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Journal articles on the topic 'Special Education - Gifted'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Daniels, Vera I. "Minority Students in Gifted and Special Education Programs." Journal of Special Education 32, no. 1 (April 1998): 41–43. http://dx.doi.org/10.1177/002246699803200107.

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12

Sayi, Aysin Kaplan. "Teachers’ Views about the Teacher Training Program for Gifted Education." Journal of Education and Learning 7, no. 4 (May 23, 2018): 262. http://dx.doi.org/10.5539/jel.v7n4p262.

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Gifted children are a special group within the scope of the special education so it is needed to be used by a number of special techniques and teaching methods. However, most teachers do not receive any training about gifted students. This situation-teachers lack of necessary education- can cause gifted students to underachieve or quit the school. The number and variety of professional tranings on gifted students is rather limited. In the study, a teacher training program which aimed to provide teachers experience about the applications on gifted education “Teacher Training Program for Gifted Education” were presented to teachers and teacher views were gathered about the program. Therefore, in order to identify teachers' views on the strengths and limitations of the Teacher Training Program for Gifted Education” constitutes the aim of this study. The research was carried out on 71 teachers in a semi-experimental design on one single group from the experimental models. As data collection tool, a questionnaire consisting of 16 likert type and four quasi-structured in total 20 questions was used developed by the researcher. Accordingly, the participants had a positive opinion with all parts of the training; program, the qualifications of the instructors related to the field, the pedagogical qualifications of the instructors, course progress and testing/assessment. They emphasized the duration of the program and application as the limitiations of the program so they suggest longer duration, branch based training and more applications opportunity.

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13

Kerr, Barbara A. "Smart girls, gifted women: Special guidance concerns." Roeper Review 8, no. 1 (September 1985): 30–33. http://dx.doi.org/10.1080/02783198509552923.

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14

Smutny, Joan Franklin. "A special focus on young gifted children." Roeper Review 21, no. 3 (February 1999): 172–73. http://dx.doi.org/10.1080/02783199909553956.

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15

Zirkel, Perry A., and Paul L. Stevens. "The Law concerning Public Education of Gifted Students." Journal for the Education of the Gifted 10, no. 4 (June 1987): 305–22. http://dx.doi.org/10.1177/016235328701000408.

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It is estimated that there are as many as 2.5-3.0 million school-age children in the nation who are gifted.1 The number of such children participating in special public educational programs is approximately 1.2 million.2 Definitions of giftedness and commitments to publicly funded special programs for gifted students vary widely. Reflecting our federal structure for education, some of the legal development have arisen on the national level but the primary scene of activity relating to the law of gifted education is at the state level. This article provides a comprehensive overview of the legal activity on the federal and state levels. This increasing activity has been largely neglected in legal books and periodicals to date.

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16

Matthews, Michael S., and Jennifer L. Jolly. "Why Hasn’t the Gifted Label Caught up with Science?" Journal of Intelligence 10, no. 4 (October 12, 2022): 84. http://dx.doi.org/10.3390/jintelligence10040084.

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The development of both special education and gifted education as fields of study were closely tied to the origins of intelligence testing in the early 20th century. While special education’s terminology has become more nuanced and circumspect over the ensuing century, the term gifted has remained unchanged despite coming under substantial criticism in recent decades for its lack of specificity and for the innateness that the term implies as the primary cause of individual differences in ability. We examine this history and the seminal nationally disseminated reports related to gifted education, from the Marland report to the present, to consider why the gifted label has persisted. We conclude with some suggestions for how these issues might be remedied.

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17

Fischer, Christian, and Kerstin Müller. "Gifted Education and Talent Support in Germany." Center for Educational Policy Studies Journal 4, no. 3 (September 30, 2014): 31–54. http://dx.doi.org/10.26529/cepsj.194.

