A Case Study of Giftedness and Specific Learning Disabilities: Bridging the Two Exceptionalities

Autor/inn/en	Wormald, Catherine; Rogers, Karen B.; Vialle, Wilma
Titel	A Case Study of Giftedness and Specific Learning Disabilities: Bridging the Two Exceptionalities
Quelle	In: Roeper Review, 37 (2015) 3, S.124-138 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2015.1047547
Schlagwörter	Gifted Disabled; Case Studies; Disability Identification; Foreign Countries; Student Development; School Role; Family Influence; Student Adjustment; Talent Development; Talent Identification; Learning Disabilities; Severity (of Disability); Academic Achievement; Therapeutic Environment; Academic Accommodations (Disabilities); Attitudes toward Disabilities; Interviews; Observation; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Begabtenförderung; Talentförderung; Begabtenanalyse; Talentsuche; Learning handicap; Lernbehinderung; Schweregrad; Schulleistung; Interviewing; Interviewtechnik; Beobachtung; Australien
Abstract	Despite being unable to dress himself, sit still on a chair, or write a legible sentence, Scott was, from a very early age, able to build whole cities from construction blocks, able to complete complex puzzles, and verbally precocious. Even with his disabilities and their contrast with his academic talent, he completed K-12 school and went on to excel at university. This case study represents the challenges many parents experience with identifying their children's disability and giftedness and ensuring that both exceptionalities are optimally developed. Through this case study, the roles an education system and the parents of such a child must assume if this development is going to happen are highlighted. Recommendations for identification, service provision, professional development for teachers, and collaboration among all parties connected with such students are made. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01