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Littérature scientifique sur le sujet « Special Education - Gifted »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 27 juillet 2025

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Articles de revues sur le sujet "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 (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 resea

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Erdimez, Ömer. "Pre-service Special Education Teachers Perceptions of Giftedness." ATLAS JournalInternational Refereed Journal On Social Sciences 9, no. 52 (2023): 83–94. https://doi.org/10.5281/zenodo.10298234.

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The purpose of thist study was to detect pre-service special education teachers' perception of giftedness by asking them to report characteristics of these students. Eight pre-service special education teachers who were attending one of the biggest universities in the Southeast of the United States voluntarily participated in this study. An open-ended questionnaire delivered to eight pre-service teachers and a follow up interview were made with two of the participants. Pre-service teachers' responses to open-ended questionnaire and interview questions were analyzed by using Grounded Theory. By

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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 (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 teac

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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 (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 trea

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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 (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 im

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Chan, David W. "Development of Gifted Education in Hong Kong." Gifted Education International 13, no. 2 (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

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Leano, Adelaila Jurado, and Arnel C. Malano. "The Special Education Headstart Program of Isabela, Philippines." Southeast Asia Early Childhood Journal 9, no. 2 (2020): 39–57. http://dx.doi.org/10.37134/saecj.vol9.no2.3.2020.

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This study determined the status of Headstart Program in Isabela, Philippines. Specifically, it assessed the following; (1) Headstart Program organization; (2) screening of gifted and talented preschoolers; (3) qualifying gifted preschoolers based on prescribed indicators; (4) Headstart teachers’ level of competencies; (5) implementation of preferred curriculum; (6) evidence of preferred Headstart teaching and learning strategies; (7) programs and services; (8) evaluating progress of gifted and talented preschoolers; and (9) support systems of Headstart program. Descriptive survey method was u

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

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

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Tsai, Den-Mo. "Recent Development of Education for Gifted Students in Taiwan." Gifted Education International 9, no. 2 (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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Jolly, Jennifer L., and Lucy Barnard-Brak. "Special Education Status and Underidentification of Twice-Exceptional Students: Insights from ECLS-K Data." Education Sciences 14, no. 10 (2024): 1048. http://dx.doi.org/10.3390/educsci14101048.

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The current study examined the underidentification of students with disabilities for gifted education programs, otherwise referred to as twice-exceptional students. This study utilized data from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 (ECLS-K). We estimated that approximately 17% to 18% more students with disabilities should have been identified for a gifted education program as having statistically similar achievement scores to those students without disabilities in gifted education programs. Alternatively stated, students with disabilities should make up 10.8%

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Thèses sur le sujet "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

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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

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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 c

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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 pr

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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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<p>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 i

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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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<p> 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

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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

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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

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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-diffe

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Livres sur le sujet "Special Education - Gifted"

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

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Ambrose, Donald. Confronting dogmatism in gifted education. Routledge, 2012.

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B, Jordan June, Council for Exceptional Children, and ERIC Clearinghouse on Handicapped and Gifted Children., eds. 1986 special education yearbook. The Council for Exceptional Children, 1987.

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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. National Academy Press, 2002.

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

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Education, Alberta Alberta. Special education manual. Alberta Education, 1987.

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Davis, Gary A. Education ofthe gifted and talented. 2nd ed. Prentice Hall, 1989.

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Karnes, Merle B. Issues in educating young gifted children: Promising practices. Indiana Dept. of Education, Office of Gifted and Talented Education, 1987.

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A, Davis Gary. Education of the gifted and talented. 5th ed. Pearson/A and B, 2004.

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Davis, Gary A. Education of the gifted and talented. 4th ed. Allyn & Bacon, 1998.

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Chapitres de livres sur le sujet "Special Education - Gifted"

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Gray, Lee-Anne. "Special and Gifted Education." In Educational Trauma. 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. 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. 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. 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. 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. 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. 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. 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. 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. Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-18.

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Actes de conférences sur le sujet "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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MAXIMCIUC, Victoria. "Professional skills training to support gifted children." In Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v1.21-22-03-2024.p221-226.

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The problem of training pedagogical staff to work with special children has always presented a real challenge for the system of higher pedagogical education. This is due to several factors: constant reforming of the education system and constant search for a more perfect model; negative impact of the socio-economic crisis; lack of effective interaction between higher education institutions and pre university education system. It should be noted that in the specialized literature there are few sources on the psychopedagogy of gifted children and especially the study of the problem of training f

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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). 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). 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). 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. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1891107.

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Rapports d'organisations sur le sujet "Special Education - Gifted"

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Mcgregor-Lowndes, Myles, Marie Balczun, and Alexandra Williamson. An Examination of Tax-Deductible Donations Made by Individual Australian Taxpayers in 2020-21: ACPNS Working Paper No. 76. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.242556.

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This study analyses published Australian Taxation Office (ATO) data and represents the extent and characterisitcs of tax-deductible donations made and claimed by Australian taxpayers to Deductible Gift Recipients (DGRs) at Item D9 Gifts or Donations in their individual income tax returns for the 2020–21 income year. Analysis of the ATO data showed that the total amount donated and claimed as tax-deductible donations in 2020–21 was $4.39 billion (compared to $3.85 billion for the previous income year). This constitutes a increase of 14.19 per cent or $545.72 million. The average tax-deductible

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