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While the focus in Germany was initially on disabled children only, the promotion of gifted and talented children has become increasingly important. Different organisations and institutions, ranging from parents’ associations to foundations, offer a large variety of measures catering for the special demands of gifted and talented children, enabling the exchange of information on giftedness and the cooperation of different institutions. Talented children are also provided with access to scholarships as well as to special academies and competitions on different topics. Furthermore, educators and researches involved in the promotion of giftedness can attend conferences as well as gaining qualifications as specialists in gifted education and talent support. In addition to these nationwide, extracurricular measures, the individual federal states offer various acceleration and enrichment activities for children with high abilities at school. Overall, this leads to a diverse system of gifted education and talent support in Germany. It does, however, mean that Germany lacks a common national strategy of gifted education and talent support due to the lack of networking of the individual federal states. By exchanging ideas and information on their applied concepts of ability promotion, the federal states could benefit from each other’s expertise and experiences. Further improvement could be achieved if concepts of gifted education and talent support were to become an integral part of various discussions, such as those on inclusive education or on the results of international comparative studies (e.g., PISA, PIRLS or TIMSS).

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18

Page, Angela. "Three models for understanding gifted education." Kairaranga 7, no. 2 (July 1, 2006): 11–15. http://dx.doi.org/10.54322/kairaranga.v7i2.60.

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The Ministry of Education (2000) handbook, Gifted and talented students: Meeting their needs in New Zealand Schools requires each school to show they are identifying and catering for their gifted and talented students. The terms 'gifted' and talented' represent a range of diverse special abilities rather than describe a single homogenous group or category. Three theories or models of giftedness and talent development are presented in this article, namely Renzulli's(1986) Three ring conception of giftedness, Gardner' (1986) Theory of multiple intelligences, and Gagne's (1992) Differentiated model of giftedness and talent. Each defines and categories giftedness and talent according to their own criteria. Schools are recommended to have a sound understanding of theories and principles underpinning gifted and talented education, such as those presented in this article, in order to meet the Ministry of Education's requirements and to successfully meet the needs of students who are identified as gifted and talented.

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19

Maznichenko, Marina Aleksandrovna, Nataliya Ivanovna Neskoromnykh, Anastasia Nikolaevna Anastasia Nikolaevna, Vita Alexandrovna Fomenko, and Anna Leonidovna Khovyakova. "Mythologemes of gifted education: Representations in art, scientific discourse, and educational practice." Science for Education Today 11, no. 3 (June 30, 2021): 59–80. http://dx.doi.org/10.15293/2658-6762.2103.04.

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Introduction. The article examines the problem of identifying the key ideas employed by the teachers who are involved in gifted education. The purpose of the article is to reveal the key mythologemes of gifted education and trace their representations in art, scientific discourse, and educational practice. Materials and Methods. In order to achieve the goal, the authors used methods of analysis of scholarly literature, program documents of Russian education, folklore texts, academic texts, literary works and films about gifted children. A questionnaire methodology was used to elicit attitudes about giftedness from teachers working with gifted children. Results. The research findings indicate that mythologemes – sensually ideal projections of rational ideas in representations and images, the absolutization of which by teachers can lead to the formation of unproductive educational scenarios - can act as guidelines for gifted education. The study has revealed the following key mythologemes of gifted education: “Giftedness as an exclusivity”, “Giftedness as destiny”, “Giftedness as a challenge”, “Giftedness as a path to success and achievements”, “Exploitation of giftedness”. Specific examples show their representation in art (folklore, fiction, cinema), scientific discourse, educational practice (teachers' ideas, scenarios of interaction between parents and teachers with gifted children). It is emphasized that absolutization of mythologemes in educational practice leads to the formation and stereotyping of unproductive educational scenarios. Conclusions. The authors conclude that gifted education should be based on the balance between the attitude towards gifted children as holders of a special gift and ordinary children with their own interests and needs, between the development of enhanced abilities and the solution of the problems of moral and social education, between “placing upon a pedestal” and ignorance.

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20

Tomlinson, Carol Ann. "Good Teaching for One and All: Does Gifted Education Have an Instructional Identity?" Journal for the Education of the Gifted 20, no. 2 (January 1997): 155–74. http://dx.doi.org/10.1177/016235329602000201.

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Educators of the gifted rationalize offering special curricula for gifted learners based on (a) the nature of the learning environment established for these learners; (b) constructivist principles of content, process, and product; and/or (c) use of a range of instructional strategies associated with programs for gifted learners. General educators find such defenses for gifted education little more than an argument for “good education.” This essay proposes an alternate model of curriculum and instruction suited to advanced learners. Use of such a model should strengthen both educational practice and research focused on talent development in gifted students.

