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In this chapter, the authors provide an overview of several European studies that have investigated CAS profiles of children with special educational needs. Specifically, we discuss mathematical learning disabilities, nonverbal learning disabilities, mild mental retardation, giftedness, attention deficits, and the profiles of children from ethnic minorities. Because reading is discussed extensively in other chapters of this book, CAS profiles of children with reading disabilities are only briefly reviewed in the "Discussion" section. Finally, the implications of these studies for the use of the PASS theory are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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Early identification and intervention greatly benefits gifted students who may otherwise never realize their full potential. Essentials of Gifted Assessment is an evidence-based overview of what makes students gifted, how giftedness is best identified, and strategies for promoting achievement in high-ability students. Author Steven Pfeiffer is a leading expert in the field of gifted assessment and in Essentials of Gifted Assessment he presents his influential tripartite model of giftedness. This model goes well beyond the 20th-century focus on IQ scores, taking into account achievement and potential in a variety of areas for a more nuanced and practical perspective. With reference to this and other models, Essentials of Gifted Assessment reviews a range of assessment tools for their research-supported validity and clinical utility. Each chapter contains self-test questions and quick-reference boxes that facilitate both retention of new information and later review. Steven Pfeiffer has also dedicated a chapter to answering the most Frequently Asked Questions about gifted assessment. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: cover)
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The author of The Challenges of Gifted Children, Dr. Barbara Klein, is acclaimed both for her specialized knowledge of giftedness—scholarship, research, teaching, writing—and her extraordinary successful therapeutic counseling of gifted children and their parents. In this book, she brings to life the voices of gifted children, illuminating new insights into their special strengths and developmental needs. Further, the author presents accounts and case studies from parents of these children that reveal unique concerns parents have when their child is gifted. Noteworthy is Klein’s effective uncovering of the issues thwarting child and parent and her engagement of them in ways that overcome developmental blocks, replacing parental uncertainty and despair with a new confidence. In reading this book, school leaders and reformers will become aware of the deficiencies in schooling of the gifted as well as the emergence of innovative departures based on new understandings of the gifted in relation to school safety, acceleration, individualism, and the importance of social skills. Although Klein emphasizes parental care in selecting the right school for one’s gifted child, and subsequently parental participation in school life, she shows how schools, in becoming right schools for the gifted, can become better schools for all. This book is a comprehensive but readable text with scope for readers to connect with their own concerns. A spouse will draw a partner’s attention to a particular revelation. A mother or grandmother will want the other to read the section that speaks directly to issues affecting the guidance she wants to provide her gifted child. Although the author is an expert on giftedness and experienced in overcoming obstacles to its promise, she offers respectful but firm treatment for the gifted and their caregivers. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: foreword)