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Provides information on the teaching of gifted children.
In one comprehensive resource, this superb handbook covers everything you need to know about the subject. It brings together leading experts from the fields of psychology and education, combining theory and applied empirical research on such crucial topics as conceptualization, types of intelligence, developmental considerations, and ethical and legal concerns. Particular attention is given to social and family contexts, and evidence-based strategies and interventions offer solid guidelines on assessment, curriculum design, and encouraging and nurturing talent – from preschool through adolescence.
Originally published in 1977, this book looks at the problem of educating highly intelligent and gifted children, which it felt was of paramount importance to modern society. In the 1970s education increasingly focused on average pupils, and often made excellent provision for handicapped children, the authors felt it all the more important for teachers, parents and educationalists generally to be made aware of the special needs of the bright and talented, and how they could best be catered for. In this book Professor Vernon and his two co-authors discuss the provision of special facilities for the education of these children at the time, particularly with reference to the UK and Canada. The serious losses to society when the gifted and specially talented are ignored or repressed are pointed out and the merits and difficulties of alternative schemes are underlined. Detailed consideration is given to the psychological origins and nature of intelligence (both genetic and environmental) and of creativity and special talents (artistic and scientific), and also to available tests and other techniques for identifying exceptionally able children. The book was particularly intended to help teachers and educational administrators of the time, together with the parents of very bright children.
As a college text or a reference for parents, this is a valuable tool for overcoming obstacles to successful education of GT students. The author's dry humor and useful explanations guide the reader through an enjoyable learning experience!
This handbook incorporates the most recent thinking and cutting-edge research from a wide range of fields related to gifted education, including developmental and social psychology, the neurosciences, cognitive science, and education. It consists of six sections: History and global perspectives on the gifted field and talent development Theories and conceptions of giftedness and talent development Gifted identification and assessment Gifted education Psychological considerations in understanding the gifted (e.g., the family, social and emotional considerations, friendships and peer relations) Special issues facing the gifted (e.g., policy and legal issues; the twice exceptional learner; underachievement and the gifted; ADHD and the gifted; suicide; perfectionism; bullying)
"This valuable text will help readers to understand the physical, social and cognitive development of high ability children. Written by experts in the fields of education and psychology, each chapter applies core principles of psychology to the development of gifted and talented children. Through the content, readers will be shown how these children are like all children as well as the ways in which their development is unique. Covering the psychology of learning and learners, personality differences, language and physical development, problem solving and motivation of high ability children, this book provides readers with a strong foundation for supporting and developing advanced learners. The text also includes Field Notes and Eye for Diversity sections to enable readers to put into practice, and recognize, important issues being discussed. Throughout, the editors blend discussions of research with practical advice for individuals charged with nurturing children with advanced cognitive potential. It is an essential read for students, counsellors, administrators, therapists and parents seeking to support high ability children and their needs"--
This book presents the reader with the main inherent problems of double-exceptionality, namely, the difficulties educators and mental health professionals must deal with when working with gifted disabled children and youths. The first chapter describes ten of these problems; on the one hand, some have been caused by unfamiliarity of the basic terms and definitions of giftedness and on the other, learning or other disabilities; some by treatment failures of gifted disabled children and youths. The main part of the book, chapters 2-5, include six detailed case studies of gifted children and adolescents who were dealing, in some cases, with learning disabilities, but in all cases with social, emotional, psychological and familial issues that jeopardized not only their educational and professional future, but also their well-being and even their mental health. These chapters include also shorter vignettes of gifted disabled young and older children whom I have met in the last thirty years. Some of these cases-both the longer and the shorter case studies-are of students who had considered dropping out of school. This book challenges the assumption that dropping out is necessarily also an educational failure. Some of the cases described did not have a "happy ending": they describe young people who unsuccessfully tried to be "like everybody else," an attempt that has always been hard to live with. The last chapter shows that only when all components in the child's or adolescent's life, the family, the education system, and the social circle she or he belonged to encouraged and nurtured the child, materializing one's giftedness while maintaining a high level of well-being and social acceptability can be accomplished. The chapter of the book analyzes these factors while showing how misunderstanding of the child's needs, along with inability to provide her or him with the proper educational and psychological help might cause "giving up" one's giftedness, deterioration in the social/emotional situation or both.
In this volume, renowned developmental psychologists and experts in gifted education come together to explore giftedness from early childhood through the elder years.
This is a 2-book bundle, which has the following topics: Book 1: Where do you go if your child is gifted? Should you do anything differently? This question lies at the heart of this book, as well as other sub-topics that relate to it. Your knowledge will increase about giftedness, and solutions will be provided for a problematic child who is looking for the right therapist. Someone with an expert opinion and degree in psychology could definitely be beneficial to your child’s development. In this book, we’ll break down what to look for in a therapist like that. One particular topic in this book is asynchronous development in children. This term refers to an unequal intellectual, physical, and psychological development. This is typical in gifted children, because their intellect may be way ahead of their physique or emotional maturity. And this can cause both opportunities and problems. Last but not least, this guide will address the issue of choosing the right teacher or class for you child. You don’t want your son or daughter to be stuck with a bad teacher, so this book can help you become more selective and weed out the bad ones. Book 2: Gifted children are typically a bit more advanced in their thinking, but they still need to be taught how to apply that intelligence towards practical goals. This is where problem-solving skills come in. This book devotes at least one chapter to that topic. Aside from that, there are gold nuggets to be found about homework dilemma’s, dealing with depressive minds or sadness, and the existential, gloomy questions that lurk in a gifted person’s mind about the far-fetched problems in the world, or even in the universe. At the end of the book, we’ll take you to the most common things to look for in schools, and several programs that help gifted children grow faster academically, so they can reach their full potential.