Gifted Students with Disabilities: Are we Finding Them?

Karnes, Frances A.; Shaunessy, Elizabeth

doi:10.4219/gct-2004-148

Cited by 33 publications

(27 citation statements)

References 6 publications

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“…However, the large majority agree that for some children the potential can be diagnosed, and that when this potential evolves according to different characteristics, superiority can be examined in broad categories. Even when the two tests discussed in the study are applied together, it is necessary to evaluate different factors such as product and portfolio files according to current multidimensional superior capability approaches (Karnes, et al, 2004;NAGC-CEC, 2006;Sandall, et al, 2005). However, multidimensional approaches do not reject objective measurement tools.…”

Section: Discussionmentioning

confidence: 99%

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Analyse of the Relation between the Coloured Progressive Matrices Test and the Cognitive Abilities Test Form-6 in the Preschool Period of Gifted Children

Bildiren¹,

Kızıltepe²

2018

JEL

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The diagnosis of preschool gifted children in Turkey has just come up in recent years. Therefore, there is a need for measurement tools that can be applied during the diagnosis phase of preschool gifted children. The aim of this study was to diagnose the relation between the non-verbal and culture-independent Colour Progressive Matrices Test that's frequently used in the international field during the preschool period and the Cognitive Ability Test Form-6, which is a group of tests that assess the cognitive abilities of children in different age groups including verbal, quantitative and nonverbal dimensions, and which is also used in the diagnosis of gifted children in the international arena, to contribute to the diagnosis of preschool gifted children. The sample of the study consisted of 125 children who attended nine preschool education institutions determined by the socio-economic level (low-middle-high) in the central district Efeler of the province Aydın. The mean age of the children is 4.9 and the standard deviation is .8. 49 of the children were girls (39.2%) and 76 were boys (60.8%). Colour Progressive Matrices Test and Cognitive Abilities Test Form-6 were implemented individually to the children. The study revealed that the tests had correlation, the verbal and quantitative dimensions of the Cognitive Abilities Test Form-6 were found to predict the nonverbal cognitive ability of the Coloured Progressive Matrices Test.

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Section: Discussionmentioning

confidence: 99%

“…Recommended practice guidelines support the use of multiple criteria for the evaluation of superior and early childhood special education (Akarsu, 2001;Karnes, Shaunessy & Bisland, 2004;NAGC-CEC, 2006;Sandall, Hemmeter, Smith, & McLean, 2005). It is particularly defended to use formal and informal evaluations together in the diagnosis.…”

Section: Introductionmentioning

confidence: 99%

Analyse of the Relation between the Coloured Progressive Matrices Test and the Cognitive Abilities Test Form-6 in the Preschool Period of Gifted Children

Bildiren¹,

Kızıltepe²

2018

JEL

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“…Among the numerous disability categories that may logically coexist with GT are, for example, those that are sensory, communicative (particularly speech related), emotional/behavioral, health and “other‐health” related (including attention‐deficit‐hyperactivity‐disorder), disorders at the mild end of the autism spectrum (e.g., Asperger syndrome), and SLD. Although prevalence data for twice exceptional students are limited (Bianco, 2005), it is estimated that as many as 540,000 such students exist nationwide (Karnes, Shaunessy, & Bisland, 2004), of whom perhaps 95,000 (17.6 percent) have SLD, comprising the largest subgroup of such students (Bianco, 2005). The underidentification of G/LD students (Brody & Mills, 1997; Krochak & Ryan, 2007; Morrison & Rizza, 2007) reflects the challenge in accurately assessing this dual exceptionality, largely owing to the necessity of these students satisfying criteria for two disparate and often mutually exclusive categories (Brody & Mills, 1997; Karnes et al, 2004).…”

Section: Identification Of Twice Exceptional Studentsmentioning

confidence: 99%

The Insufficiency of Response to Intervention in Identifying Gifted Students with Learning Disabilities

McKenzie

2010

Learn Disabil Res Pract

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Many states are implementing response-to-intervention (RTI)-based assessment as the sole means of identifying students with specific learning disabilities (SLDs). Although RTI is often hailed as an improved model of identification, concern for the possibility of this model elevating false positives has been examined. The risk of RTI producing a second form of diagnostic error, however, has received relatively little attention, namely, false negatives. The widespread implementation of RTI necessitates an analysis of its ability to identify students who are most vulnerable to be inaccurately judged as responsive to instruction, namely, students with coexisting intellectual talent and SLDs. is a professor in the Department of Special Education and Rehabilitation Counseling at the University of Kentucky. Prior to earning his doctorate from the University of Iowa, he was a secondary social studies teacher and special educator. His research focuses on response-to-intervention and collaborative, co-teaching models of instruction with students having learning disabilities.

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“…Teachers may believe that gifted means globally gifted or highly able across all domains at all times (Karnes, 2004). This belief denies the enormous diversity among gifted students and contributes to the lack of appropriate services for these students.…”

Section: Myths and Misdiagnosismentioning

confidence: 99%

Transition and Students With Twice Exceptionality

Prior

2013

Australas. j. spec. educ.

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Twice exceptional is one of the terms used to describe students who have giftedness and a disability. This is a small heterogeneous population of individual learners who are underserved in special, gifted, and mainstream education settings. Despite the availability of research on transition for students with disabilities there is little research or literature available on transition for students who experience twice exceptionality (2E). This paper provides a review of the literature available on 2E, taking a lifespan perspective and a school transitions context for students experiencing 2E. Finally the synthesis of 2E and transition highlights a potential way forward in the research across special, gifted, mainstream and inclusive education to transform student profiling, identification and transition. Transition as a Multilayered and Discontinuous ProcessThere has been a shift in research over the last 20 years towards understanding transitions as multi-layered processes that involve multiple discontinuities (Petriwskyj, Thorpe & Tayler, 2005). Wider and more inclusive perspectives on transition allow us to be better informed on the variety of experiences over time for individual learners.Transitions can be understood as specific processes occurring during particular life course turning points. These processes are linked to changes in physical development, roles and relationships and require certain adjustments depending on the environment and the individual nature, culture and resilience of the person. This is the context for the following discussion on transition, students experiencing 2E and the expanding conceptualisations of giftedness and disability. Transition and Students WithTwice Exceptionality 2

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Gifted Students with Disabilities: Are we Finding Them?

Abstract: Gifted Students With Disabilities Gifted Students With Disabilities A r e We Fin ding Th e m ?

Cited by 33 publications

References 6 publications

Analyse of the Relation between the Coloured Progressive Matrices Test and the Cognitive Abilities Test Form-6 in the Preschool Period of Gifted Children

Analyse of the Relation between the Coloured Progressive Matrices Test and the Cognitive Abilities Test Form-6 in the Preschool Period of Gifted Children

The Insufficiency of Response to Intervention in Identifying Gifted Students with Learning Disabilities

Transition and Students With Twice Exceptionality

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