Relevant bibliographies by topics / Special Education - Gifted

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Special Education - Gifted'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 February 2023

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Journal articles on the topic "Special Education - Gifted"

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Dell'Anna, Silvia, and Francesco Marsili. "Parallelisms, synergies and contradictions in the relationship between Special Education, Gifted Education and Inclusive Education." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 12–29. http://dx.doi.org/10.36253/form-12659.

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Special Education and Gifted Education are two theoretical and research areas that have developed in parallel: the former dealing primarily with pupils with disabilities and other special educational needs, the latter with a small percentage of high-ability students. Although Gifted Education can be considered as part of the broader field of Special Education, it is a separated branch in terms of both methods and aims. Nevertheless, the two areas share the dominant debate about school inclusion, as a common direction in contemporary education. With reference to national and international research, the article contains a parallel reflection on historical, normative, theoretical and operative aspects of Special and Gifted Education, with the aim of identifying the critical issues concerning both fields as well as their possible developments in relation to Inclusive Education. Parallelismi, sinergie e contraddizioni nel rapporto tra Special Education, Gifted Education e Inclusive Education La Pedagogia Speciale e la Gifted Education sono due settori che si sono sviluppati parallelamente: il primo occupandosi principalmente dei soggetti con disabilità e altri bisogni educativi speciali, il secondo di un’esigua percentuale di studenti con capacità elevate. Sebbene la Gifted Education possa essere considerata una branca della più ampia Special Education, essa si configura come autonoma sia per metodi che per scopi ma non del tutto avulsa dal dibattito dominante verso cui tendono tutte le istanze educative contemporanee: l’educazione inclusiva. Il contributo affronta dal punto di vista della ricerca nazionale e internazionale l’intersecarsi di questioni storiche, normative, teoriche e operative tra Pedagogia Speciale e Gifted Education allo scopo di individuare i nodi critici e i percorsi possibili per una confluenza nell’ambito dell’Inclusive Education.
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Bianco, Margarita. "The Effects of Disability Labels on Special Education and General Education Teachers' Referrals for Gifted Programs." Learning Disability Quarterly 28, no. 4 (November 2005): 285–93. http://dx.doi.org/10.2307/4126967.

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This study investigated the effect of the disability labels learning disabilities (LD) and emotional and behavioral disorders (EBD) on public school general education and special education teachers' willingness to refer students to gifted programs. Results indicated that teachers were significantly influenced by the LD and EBD labels when making referrals to gifted programs. Both groups of teachers were much less willing to refer students with disability labels to gifted programs than identically described students with no disability label. Additionally, when compared to general education teachers, special education teachers were less likely to refer a gifted student, with or without disabilities, to a gifted program.
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Roberts, Christopher, Cregg Ingram, and Carl Harris. "The Effect of Special versus Regular Classroom Programming on Higher Cognitive Processes of Intermediate Elementary Aged Gifted and Average Ability Students." Journal for the Education of the Gifted 15, no. 4 (July 1992): 332–43. http://dx.doi.org/10.1177/016235329201500403.

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Gifted and regular students in a special treatment school (school-wide enrichment, K-12; resource room grades 3–5 on problem solving/problem finding) were compared to gifted and regular students from a comparison (nontreatment) school on the Ross Test of Higher Cognitive Processes. The test was administered at the beginning (pretest) and end (posttest) of the school year. An analysis of covariance using the pretest as the covariate revealed that gifted students involved in special treatment programs made significant gains when compared to average ability students receiving special program treatment, as well as gifted and average ability students attending a regular school receiving no special treatment. It appears that special programming may have an effect on improving higher cognitive process functioning in gifted students, as measured by the Ross test.
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Grant, Barry. "Justifying Gifted Education: A Critique of Needs Claims and a Proposal." Journal for the Education of the Gifted 25, no. 4 (June 2002): 359–74. http://dx.doi.org/10.4219/jeg-2002-281.

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References to needs, special needs, counseling needs, differential educational needs, and the like are common in gifted education publications. These phrases may be the primary or only justification for counseling practices and special education services for the gifted. This essay critically examines the features and assumptions of needs claims, one type of justification for special services for the gifted, and argues that they rest on unstated theories and unavowed moral values, define a paternalistic relationship between teachers and gifted students, and, most significantly, encourage the impression that gifted students deserve things that other students do not. Proposals for more adequate forms of justification that make explicit and defend the moral, theoretical, and empirical bases of advocacy claims are offered.
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Chan, David W. "Development of Gifted Education in Hong Kong." Gifted Education International 13, no. 2 (September 1998): 150–58. http://dx.doi.org/10.1177/026142949801300208.

