Identifying Gifted Students

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INFORMATION

AUTHOR
DIMENSION
8,50 MB
FILE NAME
Identifying Gifted Students.pdf
ISBN
4514831301207

DESCRIPTION

This publication provides directors and coordinators of programs for gifted and talented students with a specific step-by-step plan for developing an identification procedure in a school or school district. While the sections of this publication are laid out sequentially according to the steps, identification is an ongoing process. The goal of identification is to ensure that every gifted and talented student who needs a program that is different from the general education curriculum receives one that is matched to his or her specific characteristics. Perfect for anyone seeking a concise introduction to the identification of gifted students, this book is designed to offer administrators, teachers, and parents an overview of the critical issues in building effective identification procedures. This book overviews definitions and characteristics of gifted students, qualitative and quantitative assessment, using multiple assessments, identification procedures, and decision making about placement. This is one of the books in Prufrock Press' popular Practical Strategies Series in Gifted Education. This series offers a unique collection of tightly focused books that provide a concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education.

Some gifted students may not easily be identified because many factors mask the expression of giftedness. It is important to recognise that many factors can hold back the expression of giftedness, and that gifted and talented students are found in all communities regardless of their cultural, socio ... When gifts and talents are identified, it helps parents and teachers support children's learning and development needs.

284) and support an identification process that is "color-blind or cultureblind, Eurocentric, monolithic, and narrow" (Ford, 2003, p. 284).

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