Uncovering stereotypes and identifying characteristics of gifted students and students with emotional/behavioral disabilities

Rizza, Mary G.; Morrison, William F.

doi:10.1080/02783190309554202

Cited by 25 publications

(19 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to several researchers (for example, Rizza & Morrison, 2003; Whitmore & Maker, 1985), teachers do not receive adequate training in the field of special education to make them aware that the characteristics of one exceptionality may co‐exist with those of other exceptionalities (that is, giftedness and specific learning difficulties). Therefore, it appears likely that extensive pre‐ and in‐service training in gifted/special education could significantly increase the accuracy of teacher nominations.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

FOCUS ON PRACTICE: Teacher nomination of ‘mathematically gifted children with specific learning difficulties’ at three state schools in Jordan

Al-Hroub¹,

Whitebread²

2008

British J Special Edu

View full text Add to dashboard Cite

In this article, Anies Al-Hroub, assistant professor of educational psychology and special educational needs at the American University of Beirut in Lebanon, and David Whitebread, senior lecturer in psychology and education in the University of Cambridge Faculty of Education, discuss the identification, by teachers, of children who are gifted in mathematics and who also experience reading difficulties or specific learning difficulties. The findings reported here are based on research carried out in three state schools in Jordan, and reveal the extent to which teachers accurately nominated the 'dual-exceptional' children studying in their classes. The paper reviews the issues and evidence relating to teacher nomination of these children and examines the quality of teacher nominations by comparing them with identification procedures using psychological and dynamic testing. Anies Al-Hroub and David Whitebread reveal that the accuracy of the teacher nominations recorded in their research was highly variable and explore a series of factors influencing the processes of teacher nomination. They argue that teacher nomination is an essential first element in the identification process and can be easily improved. The authors call for professional development for teachers in order to raise awareness and to enable them to provide support for children with complex special educational needs more effectively.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Schwartz et al. (1997, cited in Rizza & Morrison, 2003) found that length of teaching experience had a significant influence on types of referrals to special education programmes. For example, novice teachers tend to use their own perceptions rather than objective data to identify pupils with special needs.…”

Section: Discussionmentioning

confidence: 99%

FOCUS ON PRACTICE: Teacher nomination of ‘mathematically gifted children with specific learning difficulties’ at three state schools in Jordan

Al-Hroub¹,

Whitebread²

2008

British J Special Edu

View full text Add to dashboard Cite

show abstract

“…When greater attention is given toward the disability, it is often accompanied by remediation. This denies how the twice-exceptional student's true abilities are developed (Rizza & Morrison, 2003), thus diminishing their potential to know and use their gifts and talents. Eclipsing a student's giftedness rejects research that demonstrates how recognizing and embedding special education and gifted education programs together optimizes the twice-exceptional student's learning profile and promotes successful learning at school (Foley-Nicpon et al, 2011;Missett, Azano, Callahan, & Landrum, 2016;Nielsen, 2002).…”

Section: Students Who Are Twice Exceptionalmentioning

confidence: 99%

Curriculum and instruction for the gifted: The role of school psychologists

Shaunessy-Dedrick

Lazarou

2020

Psychology in the Schools

View full text Add to dashboard Cite

This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional opportunities that best meet the student's needs. We discuss modern conceptualizations of giftedness and talent development, the function of curriculum and instruction in meeting the needs of students who are gifted and the school psychologist's role in identifying which curricular adaptations are appropriate for students based on learner data. We also discuss how a school psychologist can work with educators to support the needs of twice exceptional learners and gay, lesbian, bisexual, transgender and questioning students and recommend professional learning opportunities for school psychologists to remain abreast of current issues in gifted education.

show abstract

“…Parents have a particular ability to identify facets of giftedness, such as creativity, high concentration in an area of interest, curiosity, early reading ability, persistence, vocabulary fluency and high content knowledge, extraordinary sense of humor, unusual ability to establish abstract relationships in learning, or accurate perception (Sankar-DeLeeuw, 1999;Schader, 2009). In schoolaged children, learning behaviors and academic results are indisputable elements for assessment (Almeida, Oliveira, Silva, & Oliveira, 2000;Van Tassel-Baska et al, 2007), even if these results are influenced by the student's sociocultural background and adaptive behaviors in the classroom (Davis et al, 2011;Kuo, Maker, Su, & Hu, 2010;Rizza & Morrison, 2003).…”

Section: Final Considerationsmentioning

confidence: 99%

Retos en la Identificación de los Alumnos Superdotados: cuestiones relacionadas con la Evaluación Psicológica

et al. 2016

View full text Add to dashboard Cite

Título: Retos en la Identificación de los Alumnos Superdotados: Cuestiones relacionadas con la Evaluación Psicológica. Resumen: Este artículo analiza los temas relacionados con la identificación de los estudiantes superdotados y recoge algunas recomendaciones especí-ficas sobre medidas educativas, con el fin de responder a la diversidad de estos estudiantes. Se plantean las dificultades más comunes relacionadas con la evaluación psicológica de estos estudiantes, entre ellas la falta de instrumentos adecuados para la evaluación de las múltiples dimensiones de la superdotación y el talento, así como, la falta de formación que tienen los profesionales para esta identificación. Con respecto a estas dificultades, se describen algunos procedimientos de evaluación con el fin de asegurar mayores niveles de objetividad y validez de los datos, lo que reduce la posibilidad de falsos positivos y falsos negativos en la identificación de estos estudiantes. Además de las pruebas psicológicas, se presentan las ventajas del uso de diferentes fuentes de información y la contribución de los distintos profesionales y padres para esta evaluación. Por otro lado, es importante llevar a cabo la evaluación de los estudiantes superdotados por fases, incluyendo una fase de evaluación inicial (screening), seguida de la fase de diagnóstico o identificación; y la fase final, orientada a atender a la diversidad de estos estudiantes. Por último, se presentan algunas sugerencias para el avance en la identificación y evaluación de la superdotación, como un medio para apoyar el desarrollo de la investigación en este área. Palabras clave: superdotación, altas habilidades, talentos, evaluación, identificación.Abstract: This paper discusses issues related to the assessment of children and youth for the identification of giftedness, and presents specific recommendations for educational measures in order to attend to the particular characteristics and needs of these students. We outline the most common difficulties related to the psychological assessment of these children, including the lack of adequate instruments for the assessment of the multiple dimensions of giftedness, as well as the shortage of training for this identification. Regarding these difficulties, we describe some assessment procedures that assure higher levels of objectivity and validity in data, reducing the possibility of false positives and false negatives in the identification of these students. In addition to psychological tests, we present the advantages of using multiple informants and the contribution of different professionals and parents for this assessment. On the other hand, as we present giftedness as a result of a developmental process, it is important to conduct students' assessment in phases, including an initial screening phase, followed by the sound assessment of students and nurturing. Finally, we present some suggestions for the advancement in giftedness identification and assessment, as a means to support the development of research in this area.

show abstract

Uncovering stereotypes and identifying characteristics of gifted students and students with emotional/behavioral disabilities

Cited by 25 publications

References 8 publications

FOCUS ON PRACTICE: Teacher nomination of ‘mathematically gifted children with specific learning difficulties’ at three state schools in Jordan

FOCUS ON PRACTICE: Teacher nomination of ‘mathematically gifted children with specific learning difficulties’ at three state schools in Jordan

Curriculum and instruction for the gifted: The role of school psychologists

Retos en la Identificación de los Alumnos Superdotados: cuestiones relacionadas con la Evaluación Psicológica

Contact Info

Product

Resources

About