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Despite that notions of gifted education have been anticipated in Chinese history, Hong Kong not not managed to relinquish the laissez-faire attitude toward the education of the gifted and talented until the late 1980s and the early 1990s. The development of gifted education was traced in the context of liberalization and expansion of educational opportunities, the parallel concerns with equity and excellence, and school reform to meet the educational needs of students abilities in Hong Kong. To meet the special educational needs of gifted and talented children, diversified provisions are now made or planned in school-based enrichment activities/special school with accelerated and challenging curriculum, and university summer programmes. It is anticipated that the development of gifted education will bring about further positive changes in the overall educational system in Hong Kong.
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Feldhusen, John F., and Micheal F. Sayler. "Special classes for academically gifted youth." Roeper Review 12, no. 4 (June 1990): 244–49. http://dx.doi.org/10.1080/02783199009553283.

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Tsai, Den-Mo. "Recent Development of Education for Gifted Students in Taiwan." Gifted Education International 9, no. 2 (September 1993): 124–30. http://dx.doi.org/10.1177/026142949300900214.

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This article describes the historical development of special education for gifted students in Taiwan over the past twenty years. By reviewing the related literature, this study first presents background information, and then provides an overview of three stages of programming for gifted students. By analyzing laws, official rules and guidelines for special education, a variety of opportunities for gifted students are described and problems are discussed. Finally, some recommendations for further program development are proposed.
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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 we are identifying the gifted, Identification tools and their reliability and validity Target group, and The system followed for analysis of data for identification. I shall discuss each of these issues which, I feel, should be concern for all of us who are directly involved with gifted children and their education.
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Merry, Michael S. "Educational justice and the gifted." Theory and Research in Education 6, no. 1 (March 2008): 47–70. http://dx.doi.org/10.1177/1477878507086730.

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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 resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately challenges them. I further argue that an adequately challenging education is essential to human flourishing, but that most children can be adequately challenged in schools in ways that promote flourishing without doing so at the expense of other children.
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Tan, Sema. "Remote learning through a mobile application in gifted education." Gifted Education International 38, no. 1 (December 20, 2021): 95–114. http://dx.doi.org/10.1177/02614294211069627.

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During the school closure in the COVID-19 pandemic, students with special needs including gifted students faced many challenges in terms of educational support. The Turkish Ministry of National Education released a mobile app named “I am special, I am in education” to overcome these challenges. This study aimed to explore how gifted children perceived the experience of learning through this mobile app. Using a phenomenological design, the data were collected from 10 gifted students through focus group interviews and student journals. An inductive approach was used to analyze the data. The findings indicated that although gifted students referred to this experience as weird and different, they also stated that using the app helped their learning. They foregrounded that the app needed improvements and a section for live interaction with other gifted students and teachers to increase their motivation. This study suggests some implications for mobile app developers, educators, and parents.
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Dissertations / Theses on the topic "Special Education - Gifted"

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Lee, Marvin M. "Residential Schools and Gifted Students." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539272213.

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LaFrance, Edith B. (Dee). "A comparative analysis of creative thinking patterns in children who are gifted, learning disabled, and gifted with learning disabilities." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6717.

