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In the discourse on the intellectual styles of exceptional learners, three specific issues readily present themselves. The first issue is the diversity of exceptional learners. By exceptional learners, one refers to a heterogeneous group of learners that includes, among others, learners with dyslexia, learners with attention deficit/hyperactivity disorder (ADHD), learners with autism spectrum disorder, and highly able or gifted learners. The question is whether there are distinct intellectual styles or profiles of styles for distinct groups of exceptional learners. The second issue has to do with the connection between abilities and styles. Perhaps what set exceptional learners apart from normal nonexceptional learners are their profiles of marked strengths and weaknesses, which are likely to correspond to their areas of giftedness and deficits. It is likely that there is a possibly stronger ability-style connection among exceptional learners, given that exceptionality is often defined in terms of abilities (talents) or disabilities (deficits). The question is whether or not exceptional learners are predisposed to prefer specific intellectual styles in line with their abilities and disabilities. The third issue is the role of intellectual styles in the teaching and learning of exceptional learners. Given the possibly stronger ability-style connection, the question is whether or not instruction matching intellectual styles of exceptional learners should assume greater importance in the effective teaching and learning of these more able and more vulnerable learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Creativity is one of the most important and permanent human behaviors for all individuals (Simonton, 2000). The individuals' creativity are in different phases, degrees, magnitudes, and means, which makes creativity "a multifaceted phenomenon rather than a single unitary construct capable of a precise definition" (Isaksen, 1987, p. 8). Creativity has qualitative and distinct characteristics that are part of the individuals' intelligence, which includes (a) divergent-convergent and primary-secondary thinking systems; (b) critical-analytical thinking processes, intuition, imagination, elaboration, creative results, novelty, and meaning; and (c) specific personal and environmental facets (Torrance, 1981). Teachers contend that the importance of their profession goes beyond merely preparing young children for future work. Recently teachers seem to promote the development of the children's creativity. According to Esquivel (1995), the progress of this concept has developed slowly due to "(1) an increased understanding of the nature of creativity as a distinct process, amendable to training; (2) historical developments that led to educational reform and innovative practices, emphasizing giftedness and creative abilities; (3) research findings on teacher variables, instructional behaviors, and learning environments effective in fostering creativity; and (4) the development and evaluation of creative curriculum methods and programs to be implemented by the teacher in the classroom" (p. 185). Esquivel (1995) shows that interest has emerged in creative teaching within the framework of the aforementioned educational improvements, concentrating on the teachers' roles. Teachers seem to have become more receptive to creativity, which they have perceived as indicating "open- mindedness, exploration, the celebration of difference and originality ... an automatic opposition to the language of targets, to instrumental skills, the measurement of outcomes and the dogmas of accountability" (Cullingford, 2007, p. 133). (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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Considers intelligence in its cultural context, discussing the definition of culture and what intelligence is across cultures and looking further at the special case of giftedness across cultures. After describing alternative models of the relationship of culture to intelligence, the author presents some studies of intelligence in its cultural context, and then discusses the concepts of culture-fair and culture-relevant testing, arguing that there is no such thing as a fully "culture-fair" test. Finally, the author argues for the importance of wisdom in all conceptions of intelligence. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)
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School leaders are faced with many indicators of an achievement gap, including the underrepresentation of certain groups in advanced course-work and gifted programs. At the same time, multiple definitions and conceptions of giftedness have led to a lack of coherence in the field of gifted education, further contributing to this underrepresentation. Despite what has emerged as a broadened conception of giftedness, gifted identification lags behind. This study employed secondary data analysis of the National Education Longitudinal Study of 1988/2000 to operationalize and determine the empirical consequences of a broadened conception of giftedness. Using Black students as a case example, findings revealed how school leaders can address underrepresentation. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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This chapter begins by providing a brief historical overview of giftedness, with an emphasis on identifying the major figures in the field. The theoretical formulation of intelligence and the conceptual links between intelligence and giftedness ate also discussed from a historical perspective. The evolution of multi trait theories of intelligence, the impact of advances in psychometrics on gifted assessment, and the increase in the number of theory-based cognitive measures are examined. The refinement of theory of intelligence centering on the Cattell-Horn-Carroll (CHC) model is discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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The current chapter aims to focus on the learning disorders among boys. Boys are much more frequently diagnosed with learning disorders compared with girls, and this chapter addresses the basic learning disorders: reading disorder (RD), disorder of written expression, and mathematics learning disorder (MLD). Summaries of the typical presenting symptoms of learning disorders as well as information relating to the most effective treatments will be presented. Also addressed will be the ways in which learning disorders negatively influence the social development and acceptance of young males. We also touch on giftedness as a learning difference, as this can present barriers as well. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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In this chapter, the reader is introduced to the problem of underachievement in gifted adolescents. Issues relevant to psychological therapy with underachieving gifted students will be described and links will be made between the presenting problems and specific therapeutic activities of experiential dynamic therapies (EDT). Transcripts from a psychological therapy with a young gifted adolescent will be presented to illustrate how an Intensive Experiential-Dynamic Psychotherapy (IE-DP) perspective informed the clinical work undertaken, in particular, anxiety work, and separating healthy Ego from harshly critical Superego. Patient- and therapist-reported changes at termination of therapy will be outlined. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)