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A case study of the psychometric characteristics of two profoundly gifted girls, one with autism spectrum disorder (ASD) and the other without ASD, is used to describe the nuances and subtleties most relevant in understanding the relationship between extreme giftedness and social difficulties. Through the presentation of the results from psychoeducational and psychosocial assessments, we demonstrate how data from a comprehensive evaluation can distinguish between the manifestation of extreme giftedness and concomitant social impairment indicative of ASD. Comparison of the assessment results highlights the relevance of cognitive and achievement information as well as the need for specific measures to diagnosis ASD. The girls demonstrated virtually identically superior cognitive and achievement performances. However, an in-depth analysis of additional measures, especially those specific to ASD, indicates that information about adaptive behavior and executive functioning can reveal important distinctions that are helpful in understanding the need for unique interventions specific to ASD. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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Notes that heterogeneity of dealing with issues in the education of the gifted is difficult to manage. It is also noted that the availability of resources is highly uneven and often unfairly distributed. The purpose of this chapter is to address the reasons this situation has developed and to evaluate the advantages as well as the disadvantages it produces. Topics discussed include the International Study Group for Early Child Care; lack of consensus about what giftedness means and who is gifted; security and shared beliefs; governmental and constitutional issues; school issues; and transition to college. Accelerative options for secondary school are appended. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Notes that transpersonal experience are experiences that go beyond individual consciousness, but this does not in itself qualify them as spiritual. The author believes there must be a criterion by which these experiences can be regarded as genuinely spiritual. Such a criterion was offered by W. James: inner communion with a higher universe engages a person in the the process of inner transformation. The observable consequences are the person appearing more centered, at peace, and loving toward others. People who have done the work of inner transformation—Gandhi, E. Roosevelt, E. Hillesum, Peace Pilgrim—all stress that the world changes for the better as a function of individual human beings' changing for the better: inner peace is the necessary condition of world peace. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Notes that an examination of the New School Movement approach makes clear that it contained elements of what is now regarded as essential for gifted education at this time. Empirical research is presented in support of this observation. Topics discussed include differentiation of curriculum and instructions as the main vehicle, Dalton schools, Montessori education, and Jena Plan Schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Helps psychologists and educators (1) see a clearer picture of moral principles and their relationship to brainpower; (2) appreciate more fully how giftedness carries with it potential for evil as well as good; and (3) explore the possibilities of interweaving "duties of the heart" with brilliance of the mind. Topics discussed include origins and applications of moral code; subjectivity in defining morality; some ideational visions of morality; the compatibility of giftedness and morality; extra cautions in interpreting relevant evidence; and teaching moral values to the gifted and the non-gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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The ever-broadening roles of school counselors range from traditional (advisor for college planning) to novel (advocating for students with learning difficulties or giftedness). A newly recognized group of learners, with both learning difficulties and academic strengths, known as twice-exceptional learners, has emerged. After a synopsis of federal legislation that has shaped the field of twice-exceptionality, the authors use two case examples to highlight the contribution of prevailing educational myths to the lack of attention to twice-exceptional students. They conclude with comprehensive recommendations. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)
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"Global Professionalism and Perceptions of Teachers of the Gifted" / Alexinia Y. Baldwin, Vialle Wilma and Catherine Clarke "Families: The Essential Context for Gifts and Talents" / Joan Freeman "Identifying and Educating Poor and Under-represented Gifted Students" / James H. Borland and Lisa Wright "Counseling Gifted Students" / Nicholas Colangelo and Susan G. Assouline "Underachievement in Gifted Children and Adolescents: Theory and Practice" / Willy A. M. Peters, Helga Grager-Loidl and Patricia Supplee "Attention-deficit/hyperactivity Disorder in Gifted Students" / Felice A. Kaufmann and F. Xavier Castellanos "Gender Differences in Engineering and Physical Sciences Among the gifted: An Inorganic-Organic distinction / David Lubinski, Camilla P. Benbow and Martha J. Morelock "Guiding Gifted Girls and Young Women / Barbara Kerr "Inclusive Education for Gifted Students with Disabilities" / Carolyn Yewchuk and Judy Lupart (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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- Book Section (5)
- Journal Article (2)