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Creative thinking is dynamic; its growth can be fostered in a democratic atmosphere with instruction and experiences which encourage the use of all mind functions. This study integrates two models of creative thinking and extends the existing research to include, not only gifted children, but also children who are learning disabled and children who are gifted with learning disabilities. Children who are gifted with learning disabilities (gifted/LD) are often achieving at below grade level because their high abilities mask their extreme learning disabilities and their learning disabilities mask their high cognitive abilities. Unable to produce at the expected rate or standard, they are frequently given programming which excludes them from activities which might develop their potential in gifted behaviours. Unidentified and misunderstood, the gifted/LD, like the learning disabled children, perceive school as an experience in failure; self-esteem is lowered and the school experience is left behind as quickly as possible. Cognitive as well as creative thinking patterns are compared in these three groups of exceptional children by examining, through both quantitative and qualitative analyses, their subtest scores on the Wechsler Intelligence Scale for Children and their performance on figural designs as well as creative writing. Teachers in four Boards of Education were interviewed individually. They were aware of creative thinking characteristics in gifted and gifted/LD children but not in learning disabled children. Since the revised Wechsler Intelligence Scale for Children assessed only cognitive functioning, it was after administering tests of creative thinking that learning disabled children's strengths became apparent. These were intuitive creative aspects as expressed in figural form completion and expressing positive and negative feelings in their stories. Gifted/LD children were more similar to gifted than to learning disabled children in cognitive as well as other creative thinking abilities. This study should assist teachers and clinicians to identify creative thinking differences between gifted and gifted/LD and between gifted/LD and learning disabled children. By using their creative abilities while meeting educational needs, teachers are heightening self-esteem and encouraging the realization of their students' fuller potential.
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AL, Garni Ayidh Abdullah. "Attitudes of future special education teachers toward gifted students and their education." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/61859/1/Ayidh_AL_Garni_Thesis.pdf.

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Saudi Arabian education is undergoing substantial reform in the context of a nation transitioning from a resource-rich economy to a knowledge economy. Gifted students are important human resources for such developing countries. However, there are some concerns emanating from the international literature that gifted students have been neglected in many schools due to teachers’ attitudes toward them. The literature shows that future teachers also hold similar negative attitudes, especially those in Special Education courses who, as practicing teachers, are often responsible for supporting the gifted education process. The purpose of this study was to explore whether these attitudes are held by future special education teachers in Saudi Arabia, and how the standard gifted education course, delivered as part of their program, impacts on their attitudes toward gifted students. The study was strongly influenced by the Theory of Reasoned Action (Ajzen, 1980, 2012) and the Theory of Personal Knowledge (Polanyi, 1966), which both suggest that attitudes are related to people’s (i.e. teachers’) beliefs. A mixed methods design was used to collect quantitative and qualitative data from a cohort of students enrolled in a teacher education program at a Saudi Arabian university. The program was designed for students majoring in special education. The quantitative component of the study involved an investigation of a cohort of future special education teachers taking a semester-long course in gifted education. The data were primarily sourced from a standard questionnaire instrument modified in the Arabic language, and supplemented with questions that probed the future teachers’ attitudes toward gifted children. The participants, 90 special education future teachers, were enrolled in an introductory course about gifted education. The questionnaire contained 34 items from the "Opinions about the Gifted and Their Education" (Gagné, 1991) questionnaire, utilising a five-point Likert scale. The quantitative data were analysed through the use of descriptive statistics, Spearman correlation Coefficients, Paired Samples t-test, and Multiple Linear Regression. The qualitative component focussed on eight participants enrolled in the gifted education course. The primary source of the qualitative data was informed by individual semi-structured interviews with each of these participants. The findings, based on both the quantitative and qualitative data, indicated that the majority of future special education teachers held, overall, slightly positive attitudes toward gifted students and their education. However, the participants were resistant to offering special services for the gifted within the regular classroom, even when a comparison was made on equity grounds with disabled students. While the participants held ambivalent attitudes toward ability grouping, their attitudes were positive toward grade acceleration. Further, the majority agreed that gifted students are likely to be rejected by their teachers. Despite such judgments, they considered the gifted to be a valuable resource for Saudi society. Differences within the cohort were found when two variables emerged as potential predictors of attitude: age, experience, and participants’ hometown. The younger (under 25 years old) future special education teachers, with no internship or school practice experience, held more positive attitudes toward the gifted students, with respect to their general needs, than did the older participants with previous school experiences. Additionally, participants from a rural region were more resistant toward gifted education than future teachers from urban areas. The findings also indicated that the attitudes of most of the participants were significantly improved, as a result of the course, toward ability grouping such as special classes and schools, but remained highly concerned about differentiation within regular classrooms with either elitism or time pressure. From the findings, it can be confirmed that a lectured-based course can serve as a starting point from which to focus future teachers’ attention on the varied needs of the gifted, and as a conduit for learning about special services for the gifted. However, by itself, the course appears to have minimal influence on attitudes toward differentiation. As a consequence, there is merit in its redevelopment, and the incorporation of more practical opportunities for future teachers to experience the teaching of the gifted.
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Phillips, Eunice Dunbar. "The educational needs of gifted children." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/960/.