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Odvárko, Oldrich, and Jan Troják. "The Education of Mathematically Gifted Pupils in Czechoslovakia." Gifted Education International 6, no. 2 (September 1989): 104–8. http://dx.doi.org/10.1177/026142948900600208.

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This paper outlines the provision for very able mathematicians in Czechoslovakia, giving detail of the syllabi both in the general system of schooling and in the special classes. It comments on the success of the overall provision, the close liaison between the special classes and the Universities and gives detail of the Mathematics Olympiad, the Pythagoriad, the Science competition.

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22

Benny, Naama, and Ron Blonder. "Interactions of chemistry teachers with gifted students in a regular high-school chemistry classroom." Chemistry Education Research and Practice 19, no. 1 (2018): 122–34. http://dx.doi.org/10.1039/c7rp00127d.

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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 special interests. If gifted students are to develop their abilities and potential, and learn optimally in a regular classroom, the teaching must be adjusted to meet their special needs. Chemistry high-school curricula have built-in potential to cater to the special needs of gifted students. Chemistry learning entails laboratory work and comprehension of abstract concepts. In the classroom, the interactions between teachers and students are core events that trigger other class events. In the present study the interactions between teachers and gifted students in a regular classroom, which are specific for chemistry teaching, were studied. Two general categories of interactions with gifted students were found to be unique to the chemistry classroom: (1) interactions involving laboratory work and (2) interactions involving the challenge of teaching chemistry content. We found that since gifted students master abstract chemistry concepts quickly and with minimum scaffolding, no interactions regarding this aspect were reported. Gifted students do not need all the instruction time teachers usually devote to explaining abstract concepts in chemistry, concepts that are considered difficult for other students. The present study indicates the essential need of enhancing chemistry teachers’ knowledge regarding teaching gifted students in the chemistry classroom. This includes knowledge about how gifted students learn in general, and its adaptation to the chemistry classroom and the chemistry laboratory according to academic and curricular needs of the gifted students.

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23

Chan, Lai Kwan, David W. Chan, and Xiaoyan Sun. "University-based gifted programs for gifted and talented students in Hong Kong: Practice and evaluation." Gifted Education International 36, no. 2 (May 2020): 90–107. http://dx.doi.org/10.1177/0261429420917858.

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The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts research to advance the knowledge of gifted education and talent development and furthers the development of its gifted education provisions based on evidence-based information from research. Specifically, PGT does research on the assessment of giftedness and the special needs of local gifted and talented learners and conducts evaluation on gifted enrichment programs, course design and instruction, and students’ performance. The uniqueness of PGT, future directions in the development of university-based gifted programs, and program evaluation research in gifted education in Hong Kong are discussed.

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24

Novak, Angela M. "Gifted Rural Learners: Exploring Power, Place, and Privilege with a Focus on Promising Practices." Theory & Practice in Rural Education 10, no. 2 (October 30, 2020): 1–10. http://dx.doi.org/10.3776/tpre.2020.v10n2p1-10.

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This special issue of Theory & Practice in Rural Education highlights gifted rural learners; the call sought papers on the concepts of power, place, privilege, or promising practices in the field of gifted rurality. This introductory article provides a brief synopsis of each of the seven peer reviewed articles and an analysis of three principal themes that emerged from the articles: equity, identity, and a sense of place. Additionally, three questions regarding gifted rurality are explored: How does gifted education view equity in the context of rurality? How does intersectionality impact gifted students? How does (or should) gifted education as a field adjust in order to recognize the strengths and assets of our gifted rural students?

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25

Ford, Donna Y., and J. John Harris. "Reform and Gifted Black Students: Promising Practices in Kentucky." Journal for the Education of the Gifted 17, no. 3 (July 1994): 216–40. http://dx.doi.org/10.1177/016235329401700303.

