Gifted and Talented Children with Special Educational Needs ‐ Underachievement in Dual and Multiple Exceptionality

Montgomery, Diane

doi:10.1002/9780470741252.ch10

Cited by 14 publications

(17 citation statements)

References 13 publications

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“…They are also in line with the results of neurocognitive studies that show serious problems with prolonged activation of dorsal brain circuits that are associated with the application of persistent sublexical strategies during reading across primary school grades for dyslexic children [22]. Many dyslexics suffer from low self-motivation because of the difficulties associated with their learning disabilities [5], [23]- [26]. The use of strategies can improve perception to be selfefficacious.…”

Section: Figsupporting

confidence: 81%

Investigating Perspectives and Experiences of Teachers with Dyslexic Children Aged 6-8 Years

Siregar¹,

Supena²,

Pohan³

et al. 2019

Proceedings of the First International Conference on Technology and Educational Science

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This study aims to explore the perspective and experienced teachers of children with Dyslexia with 6 until 8 years old. This study uses a qualitative method. Dyslexia children find it difficult to manifest themselves for accuracy and decoding efficiency. In addition, children with dyslexia are also more sensitive to the effect of words, letters on decoding.Two main themes focus on answer the research are: Teachers feel a responsibility to meet all the needs of students, including children with disabilities and dyslexia identified. Secondly, the master explains the obstacles that interfere with efforts to support dyslexic students including limited information and confusing procedural policies. As well, limited budgets for dyslexic children should be provided with special teacher assistants. With a review of this research, is expected to provide information and insight into the state of dyslexia research especially for children of the elementary school.

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Section: Figsupporting

confidence: 81%

Investigating Perspectives and Experiences of Teachers with Dyslexic Children Aged 6-8 Years

Siregar¹,

Supena²,

Pohan³

et al. 2019

Proceedings of the First International Conference on Technology and Educational Science

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“…Έλα ηέηνην επέιηθην πξφγξακκα ζα κπνξνχζε λα ζπκπεξηιάβεη θαηλνηφκεο ελέξγεηεο πνπ μεθεχγνπλ απφ ηελ ηππηθά παξερφκελε κάζεζε. Αλαιπηηθφηεξα, απαηηείηαη λα εθπαηδεχνληαη νη καζεηέο ζηε ζεηηθή γλσζηηθή παξέκβαζε, λα κάζνπλ λα ακθηζβεηνχλ θαη λα αμηνινγνχλ φπνηα πιεξνθνξία ηνχο παξέρεηαη, λα δηδάζθνληαη δεμηφηεηεο, λα αλαπηχζζνπλ ηε δεκηνπξγηθή ηνπο ζθέςε, λα αιιειεπηδξνχλ κε ην δάζθαιν (Montgomery, 2009b).…”

Section: προηάζειςunclassified

Πότε Τα Χαρισματικά Παιδιά Παρουσιάζουν Χαμηλή Επίδοση;

Γάκη¹,

Antoniou²

2017

edusc

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Λέμεηο-θιεηδηά: ρακειή επίδνζε, ραξηζκαηηθά παηδηά, αλάπηπμε, ζπκβνπιεπηηθή AbstractThe aim of this paper is to discuss underperformance often observed in gifted children's education. Giftedness is considered the child's ability to achieve a very high performance in one or more areas and is usually perceived as an asynchronous development, among the cognitive, emotional and biological development.Underperformance is student's poor performance, which is not expected given his/her intellectual potential. Essentially, this is a mismatch between capabilities and performance, and brings to mind a student who has the potential, but the results of his efforts are not as good as expected. Causes are attributed to the different learning styles that the gifted children adopt, to their desire to be liked by their peers, while the family environment still plays an important role. For this reason, the role of the teacher, who must realize the importance of an early intervention, is significant and he/she must find and implement the appropriate educational methods for the integration of the child into the group. Finally, counseling can be implemented

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“…There are a significant number of children labeled as "gifted and talented" who have also been diagnosed with a neurological condition such as ADHD, ASD, or dyslexia [24]. Armstrong [4] has identified characteristic strengths associated with different neurodiverse conditions.…”

Section: Benefits Of Neurodiversity To Pdmentioning

confidence: 99%

“…The TEACCH program incorporates a Structured Teaching intervention approach. Structured Teaching is "an array of teaching or treatment principles and strategies" based on the understanding of and respect for the 'Culture of Autism', that can be applied to each person's particular situation [24,32]. These principles include the following:…”

Section: Benefits Of Neurodiversity To Pdmentioning

confidence: 99%

Diversity for design

Benton¹,

Vasalou²,

Khaled

et al. 2014

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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The neurodiversity movement seeks to positively reframe certain neurological conditions, such as autism spectrum disorders (ASD) and dyslexia, by concentrating on their strengths. In recent years, neurodiverse children have increasingly been involved in the technology design process, but the design approaches adopted have focused mostly on overcoming difficulties of working with these children, leaving their strengths untapped. We present a new participatory design (PD) framework, Diversity for Design (D4D), which provides guidance for technology designers working with neurodiverse children in establishing PD methods that capitalize on children's strengths and also support potential difficulties. We present two case studies of use of the D4D framework, involving children with ASD and dyslexia, showing how it informed the development and refinement of PD methods tailored to these populations. In addition, we show how to apply the D4D framework to other neurodiverse populations.

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Gifted and Talented Children with Special Educational Needs ‐ Underachievement in Dual and Multiple Exceptionality

Cited by 14 publications

References 13 publications

Investigating Perspectives and Experiences of Teachers with Dyslexic Children Aged 6-8 Years

Investigating Perspectives and Experiences of Teachers with Dyslexic Children Aged 6-8 Years

Πότε Τα Χαρισματικά Παιδιά Παρουσιάζουν Χαμηλή Επίδοση;

Diversity for design

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