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This study assesses the extent to which the educational needs of a group of very able Year 10 students reflect the perceived educational needs of gifted children as drawn from a study of the literature. In consultation with their teachers, fifteen students from five schools in two counties were selected to take part in the research. Using the case-study method, these students, their parents and teachers were interviewed. The information collected from their parents and teachers was used mainly for the process of triangulation. Letters were sent to all who were involved in the research in any capacity, explaining what the research was about and inviting them to participate in the project or seeking permission to approach others where this was necessary. There was eventually a full complement of interested and co-operative participants. Those interviewed gave responses which were very useful to the research and raised some unexpected and very interesting issues. Interview schedules were used and, to facilitate comparisons in the responses, the schedules for the students, parents and teachers were very similar. The responses of all three groups have been compiled into a series of tables and these and bar graphs illustrate the extent to which students' parents' and teachers' responses were in accord. The conclusions drawn from the study are that, in general, there was a good correspondence in the needs of this particular group of students with those needs in the list drawn from the literature and their needs were largely being met by their schools. However, some of the perceived needs were not confirmed as such for this group and there was a variation in emphasis in some of their identified needs. A number of issues also emerged suggesting needs which were not included in the original list. An especially interesting example of these was the part played by in-family role models, especially older sibling rival I role models, who appeared to have been very important in the motivation and achievement of some students. All the issues which emerged which were not included in the original list of perceived needs would make interesting topics for further research.
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Nisly, Jenelle Susan. "The perceptions of African American middle school students about participation in gifted programs: A qualitative study to promote social justice in gifted education." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/795.

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African American students have been historically underrepresented in gifted programs throughout the United States. Research about retaining identified African American students in gifted programs is limited. This qualitative phenomenological study examined the perceptions of a purposeful sample of seven identified talented and potentially talented African American middle school students about participation in gifted programs. The purpose of the study was to understand the meaning of participants' expectations, attitudes, and experiences with regard to participating and remaining in a gifted program or participating and then dropping out. Data were collected through individual interviews. Interpretative phenomenological analysis revealed that participants expected talented and gifted programs to be challenging, boring, or fun. Attitudes about learning in gifted programs included a preference for hands-on activities, the study of other cultures, accelerated work, and a desire for a daily class rather than a pullout program. Male and female African Americans experienced participation in gifted programs differently. Males perceived that they are normal and like everybody else, but females perceived the need to resist conforming to negative African American stereotypes. Recommendations that could improve retention rates for African Americans in gifted programs include revising policies regarding gifted program delivery and providing teacher training with an emphasis on African American cultural sensitivity. The contribution of this study to the body of research literature has implications for positive social change because developing the talents and gifts of African Americans through gifted programs could result in higher college graduation rates and greater employment opportunities.
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Docimo, Chelsey L. "A mixed methods approach to examining an Advanced Placement program in one Connecticut public school district." Thesis, University of Bridgeport, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570678.

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The purpose of this eleventh grade Advanced Placement (AP) program study was to determine factors associated with AP placement and subsequent student performance. This research was considered to be a mixed methods case study with elements of arrested action research. One hundred and twenty-four students, four guidance counselors, three AP teachers, and one administrator provided information used to determine if a problem existed in terms of the influx of students into the AP program without a comprehensive set of research-based supports designed to assist struggling students. Student data included instrument measures, structured written response questions, and secondary source information which was obtained from 124 eleventh grade students in 11 different AP classes between these two comprehensive high-schools in this district. Secondary source data was used to gauge academic ability and preparedness which included collecting: Preliminary Standardized Achievement Test (PSAT) scores, cumulative Grade Point Averages (GPAs), AP final class grades, and AP exam scores. All 124 students also completed three self-report measures designed to gauge test anxiety, academic locus of control, and executive functioning. These students also wrote brief responses to five structured written response questions that were aligned to the self-report measures. Four counselors, three AP teachers, and one administrator were interviewed to better understand their views concerning current AP placement practices and strategies used to support academically at-risk and traditionally underserved students. The analyzed data was then used to create a Professional Development (PD) Module inclusive of feasible and low-cost strategies to improve AP grades and exam scores. This PD Module was subsequently implemented for a short duration in three AP classrooms as the first cycle in an action research project. The three AP teachers were then interviewed in order to garner feedback and ideas on how to improve this PD Module.