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Gifted education has had altogether too little voice in the educational reform discourse. All too often, educators and policymakers who do not work directly with the gifted assume that gifted learners require no special attention to their needs. Despite considerable evidence that such problems as underachievement, lack of achievement motivation, and dropping out of school occur often and even disproportionately among the gifted, educators and policymakers rarely address the needs of gifted students directly in the reform reports, particularly those of the 1980s. More recently, however, reform movements at the state level have adopted components that appear, albeit indirectly, to address the needs of gifted learners. Accordingly, this article highlights some of the promising components of educational reform currently underway in the Commonwealth of Kentucky and discusses their implication for gifted students in general, and gifted Black students in particular.

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26

Tirri, Kirsi A., Mary K. Tallent-Runnels, Aida M. Adams, Mantak Yuen, and Patrick S. Y. Lau. "Cross-Cultural Predictors of Teachers' Attitudes toward Gifted Education: Finland, Hong Kong, and the United States." Journal for the Education of the Gifted 26, no. 2 (December 2002): 112–31. http://dx.doi.org/10.1177/016235320202600203.

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This study investigated culture-dependent attitudes and predictors of these attitudes of teachers (147–Finland, 214–Hong Kong, 160–United States) toward gifted education. Preservice, regular classroom, and gifted education teachers completed the attitude scale toward gifted education developed by Gagné and Nadeau (1985). A new method was introduced as an alternative approach in prediction. Finally, the results of this study were compared to an earlier study using more traditional quantitative methods (Tallent-Runnels, Tirri, & Adams, 2000). Results revealed 5 major predictors of attitudes for the 3 countries. These were whether or not they believed (a) they had gifted children in their school, (b) all children are gifted, (c) gifted children should spend their spare time helping others progress, (d) parents have the major responsibility for helping gifted children develop then talents, and (e) the best way to meet the needs of gifted children is in special classes.

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Dansinger, Stuart. "Integrating Gifted and Special Education Services in the Schools." Gifted Child Today 21, no. 3 (May 1998): 38–41. http://dx.doi.org/10.1177/107621759802100312.

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Tommis, Stephen. "Gifted Education in the Hong Kong Special Administrative Region." Journal for the Education of the Gifted 36, no. 3 (July 2013): 259–76. http://dx.doi.org/10.1177/0162353213492701.

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29

Fichter, George. "Special Education for Gifted Children is a Good Idea." Journal for the Education of the Gifted 10, no. 2 (January 1987): 79–86. http://dx.doi.org/10.1177/016235328701000203.

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Cornell, Dewey G., Marcia A. B. Delcourt, Marc D. Goldberg, and Lori C. Bland. "Characteristics of Elementary Students Entering Gifted Programs: The Learning Outcomes Project at the University of Virginia." Journal for the Education of the Gifted 15, no. 4 (July 1992): 309–31. http://dx.doi.org/10.1177/016235329201500402.

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This paper presents results from the first round of data collection for the Learning Outcomes Project at the University of Virginia, an ongoing, longitudinal investigation of over 1,100 elementary school children receiving different types of gifted services or regular classrooms. This initial report compares 5 types of services for gifted: within regular classrooms; through pull-out resource rooms; ability grouping in separate classes; special schools; no program offerings. Gifted students are also compared with two groups of students in regular classrooms: classmates of gifted students and students identified as gifted in schools without available gifted programs. Overall results indicate that students selected for all types of gifted services were well above grade level in academic achievement. There were significant differences in the achievement levels, self-concepts, and teacher ratings of students selected for different types of gifted services. These results have implications for both researchers and educators in comparing the effectiveness of different types of gifted service delivery options.

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Shavinina, Larisa. "How to develop innovators? Innovation education for the gifted1." Gifted Education International 29, no. 1 (March 23, 2012): 54–68. http://dx.doi.org/10.1177/0261429412440651.

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Many people correctly believe that a majority of innovators come from the population of gifted and talented children. If we want to develop innovative abilities of the gifted, then a special, new direction in gifted education is needed: innovation education. This article introduces innovation education, which refers to a wide range of educational interventions aimed at identifying, developing, and transforming child talent into adult innovation. Such educational interventions should include, but should not be limited to, the 10 interrelated components. This article describes each of them.

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32

Coleman, Laurence J., and Tracy L. Cross. "Is Being Gifted a Social Handicap?" Journal for the Education of the Gifted 11, no. 4 (July 1988): 41–56. http://dx.doi.org/10.1177/016235328801100406.

