Testing, Identifying, and Serving Gifted Children with and without Disabilities: A Multi-State Parental Perspective

Autor/inn/en	Mollenkopf, Dawn L.; Matyo-Cepero, Jude; Lewis, Joan D.; Irwin, Bailey A.; Joy, Jennifer
Titel	Testing, Identifying, and Serving Gifted Children with and without Disabilities: A Multi-State Parental Perspective
Quelle	In: Gifted Child Today, 44 (2021) 2, S.83-92 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mollenkopf, Dawn L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/1076217520986589
Schlagwörter	Talent Identification; Academically Gifted; Gifted Disabled; Teacher Role; Parent Role; Age Differences; Parent Attitudes; Referral; School Role; Young Children; Early Intervention; Knowledge Level; Parent Participation + Suchen Sie Ihr Suchwort? Begabtenanalyse; Talentsuche; Lehrerrolle; Parental role; Elternrolle; Age; Difference; Age difference; Altersunterschied; Elternverhalten; Frühe Kindheit; Wissensbasis; Elternmitwirkung
Abstract	Early identification of gifted children, including those twice-exceptional, allows schools and parents to support these children's needs, but little is known about this early identification process and the role parents and teachers play. Parents of gifted children completed a survey which looked at what age their child was tested and identified, whether or not the parent suspected that the child was gifted, who referred the child for testing, and whether or not their child was twice-exceptional. Schools tested, identified, and started services for gifted children in the early elementary grades, usually between 5 and 6 years of age. Most parents identified giftedness in their children by age 2. Parents were also the most frequent person to refer their child for testing, although teachers also placed a strong role. Twice-exceptional children did not differ significantly from gifted children on any of these measures. Implication for further study are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01