Keywords: Advanced Placement (AP), Preliminary Standardized Achievement Test (PSAT), cumulative Grade Point Average (GPA), test-anxiety, academic locus of control, executive functioning, case study, arrested action research, mixed methods, Professional Development (PD)

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Jones, Robin A. "Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645228.

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Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.

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Avila, Jose Manuel. "The relationships among gifted program placement, self -concept, and academic achievement of gifted ninth-grade students." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2437.

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Previous research has documented a link between the self concept and academic achievement of gifted children. The purpose of this study was to examine the relationships between self concept and academic achievement of ninth grade gifted students who participated in two types of gifted programs (gifted classes versus enrichment programs) from fourth to sixth grade. In addition, this study sought to determine whether there are any differences in these relationships by continued participation in gifted programs, ethnic groups, and gender. The target participants were 105 ninth grade students, of which 52 chose to participate in completing the Tennessee Self Concept Scale-2 and to provide additional information. The students' Stanford Achievement Test - 9 scores from eighth grade were obtained as measures of academic achievement. The purpose of the study was fulfilled with an ex-post facto design. The results indicate that students who participated in gifted classes from fourth to sixth grade did not demonstrate a significantly higher total self concept compared to enrichment program students. Students who previously participated in gifted classes obtained higher Moral and Family self concepts and significantly higher total reading scores than enrichment program students. However, it was found that both the gifted class and enrichment program students were underachieving academically at the ninth grade level. Results indicate that students participating in gifted programs at the time of this study, regardless of previous program participation from fourth to sixth grade, obtained significantly higher reading and math scores. No significant differences were found with regard to self concept. A significant correlation was found between reading and Moral self concept. No significant differences in self concept based on gender, ethnicity, or social economic status were found. No significant differences in achievement based on gender or social economic status were found. Hispanic students scored significantly lower than Asian students in math. Implications for gifted education, underachieving gifted, and implications for research in this field are discussed.
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Jones, Robin A. "Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1170.

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Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.
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Tuliao, Narcisa Ann C. "The Identification Of Culturally-Different Gifted And Talented Children (California)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3484.

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Purpose. The major purpose of the study was to describe the procedures for identifying culturally-different gifted and talented children. Other goals were to: (a) identify how the Gifted and Talented Education (GATE) programs are administered; (b) investigate the enrollment of GATE programs from the general and different cultures; (c) determine the similarities and differences of perceptions of GATE programs among administrators and teachers; and (d) contrast identification procedures and administration of the programs in the seven GATE districts that had the highest number of culturally-different gifted and talented students and the seven GATE districts that had the lowest number of such children. Procedures. Ten California counties with school districts offering GATE programs were selected as samples for the study. Two questionnaires were developed, the first sent to 124 administrators and teachers and the second to 14 districts that had the highest or lowest number of culturally-different gifted and talented students. Findings. Teacher recommendations were the key criteria during the identification process. Psychological services were contributors to the identification process. A school site study team was utilized and was the most unique feature of the districts that had the highest number of GATE culturally-different students. Tests and instruments most utilized were nationally-published which included Stanford-Binet and the Comprehensive Test of Basic Skills (CTBS). The elements of giftedness that were tested most often were intelligence and high achievement. The program approaches most often offered were acceleration, special day classes and cluster grouping. The percentage of White students in the GATE programs was higher than their percentage in the overall district enrollment. Conclusion. The identification processes of culturally-different gifted and talented students appear inadequate; thus they are underrepresented in GATE programs. Recommendations. Research is needed as to the means of increasing the participation of culturally-different gifted and talented students in GATE programs. The recommended areas for study include: increasing the use of elements of giftedness such as creativity, leadership, and visual and/or performing arts; raising funds or identifying the best use of limited funding; improving identification tests; identifying approaches to meet the needs of GATE culturally-different students; clarifying GATE teacher attitudes and promoting effective staff-development; and examining learning styles and cognitive strengths of students from different cultures.
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Books on the topic "Special Education - Gifted"

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Castellano, Jaime A., and Andrea Dawn Frazier. Special Populations in Gifted Education. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238157.

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Special populations in gifted education: Working with diverse gifted learners. Boston: Allyn and Bacon, 2003.

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Challenging gifted children. Westminster, CA: Teacher Created Materials, 1996.

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Ambrose, Donald. Confronting dogmatism in gifted education. New York, NY: Routledge, 2012.

