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Cited by 15 publications
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“…Including individual activities is also effective. Based on survey results regarding gifted styles in the area of science (Sumida, 2010), there is no significant difference between the ratios of students with and without LD/ADHD/HA in the gifted learning styles of science. In other words, when it comes to giftedness in science, the same opportunities are equally open both to students who have and do not have LD/ADHD/HA.…”
Section: Resultsmentioning
confidence: 99%
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“…Including individual activities is also effective. Based on survey results regarding gifted styles in the area of science (Sumida, 2010), there is no significant difference between the ratios of students with and without LD/ADHD/HA in the gifted learning styles of science. In other words, when it comes to giftedness in science, the same opportunities are equally open both to students who have and do not have LD/ADHD/HA.…”
Section: Resultsmentioning
confidence: 99%
“…These were: (1) Spontaneous Style, (2) Expert Style, and (3) Solid Style. Sumida (2010) found that LD/ADHD/HA children displayed the Spontaneous Style, while non-LD/ADHD/HA children were characterized under the Solid Style. The number of children exhibiting the Expert Style was the lowest, with no significant difference between the two groups.…”
Section: Identifying Twice-exceptional Children In Sciencementioning
confidence: 99%
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