Gagné's DMGT and underachievers: The need for an alternative inclusive gifted model

Wellisch, Mimi

doi:10.21505/ajge.2016.0003

Cited by 11 publications

(6 citation statements)

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“…There are only a few studies regarding Saudi elementary school teachers' awareness of this student population and their characteristics 10.3389/feduc.2023.1150274 Frontiers in Education 03 frontiersin.org (Weiss, 2022). The understanding and perceptions of elementary school teachers regarding these children becomes critical when considering the importance of early intervention for both the gifted and those with disabilities that affect academic achievement (Wellisch, 2016;Alsamiri and Aljohni, 2018). Early identification of 2e students is integral to successful intervention; thus, elementary school teachers should possess good understanding and accurate perceptions of them (Firat and Bildiren, 2022).…”

Section: Twice-exceptional Students In the Saudi Contextmentioning

confidence: 99%

“…Early identification of 2e students is integral to successful intervention; thus, elementary school teachers should possess good understanding and accurate perceptions of them (Firat and Bildiren, 2022). This situation grows even more complex when these teachers' lack of knowledge about gifted students is coupled with the difficulties of identifying learning disabilities at the K-6 level (Wellisch, 2016).…”

Section: Twice-exceptional Students In the Saudi Contextmentioning

confidence: 99%

“…This category of students, ones whose giftedness is accompanied by another condition that requires special education support, includes those with such conditions as autism spectrum disorder (ASD), attention-deficit hyperactivity disorder (ADHD), and learning disabilities like dysgraphia, dyslexia, and dyscalculia (Levi, 2019;Weiss, 2022). Ironically, school system processes often identify 2e students as having learning or other types of disabilities but regularly overlook their giftedness, due to the challenges related to conceptualizing students that might possess both traits (Hays, 2016;Wellisch, 2016). Moreover, teacher identification for gifted programs is often the elementary method of identification in the early years because it is seen as difficult to test for giftedness in the K-3 years.…”

Section: Introductionmentioning

confidence: 99%

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Elementary school teachers’ perceptions of the characteristics of twice-exceptional students

Alsamani¹,

Alsamiri²,

Alfaidi

2023

Front. Educ.

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The current study explored the perceptions and understanding of Saudi elementary school teachers regarding the characteristics of twice-exceptional (2e) students. This qualitative phenomenological study recruited 14 elementary school teachers at schools in Medina City in Saudi Arabia. Data were gathered through in-depth semi-structured interviews to gain insight into participants’ perceptions of this student population. Findings indicated that teachers associate certain characteristics with the giftedness trait of 2e students, including excellent communication skills, problem-solving ability, strong retention, curiosity, creativity, abstract thinking, and leadership skills. Moreover, Saudi elementary school teachers perceive that 2e students experience academic challenges related to their disabilities in reading, writing, and mathematics, as well as are aware that such students tend to struggle with low self-esteem and maintaining concentration. Overall, there is a tendency to view these students as having two independent conditions—giftedness and disabilities that cause academic challenges—rather than identifying these individuals as having a single condition of being twice exceptional that comprises traits that impact their learning in combination.

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Section: Twice-exceptional Students In the Saudi Contextmentioning

confidence: 99%

Section: Twice-exceptional Students In the Saudi Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Elementary school teachers’ perceptions of the characteristics of twice-exceptional students

Alsamani¹,

Alsamiri²,

Alfaidi

2023

Front. Educ.

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“…Early childhood giftedness can be defined as an accelerated state in a child with potential to perform or achieve beyond age-peers (Harrison, 2005; Wellisch, 2015), expressed in a number of different abilities. In the Australian state of New South Wales (NSW), the gifted policy is based on Gagné’s (2003) definition of giftedness: “those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physical” (p. 6).…”

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confidence: 99%

Ceilinged Out: Gifted Preschoolers in Early Childhood Services

Wellisch¹

2019

Journal of Advanced Academics

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A relatively pervasive “silence” exists concerning giftedness in Australian preservice early childhood teacher courses. There is also a lack of research about educator attitudes to giftedness and programming in Australian early childhood services. This study, consisting of a survey and interviews, is intended to help to fill the research gap. A total of 184 early childhood educators were surveyed in relation to their knowledge and attitudes about giftedness, and 10 of those respondents were also interviewed. A purposive sample of eight parents whose gifted preschoolers had been recommended for early entry by a psychologist were also interviewed. Findings indicate that early childhood educators are at a loss in relation to gifted children’s intellectual, social, and emotional needs that are neither understood nor met according to their parents. Compulsory preservice coursework about giftedness is recommended.

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“…Ahora bien, investigaciones como las de Wellisch (2016) que abordan el tema del bajo rendimiento -"underachievement" en inglésacadémico en niños con desempeños excepcionales, llega a la conclusión que para comprender mejor este tipo de fenómenos, es necesario darle más atención a los factores medioambientales en el proceso de desarrollo del talento, a través de la comprensión de las dinámicas que generan. Por otra parte, está el artículo de Pereira Da Costa y Lubart (2016), que señala la importancia de no caer en descripciones unificadas de los niños con desempeños excepcionales, sino hacer énfasis en las diferencias y las heterogeneidades de estos.…”

Section: Conclusionesunclassified

Una mirada sobre el talento académico : muestra de los beneficiarios del programa ser pilo paga

Gómez¹,

Rico²,

Melo³

et al.

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Este proyecto de investigación, titulado Una mirada sobre el talento académico: muestra de los beneficiarios del programa Ser Pilo Paga, realizado como trabajo de grado por un grupo de estudiantes de la Maestría de Educación en la línea de cognición, creatividad y aprendizaje en sistemas educativo. El objetivo general es la exploración de la trayectoria de una muestra de los beneficiarios. Para poder lograr esto se realizaron seis estudios, el primero se encargó de hacer una caracterización de los jóvenes que participaron en la investigación, a través de sus trayectorias e hitos. El segundo, realizó un recorrido por los antecedentes de estos muchachos, para poder identificar los catalizadores asociados a la emergencia y desarrollo del talento académico. El tercero, se enfocó en la caracterización de la toma de decisión profesional de la muestra. El cuarto, se dedicó a examinar la permanencia en la universidad de estos mismos sujetos, a través de los catalizadores que influyeron en el proceso. El quinto, se concentró en explorar las dinámicas del cuidado de estos jóvenes en la universidad. El sexto, hace un acercamiento a la participación del programa en la emergencia y desarrollo del talento académico de la muestra.

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Gagné's DMGT and underachievers: The need for an alternative inclusive gifted model

Cited by 11 publications

References 0 publications

Elementary school teachers’ perceptions of the characteristics of twice-exceptional students

Elementary school teachers’ perceptions of the characteristics of twice-exceptional students

Ceilinged Out: Gifted Preschoolers in Early Childhood Services

Una mirada sobre el talento académico : muestra de los beneficiarios del programa ser pilo paga

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