Gifted and Talented Children with Special Educational Needs

Double Exceptionality

Nonfiction, Reference & Language, Education & Teaching, Special Education, Administration
Cover of the book Gifted and Talented Children with Special Educational Needs by Diane Montgomery, Taylor and Francis
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Author: Diane Montgomery ISBN: 9781135372972
Publisher: Taylor and Francis Publication: May 13, 2013
Imprint: Routledge Language: English
Author: Diane Montgomery
ISBN: 9781135372972
Publisher: Taylor and Francis
Publication: May 13, 2013
Imprint: Routledge
Language: English

Gifted pupils who also have special needs often receive provision for the special need whilst the giftedness is overlooked. Children with such double exceptionality can become depressed, frustrated and misbehave, and may not fulfil their potential. Based on international research and practice, this practical text enables the reader to identify highly able pupils with special needs, such as ADHD, dyspraxia, dyslexia and Downs Syndrome, and then make provision for them within the mainstream school. The book offers three emerging themes: creating a positive, constructive and supportive learning environment; offering a cognitively challenging curriculum; and engaging the learners in partnership to understand and manage their learning support. Whilst aimed mainly at teachers and students at both primary and secondary levels, this book should also be of interest to educators, researchers and educational psychologists.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Gifted pupils who also have special needs often receive provision for the special need whilst the giftedness is overlooked. Children with such double exceptionality can become depressed, frustrated and misbehave, and may not fulfil their potential. Based on international research and practice, this practical text enables the reader to identify highly able pupils with special needs, such as ADHD, dyspraxia, dyslexia and Downs Syndrome, and then make provision for them within the mainstream school. The book offers three emerging themes: creating a positive, constructive and supportive learning environment; offering a cognitively challenging curriculum; and engaging the learners in partnership to understand and manage their learning support. Whilst aimed mainly at teachers and students at both primary and secondary levels, this book should also be of interest to educators, researchers and educational psychologists.

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