Serving the Disabled Gifted through Educational Collaboration

VanTassel‐Baska, Joyce

doi:10.1177/016235329101400306

Cited by 15 publications

(4 citation statements)

References 31 publications

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“…The importance of parental involvement has been highlighted by others (Davis & Rimm, 1989;Van Tassel-Baska, 1991;Sah & Borland, 1989) and the student reports in this study substantiate this. Support groups for parents of Learning Disabled students exist and coordination between these groups and groups for parents of the gifted can be fostered.…”

Section: Parental Involvement In Learningsupporting

confidence: 86%

“…The need for counseling for gifted/LD students has been highlighted by others (Suter & Wolf, 1987;Gallagher, 1983;Davis & Rimm, 1989;Silverman, 1989;Van Tassel-Baska, 1991) and although counseling at DALHOUSIE UNIV on June 5, 2016 jeg.sagepub.com Downloaded from was not the goal of this study, the students seemed to benefit from the interview process and the recognition that other students were experiencing some of the same difficulties. Several students commented that they had thought they were the only ones who had the problems identified in the scenarios, and were surprised to realize that others were facing some of the same dilemmas.…”

Section: Counseling Programmentioning

confidence: 74%

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A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration

Coleman

1992

Journal for the Education of the Gifted

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GiftedlLD and AveragelLD middle school boys in grades six through nine were compared on the ways they cope with difficult school situations. Both groups completed the Coping Resources Inventory (CRI). The students were then interviewed individually and asked t o share h o w they handled the situations presented in four scenarios. The scenarios depicted difficult school situations which learning disabled students often face. T h e situations included difficulty with testing even when the information i s "known." inability t o organize oneself, slow reading rate. and problems with handwriting. Students were also asked to rate their success in handling these situations. The interviews were taped and transcribed, the responses were then coded. Profile Analysis was used to analyze the CRI data, a M A N O V A was used t o compare coping strategies, and Chi Square to compare h o w they felt they handled the scenarios. No differences were found on the CRI. Significant differences were found in the actual strategies the groups reported using t o cope with school difficulties. The gifted/ LD students reported significantly more Planful Problem Solving, while the average/LD group reported more Distancing, Escape Avoidance behaviors, and Helplessness. There were n o differences in the groups' reported feelings of success in coping. Recommendations were made for the direct teaching of Coping Strategies, Parental Involvement and Counseling Programs. Gifted education is currently undergoing a paradigm shift which is redefining the nature of "giftedness." This shift is expanding our awareness of the range of human potential to include individuals whose gifts have previously gone unrecognized (Whitmore

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Section: Parental Involvement In Learningsupporting

confidence: 86%

Section: Counseling Programmentioning

confidence: 74%

A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration

Coleman

1992

Journal for the Education of the Gifted

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“…Use multiple criteria emphasizing inclusion rather than exclusion. Utilize inter-disciplinary-team approaches to provide collaborative intervention services (Van Tassel-Baska, 1991). The addition of a specialist in gifted education would be invaluable on the team when programing is being discussed for students with HIQ/LD.…”

Section: Recommendationsmentioning

confidence: 99%

Post-High School Outcomes of High IQ Adults with Learning Disabilities

Holliday¹,

Koller²,

Thomas

1999

Journal for the Education of the Gifted

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This study examined the long-term, post-high school outcomes of 80 adult vocational rehabilitation clients who had been independently identified as having both high intellectual ability and learning disabilities severe enough to meet stringent federal and state vocational rehabilitation eligibility requirements. Comprehensive follow-up survey responses were examined to explore client educational history, postsecondary educational and training levels, vocational and career counseling, work experiences, and psychosocial issues affecting life satisfaction. Results suggest that these adults were generally functioning at levels consistent with their learningdisability deficits rather than at levels commensurate with their identified intellectual strengths. Recommendations are offered for advocates who work with this population; for further research; and for those individuals who, themselves, have similar characteristics.

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“…When educating twice-exceptional students, the one best practice agreed upon by virtually all of the experts in this field over the past 20 years is that students must have the opportunity to participate in gifted instruction (Baum & Owen, 2004;Baum, Owen, & Dixon, 1991;Silverman, 1989;Van Tassel-Baska, 1991). The benefits are obvious because this participation allows these students to work at their true cognitive level with their intellectual peers and to develop their abstract reasoning and critical thinking.…”

mentioning

confidence: 99%

Bordering on Excellence: A Teaching Tool for Twice-Exceptional Students

Jeweler¹,

Barnes-Robinson²,

Shevitz³

et al. 2008

Gifted Child Today

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major goal of education is to provide all students with the opportunity to reach their potential. Although few are able to argue with this goal, twice-exceptional students, including some of our most gifted students, are often on the brink of excellence due to the unique blend of assets and deficits they exhibit. Teachers are challenged each day to find ways to empower those bright students who may be unable to write a complete sentence, even though they are able to participate actively in a class discussion. These are the students who may not be able to read a science textbook, but may show their knowledge of physics by constructing an elaborate model of a roller coaster that demonstrates the concepts of friction and centrifugal force. Ensuring that these twice-exceptional students (students identified as gifted and talented and also identified with a disability defined by federal and state eligibility criteria) have access to rigorous instruction and knowing how to provide appropriate adaptations and accommodations to make this happen often is problematic.

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Serving the Disabled Gifted through Educational Collaboration

Cited by 15 publications

References 31 publications

A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration

A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration

Post-High School Outcomes of High IQ Adults with Learning Disabilities

Bordering on Excellence: A Teaching Tool for Twice-Exceptional Students

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