 1 (March 16, 2018): 91. http://dx.doi.org/10.15291/magistra.1464.

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The Croatian legal framework determines the possibilities of education for gifted children and pupils. According to the articles and regulations of the law and other national documents15, schools are obliged to necessarily organize identification processes of gifted children and to enable their schooling according to adequate models and differential curricula. Gifted children are often exposed to too high or too low expectations of their surroundings creating the feeling of helplessness, particularly if their peers isolated them due to their dissimilarity (interest, behavior, vocabulary they u

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Koshy, Valsa, Carole Portman Smith, and Ronald Casey. "England Policy in Gifted Education: Current Problems and Promising Directions." Gifted Child Today 41, no. 2 (February 26, 2018): 75–80. http://dx.doi.org/10.1177/1076217517750700.

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This article presents and analyzes policies in identification and provisions in England with respect to gifted education. England has developed a national policy to provide services to identified students. Surveys and interviews with teachers illustrate how implementation of both identification and provision policy elements were handled. Although policy evaluation was conducted by an external ministry agency, it appears to have had little impact on practice. The article suggests that policy implementation, if left to local schools in the absence of monitoring controls, results in lack of servi

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Penney, Sharon, and Lorraine Wilgosh. "Fostering Parent-Teacher Relationships when Children are Gifted." Gifted Education International 14, no. 3 (May 2000): 217–29. http://dx.doi.org/10.1177/026142940001400303.

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The specific focus of this study was on parent and teacher relationships, when a child is gifted. The study addressed two interrelated questions. (1) What is the parent's perspective of the relationship between parent and teacher when a child is gifted? (2) What is the teacher's perspective of the relationship between parent and teacher when a child is gifted? Five parents and four teachers were interviewed individually on several occasions, and the interview content was analyzed thematically. For parents, five themes were identified, related to instructional programming, teacher competencies,

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McBride, Noelene. "Early Identification of the Gifted and Talented Students: Where do Teachers Stand?" Gifted Education International 8, no. 1 (January 1992): 19–22. http://dx.doi.org/10.1177/026142949200800105.

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The role of the teacher in providing for all children, particularly young children, and in developing them to their full potential is receiving increasing interest in the research literature. This paper reflects on some of this literature and addresses the results of a recent study of early education (Years 1, 2, 3) teachers. It highlights the significance of teachers' perceptions in identifying children as gifted and the techniques being used by some teachers.

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Joyce, Bonnie G., and William D. Wolking. "Curriculum-based assessment: An alternative approach for screening young gifted children in rural areas." Rural Special Education Quarterly 8, no. 4 (December 1987): 9–14. http://dx.doi.org/10.1177/875687058700800403.

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The present study evaluated the criterion validity of a curriculum-based assessment (CBA) used in the identification of gifted children. Scores on the CBA were compared to scores on standardized test measures (Metropolitan Readiness Test and the Metropolitan Achievement Test) to determine which procedure better identified gifted students. Predictive validity of the two procedures were comparable; however, the practical advantages of the CBA are important considerations for students, teachers, and administrators in rural school districts where funds and trained personnel may be limited.

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Blough, Lisa K., Robert K. Rittenhouse, and Jess Dancer. "Identification of Gifted Deaf Children: A Complex but Critical Educational Process." Perceptual and Motor Skills 89, no. 1 (August 1999): 219–21. http://dx.doi.org/10.2466/pms.1999.89.1.219.

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DeGenaro, Jennie Jennings. "G/C/T Review: Learning-Disabled/Gifted Children Identification and Programming." G/C/T 8, no. 3 (May 1985): 49. http://dx.doi.org/10.1177/107621758500800319.

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Cha, Hyeon-Ju. "Development Direction for Identification of Young Gifted Children in Convergence era." Journal of the Korea Convergence Society 7, no. 5 (October 31, 2016): 221–26. http://dx.doi.org/10.15207/jkcs.2016.7.5.221.

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Moore, Alan D., and George T. Betts. "Using Judgment Analysis in the Identification of Gifted and Talented Children." Gifted Child Quarterly 31, no. 1 (January 1987): 30–33. http://dx.doi.org/10.1177/001698628703100106.

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