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The paper explores the question of how gifted and talented adolescents experience being gifted in high school. Fifteen subjects were interviewed twice while attending a special summer program in order to answer this general question. The data were analyzed and interpreted using a set of research questions which postulated that the subjects would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. The results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a social handicap. The data also suggested that some students manage information about themselves to minimize their visibility as gifted students to others.

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Nelson, Karen C., and Phoebe Janzen. "Rural/urban principals' attitudes toward gifted education." Rural Special Education Quarterly 9, no. 3 (September 1988): 13–17. http://dx.doi.org/10.1177/875687058800900303.

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A sample of 298 randomly selected rural and urban public school principals in Kansas were mailed a 20-item survey designed to investigate principals' attitudes toward gifted education. The survey instrument also elicited information on 15 demographic variables. A total of 215 surveys were returned. A two-tailed t-test for independent groups was utilized to compare the mean responses of rural and urban groups for statistically significant differences at the .05 alpha level. Ten of the 20 survey items exhibited a statistically significant difference between groups. A profile of similarities and differences between Kansas urban and rural principals on demographic items was also drawn. Six variables showing substantial variation between groups were discovered. The implications of these findings are discussed in terms of state mandated school programs for gifted, principals' support for local gifted programs, and the prinicpal's role in articulating a philosophy of gifted education. The practitioner's service delivery philosophy of special education programming for the gifted was also discerned.

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Feldhusen, John F., and David Yun Dai. "Gifted Students' Attitudes and Perceptions of the Gifted Label, Special Programs, and Peer Relations." Journal of Secondary Gifted Education 9, no. 1 (August 1997): 15–20. http://dx.doi.org/10.1177/1932202x9700900103.

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This study examined gifted students' perceptions and attitudes related to the “gifted” label and educational opportunities available to them. A questionnaire was administered to 305 students, ages 9–17, enrolled in a summer program for gifted children, Factor analysis of their responses yielded four factors: Acceptance of the Gifted Label, Perception of Ability as Incremental, Preference for Challenging Educational Opportunities, and Perceived Social Links to “Nongifted” Peers. A major finding was that gifted students hold a predominantly incremental view of their abilities. Results are discussed in terms of implications for students' academic and personal-social growth as well as a talent orientation for gifted education.

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Dixson, Dante D., Scott J. Peters, Matthew C. Makel, Jennifer L. Jolly, Michael S. Matthews, Erin M. Miller, Karen E. Rambo-Hernandez, Anne N. Rinn, Jennifer H. Robins, and Hope E. Wilson. "A call to reframe gifted education as maximizing learning." Phi Delta Kappan 102, no. 4 (November 23, 2020): 22–25. http://dx.doi.org/10.1177/0031721720978057.

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Schools exist to educate, yet the emphasis on age-based, grade-level standards fails to account for the wide range of academic readiness that exists in every classroom. Special education programs exist to meet student needs; gifted education should be no different. The authors, all gifted education researchers, present a vision for a model of gifted education that is aligned with Response to Intervention and personalized learning. At its heart, it is concerned with addressing the real-time academic needs of every student, with the ultimate goal of maximizing the learning of every student.

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Beer, John. "Specific and Diversive Curiosity in Students in Special Education Classes." Psychological Reports 59, no. 1 (August 1986): 307–9. http://dx.doi.org/10.2466/pr0.1986.59.1.307.

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Two tests of curiosity, designed for mentally retarded or nonverbal individuals, were given to 40 children selected from classes for gifted, learning disabilities, personal and social adjustment, and mentally retarded children in a small rural school system in the midwest. Each subject was administered four trials with the Maze Test, a measure of diversive curiosity (a state induced by conditions of changelessness, repetition, and monotony) and one trial with the Which-to-discuss Test, a measure of specific curiosity (a state induced by conditions and stimuli high in complexity, incongruity, or novelty). The gifted group performed significantly higher on the Which-to-discuss Test than the other three groups, and the mentally retarded performed significantly lower on the Maze Test than the other three groups.

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Kontostavlou, Eirini –. Zoi, and Athanasios S. Drigas. "The Use of Information and Communications Technology (I.C.T.) in Gifted Students." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 7, no. 2 (June 21, 2019): 60. http://dx.doi.org/10.3991/ijes.v7i2.10815.

