Application of the Renzulli Model for the Education of the Gifted and Talented to Other Categories of Special Education

Schlichter, Carol L.; Brown, Virginia L.

doi:10.1177/074193258500600509

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…Talent Pools of 15-20 percent of the student population in the so-called lower SES schools can be arrived at by employing school-specific standards for selection using the RDIM approach (Schlichter, 1981;Schlichter & Brown, 1985). Indeed, Renzulli (1988) encourages the use of his identification program in such schools because: even in schools where achievement levels are below national norms, there still exists an upper level group of students who need services above and beyond those which are provided for the majority of the school population.…”

Section: Strengths Attributed To the Triad/rdim Systemmentioning

confidence: 99%

Issues in identifying gifted students: How Renzulli's model stacks up

MacRae

Lupart

1991

Roeper Review

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Section: Strengths Attributed To the Triad/rdim Systemmentioning

confidence: 99%

Issues in identifying gifted students: How Renzulli's model stacks up

MacRae

Lupart

1991

Roeper Review

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“…It is often assumed that mastery of basic skills is a prerequisite to acquisition of higher cognitive thinking skills (Ellis, 2002) and that remediation of basic skills should have a higher priority than instruction in thinking skills (Schlichter & Brown, 1985). For example, these strategies may include individual instruction, teacher-led discussions, and modelling.…”

Section: Instructional Strategies For Students With Learning Disabilimentioning

confidence: 99%

The Potential To Learn: Pre-Service Teachers Proposed Use Of Instructional Strategies For Students With A Learning Disability

Woodcock

Vialle

2010

CIER

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Over recent years, moves toward the inclusion of students with special needs in mainstream classrooms has brought about increasing attention to (Bandura, 1977, andLiljedahl, 2005). With learning disabilities being one of the most common disabilities in the classroom (Clark, 1997, andClark &Artiles, 2000), it was considered that the need to further explore pre-service teachers' perceived use of instructional strategies in relation to students who have what is termed learning disabilities, is indeed critical. This study looked at the instructional strategies Australian pre-service teachers reported they would use for students with a learning disability compared to students without a learning disability. The findings show that pre-service teachers favour more direct teacher-centred instructional strategies for students with a learning disability and more learner-centred instructional strategies for students without a learning disability. The greatest discrepancy in strategy use between the two groups of students was the higher cognitive level instructional strategies within a learner-centred environment. Pre-service teachers would use these strategies more frequently with students who do not have a learning disability. Implications for future practice and recommendations for future research are presented.

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Gifted education in the United Arab Emirates

Alghawi¹

2017

Cogent Education

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Application of the Renzulli Model for the Education of the Gifted and Talented to Other Categories of Special Education

Cited by 4 publications

References 2 publications

Issues in identifying gifted students: How Renzulli's model stacks up

Issues in identifying gifted students: How Renzulli's model stacks up

The Potential To Learn: Pre-Service Teachers Proposed Use Of Instructional Strategies For Students With A Learning Disability

Gifted education in the United Arab Emirates

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