Double Exceptionality
Gifted Children with Special Educational Needs and What Ordinary Schools Can Do
Bibliographic Data
| ID | 15413257 |
|---|---|
| Authors | Diane Montgomery (0000-0002-1876-6405, corresponding author) |
| Year | 2004 |
| Volume | 19 |
| Issue | 1 |
| Pages | 29-35 |
| Publication date | 2004-03-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Gifted and Talented International (JOURNAL) |
| Journal identifiers | ISSN: 1533-2276 • E-ISSN: 2470-9565 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15332276.2004.11673030 |
| OpenAlex | W2566405380 |
| Language | EN |
| References cited | 7 |
Intelligence tests and teacher assessments frequently fail to identify gifted students with learning difficulties who under-perform because these students’ disabilities tend to depress their test scores. These students are also not identified for remedial provisions because their high abilities are able to compensate for disabilities on tests. Consequently, these students end up in classes where teachers have low expectations of them, and curriculum provision is inadequate. If teachers in ordinary classrooms have knowledge of the common learning difficulties these students face and make the necessary accommodations and suitable curriculum provisions, more of these students are likely to be identified as high achievers and perhaps even overcome their learning disabilities
Curriculum · Developmental psychology · Face (sociological concept · Learning disability · Mathematics education · Pedagogy · Remedial education · Special education · Test (biology · Cognitive and developmental aspects of mathematical skills · Education, Achievement, and Giftedness · Psychology · School Choice and Performance
| Highly cited | No |
|---|