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National Research Council (U.S.). Committee on Minority Representation in Special Education. Minority students in special and gifted education. Edited by Donovan Suzanne and Cross Christopher T. Washington, D.C: National Academy Press, 2002.

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Feldhusen, John Frederick. Excellence in educating the gifted. Denver, Colo: Love Pub. Co., 1989.

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Colin, Tyre, ed. Gifted or able?: Realizing children's potential. Buckingham [England]: Open University Press, 1992.

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Confronting dogmatism in gifted education. New York, NY: Routledge, 2012.

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Education, Alberta Alberta. Special education manual. Edmonton, Alta: Alberta Education, 1987.

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Davis, Gary A. Education ofthe gifted and talented. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1989.

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Book chapters on the topic "Special Education - Gifted"

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Gray, Lee-Anne. "Special and Gifted Education." In Educational Trauma, 137–52. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28083-3_13.

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Floyd, Erinn Fears, Jennifer L. McGinnis, and Tarek C. Grantham. "Gifted Education in Rural Environments." In Special Populations in Gifted Education, 27–46. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-3.

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de Wet, Catharina F. "Global Perspectives on Gifted Education." In Special Populations in Gifted Education, 333–51. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-19.

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Castellano, Jaime A. "Cultural Competency: Implications for Educational and Instructional Leaders in Gifted Education." In Special Populations in Gifted Education, 383–400. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-21.

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Maurer, Ginny. "“I Used to Be Gifted”: Exploring Potential Among Gifted Adolescent Females." In Special Populations in Gifted Education, 195–226. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-10.

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Besnoy, Kevin D., Jennifer L. Jolly, and Sandra Manning. "Academic Underachievement of Gifted Students." In Special Populations in Gifted Education, 401–15. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-22.

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Brighton, Catherine M., and Jane M. Jarvis. "Early Identification and Intervention in Gifted Education." In Handbook of Special Education, 882–93. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-68.

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Green, Fara, Sandra P. Spivey, Laila Ferris, Ernesto M. Bernal, and Elena Izquierdo. "Our Diversity, Our Treasure: Connecting Worlds/Mundos Unidos Gifted and Talented Dual Language Immersion Program." In Special Populations in Gifted Education, 287–303. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-15.

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Aguirre, Nilda M., and Norma E. Hernandez. "Differentiating the Curriculum for Gifted Second Language Learners: Teaching Them to Think." In Special Populations in Gifted Education, 273–85. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-14.

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Beljan, Paul. "Misdiagnosis of Culturally Diverse Students." In Special Populations in Gifted Education, 317–32. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-18.

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Conference papers on the topic "Special Education - Gifted"

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Parekh, Gillian, Robert S. Brown, and Karen Robson. "Session 7: Inclusive Education | The Social Constructed of Gifted Education." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0033.

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Remoli, Taís Crema, and Vera Lúcia Messias Fialho. "Session 12: Inclusive Education | Development of Creativity through a Foreign Language in Gifted and Non-Gifted Students." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0051.

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Fatmawati and Suci Ramadhani. "Special Service for Gifted and Talented Students." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.004.

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Lazarou, Barbara, and Leigh Little. "Workshop 1 | Collaborating on the Diverse Needs of Gifted Students on the Autism Spectrum." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0002.

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Setiawan, Robiansyah, and Serafin Wisni Septiarti. "A Review on Indonesia Policy in Supporting Gifted Students Education." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.25.

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Somani, Parin. "Progressing Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability Into a New Normal World." In The European Conference on Education 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2188-1162.2022.4.

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Taslim, Patricia Lestari, and Cepi Jabar. "Evaluation of Acceleration Program Termination for Gifted Children Learning Needs." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.22.

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Volkova, Elena N., and Anastasia V. Miklyaeva. "Psychological well-being of teenagers studying at special educational programmes for gifted students." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-33.

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Deniz, Fatmana. "Autonomy Supportive Teaching Behaviors: Perceptions of Teachers in General, Special, Gifted, and Bilingual Education Settings (Poster 13)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1891107.

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Nikolaus, Patricija, Mile Dželalija, and Nikola Marangunić. "INVESTIGATION OF TEACHERS' ATTITUDES TOWARDS THE USE OF SPECIAL PROGRAMS, METHODS AND FORMS OF WORK WITH GIFTED STUDENTS IN THE REPUBLIC OF CROATIA." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0239.

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