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<p class="0abstract">This article aims at considering the use of Information and Communications Technology (ICT) in gifted education and highlight the best ICT techniques for gifted students. The use of ICT in special education and specifically in gifted education has proved effective. ICTs techniques can be used by teachers to make intervention to the gifted, which will be very useful for them as they could develop their abilities and skills. In this report we provide a brief review of the most representative articles for ICT techniques, which have been used for giftedness. Pupils who are gifted in ICT are also presented.</p>

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Rachmel, Shlomit. "Issues in Educating Gifted Students in Israel." Gifted Education International 20, no. 2 (October 2005): 123–28. http://dx.doi.org/10.1177/026142940502000204.

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

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Fetterman, David M. "Gifted and Talented Education in the Soviet Union." Gifted Education International 4, no. 3 (January 1987): 180–83. http://dx.doi.org/10.1177/026142948700400313.

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This article presents a brief review of the Soviet Union's educational approach to gifted and talented children, focusing on the Young Pioneer Palace in Moscow. Soviet society, like American society, accommodates both the needs of certain individuals and those of the larger society. The Soviet Union's decision to serve the gifted is of less interest than the method it has selected to meet their needs. In the Soviet Union, an egalitarian ideology is circumvented by special programs and an eleborate network of after-school programs. The latter programs, in particular, are more elaborate than any other extra-curricular gifted education system and, thus, are worthy of consideration and emulation.

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Yanlin, Wu, and Ruslan Chornovol-Tkachenko. "EDUCATIONAL WORK WITH GIFTED CHILDREN THROUGH INTERNET IN CHINA (ON THE EXAMPLE OF COMMUNICATIVELY GIFTED CHILDREN)." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 635–45. http://dx.doi.org/10.17770/sie2021vol2.6295.

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Chinese pedagogical science always had rather complex relationship with the concept of «giftedness» as a social and educational reality because only the person's social success (good position, social and professional demand, maximum compliance with the social ideal of society) was seen as the sign of the person's giftedness in traditional Chinese pedagogy. Online education always considered to be a supporting form of education service in China or a variant of education service providing for special categories of children (hard-to-reach children, children with special physical and educational needs, those who are in difficult life situations: imprisoned, in hospital etc). However the 2020 pandemic situation faced the whole world and China in particular with the need to reconsider views as to the place of distance education. All pedagogical and educational work in the world has been moved online and work with gifted children is of no exception. The article aims to present the Chinese experience of online work with gifted children (especially the communicatively gifted ones) by the means of special education platforms and programs. To write the article, a complex of theoretical and empirical research methods was used (аbstraction method, analysis of pedagogical literature, induction and deduction, observation etc.).

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David, Hanna. "The Gifted Disabled Student in the Regular and the Special Classroom." International Letters of Social and Humanistic Sciences 51 (May 2015): 19–32. http://dx.doi.org/10.18052/www.scipress.com/ilshs.51.19.

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The term "special education" is used, in most cases, for the education of children with learning disabilities, emotional problems, behavioral difficulties, severe physical limitations, or difficulties related to low cognitive abilities. "Gifted education", on the other hand, is used for educating the more able, children with high learning ability or special talents, creative children or children who had achieved highly in school-related or any other area, such as chess, music, painting, etc.However, many gifted children belong to both categories. Some suffer from problems or irregularities unrelated to their giftedness, for example – learning disabilities (e.g. dyslexia, dyscalculia, dysgraphia, ADHD), or physical limitations, such as hearing loss, blindness, or paralysis. Some have to deal with issues directly or indirectly connected to their giftedness. For example: social acceptance has to do with conforming to the classroom norms, speaking about subjects considered age-appropriate, or being careful not to use "high level" vocabulary. A gifted child might find it difficult to participate in activities he or she has no interest in, not expressing feelings or ideas because they might seem odd to the peers, or thinking before using any rare or unconventional word or expression. A gifted child who is bored in the classroom might adopt behaviors such as abstention from activities, daydreaming or becoming the "classroom clown" and disturbing the teachers with voice-making, making jokes at others' expense or even at the teacher's. Such behaviors – not necessary a result of the child's giftedness but related to it – lead, in many cases, to labeling the child as "badly adjusted", "socially misfit", "isolated", or the like.In this article I intend to describe the social and the educational difficulties the gifted child has to deal with in the regular as well as in the gifted classroom and present techniques which might help overcoming them. I will present in detail four , all gifted with either learning disabilities or emotional problems, and the successful interventions they had gone through until reaching reasonable results.

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Ozcan, Deniz, and Kenan Kayadelen. "Special Education Teachers and Their Opinions about the Education of Gifted Students." Procedia - Social and Behavioral Sciences 190 (May 2015): 358–63. http://dx.doi.org/10.1016/j.sbspro.2015.05.011.

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Baker, Bruce D., and Craig E. Richards. "Equity through Vouchers: The Special Case of Gifted Children." Educational Policy 12, no. 4 (July 1998): 363–79. http://dx.doi.org/10.1177/0895904898012004001.

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Rizza, Mary G., and David E. McIntosh. "Introduction to the special issue: New perspectives in gifted education." Psychology in the Schools 38, no. 5 (2001): 401–2. http://dx.doi.org/10.1002/pits.1028.

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Brigandi, Carla B., Jennie M. Weiner, Del Siegle, E. Jean Gubbins, and Catherine A. Little. "Environmental Perceptions of Gifted Secondary School Students Engaged in an Evidence-Based Enrichment Practice." Gifted Child Quarterly 62, no. 3 (February 23, 2018): 289–305. http://dx.doi.org/10.1177/0016986218758441.

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Grounded in the Achievement Orientation Model, this qualitative case study examines participation in enrichment and environmental perceptions of gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short answer surveys, and student work. Findings indicated a relationship between participation in enrichment and environmental perceptions. Student participants benefited from a teacher trained in gifted education who nurtured both affective and cognitive development, homogeneous grouping with like-minded peers, involved parents, and relationships with project mentors. These findings have implications for designing learning environments that effectively support the special needs of gifted secondary school learners.

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Reis, Sally M., and D. Betsy McCoach. "Underachievement in Gifted and Talented Students With Special Needs." Exceptionality 10, no. 2 (June 2002): 113–25. http://dx.doi.org/10.1207/s15327035ex1002_5.

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Olszewski-Kubilius, Paula. "Special Schools and Other Options for Gifted STEM Students." Roeper Review 32, no. 1 (December 24, 2009): 61–70. http://dx.doi.org/10.1080/02783190903386892.

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Pfeiffer, Steven I. "Psychology in the Schools special issue on the gifted." Psychology in the Schools 57, no. 10 (May 29, 2020): 1511–13. http://dx.doi.org/10.1002/pits.22407.

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Brigandi, Carla B., Del Siegle, Jennie M. Weiner, E. Jean Gubbins, and Catherine A. Little. "Gifted Secondary School Students." Journal for the Education of the Gifted 39, no. 4 (October 17, 2016): 263–87. http://dx.doi.org/10.1177/0162353216671837.

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Grounded in the Enrichment Triad and Achievement Orientation Models, this qualitative case study builds understanding of the relationship between participation in Type III Enrichment and the achievement orientation attitude of goal valuation in gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short-answer surveys, and student work. Findings indicate a relationship between participation in enrichment and goal valuation. Students engaged in Type III Enrichment perceived their projects as interesting, beneficial, and/or as related to perceptions of identity. In addition, factors of goal valuation were related to students’ continued interest and perceptions of enjoyment after completion of the enrichment projects. These findings have implications for structuring gifted education programs that meet the special needs of gifted secondary school learners.

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Tam, Raymond Kwok-Wai. "Nurturing gifted and talented students to become future leaders." Gifted Education International 33, no. 3 (August 27, 2015): 248–56. http://dx.doi.org/10.1177/0261429415599274.

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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 policy but have not discussed its programmes. The present article aims to provide a more extended introduction about how GT College successfully nurtures its gifted and/or talented students to become future leaders in Hong Kong. The present article comprises a systematic overview of the historical developments of gifted education in Hong Kong. This is followed by a historical review of GT College. Then, GT College’s learning and teaching philosophy is addressed followed by its innovative curriculum for gifted and/or talented students – Talent Development Programmes and Youth Development Programmes.

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