Development of Gifted Education
						in Turkey

Sak, Uğur; Ayas, Bahadır; Bal-Sezerel, Bilge; Özdemir, Nesrin; Öpengin, Ercan; Demirel, Şule

doi:10.4135/9781526463074.n40

Cited by 7 publications

(12 citation statements)

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“…The main reason that reduces the memory capacity of children with ADHD is that they have very low performance on sequential and simultaneous processing memory skills. A similar profile was found in other studies conducted with children with ADHD (Barkley, 1997;Blashko 2006;Marusiak & Janzen, 2005;Roid & Barram, 2004;Sak et al, 2016).…”

Section: Discussionsupporting

confidence: 84%

“…The median coefficient of the components was 0.91. Inter-rater reliability study showed excellent level of coefficiency, ranging from 0.96 to 1.00 (Sak et al, 2016).…”

Section: Instrumentmentioning

confidence: 93%

“…Although the discrepancy approach has not been supported by subsequent studies, it is still a commonly accepted approach among practitioners (Evinç & Gençöz, 2007). The aim of this study is to investigate cognitive profiles of children with ADHD on the Anadolu Sak Intelligence Scale (ASIS) (Sak et al, 2016).…”

Section: Tartışma Ve Sonuçmentioning

confidence: 99%

“…ASIS is an individually administered intelligence test battery consisting of seven subtests. It is appropriate for the children between 4 and 12 years of age (Sak et al, 2016). The administration of the test takes about 20-45 minutes depending on the age and performance of a child.…”

Section: Instrumentmentioning

confidence: 99%

“…The theoretical structure of ASIS is based on the Cattell-Horn-Carroll (CHC) intelligence model. The subtests were developed using Lurian's processing-based neuropsychological model and Baddeley's memory model (Sak et al, 2016). The CHC intelligence model consists of three layers (McGrew, 2009).…”

Section: Instrumentmentioning

confidence: 99%

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Dikkat Eksikliği Hiperaktivite Bozukluğu Olan Çocukların Anadolu-Sak Zekâ Ölçeği Profillerinin İncelenmesi

Cirik

Sak

Öpengin

2020

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Dikkat eksikliği hiperaktivite bozukluğu (DEHB) zekâya ilişkin bazı bilişsel süreçlere ket vurabilmektedir. Bu nedenle DEHB tanısı olan çocuklar zekâ ölçeklerinde farklılaşan profiller sergilemektedirler. Bu araştırmada DEHB tanısı almış çocukların Anadolu-Sak Zekâ Ölçeği'nde (ASİS) gösterdikleri bilişsel profillerin incelenmesi amaçlanmıştır. Araştırma kapsamında önceden DEHB tanısı almış 102 çocuğa ASİS uygulanmıştır. Elde edilen bulgularda DEHB'li çocukların ASİS endeks ve alt testlerinin tamamında norm grubu ortalamasından anlamlı derecede düşük performans gösterdikleri ortaya çıkmıştır. Endeksler incelendiğinde grubun Bellek Kapasite Endeksi (BKE) ortalamasının, Sözel Potansiyel Endeksi (SPE) ve Görsel Potansiyel Endeksi (GPE) ortalamasından anlamlı derecede düşük olduğu görülmüştür. Alt testler incelendiğinde katılımcıların işleyen belleğinin bir bileşeni olan görsel ardıl işleyen bellek ve dil gelişiminin bir boyutu olan sözcükler anlamlar alt testinde diğer alt testlerden anlamlı derecede düşük performans gösterdikleri bulgusuna ulaşılmıştır. DEHB tanılı çocukların ASİS'te sergiledikleri profiller, DEHB'li bireylerde işleyen belleğin zayıf olduğunu, buna bağlı olarak öğrenmenin, özellikle dil ediniminin düşük düzeyde olabileceğini göstermektedir.

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Section: Discussionsupporting

confidence: 84%

“…The median coefficient of the components was 0.91. Inter-rater reliability study showed excellent level of coefficiency, ranging from 0.96 to 1.00 (Sak et al, 2016).…”

Section: Instrumentmentioning

confidence: 93%

Section: Tartışma Ve Sonuçmentioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%

See 3 more Smart Citations

Dikkat Eksikliği Hiperaktivite Bozukluğu Olan Çocukların Anadolu-Sak Zekâ Ölçeği Profillerinin İncelenmesi

Cirik

Sak

Öpengin

2020

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Providing Equity in Gifted Education in a Single-State Country

Tan

2021

Gifted Child Quarterly

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Turkey adopts a single-state (centralized/unitary) system that results in following the same identification procedures and providing similar service delivery options for the entire country. At first glance, this might seem like a fair way to achieve equity within public school gifted programs. However, a close look at this system reveals several handicaps such as implementing the same teacher training program for all teacher candidates, ignoring the unequal opportunities provided in the most (İstanbul) and least (Şırnak) economically developed cities, and the accessibility of services delivered to gifted students. Turkey has paid much attention to the education of the gifted and taken several important steps for improvement in the last three decades. However, a need for bigger changes to achieve equity in gifted education is clear. With a careful planning and implementation, appropriate changes might pave the way for gifted students to access more equal opportunities to fulfill their potential.

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Giftedness in Brazil: To what extent does terminology really matter?

Fleith

Alencar

Pereira

2021

Gifted Education International

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For more than 90 years, terminology related to giftedness in Brazil has evolved, proliferating terms used to describe gifted individuals. Terms such as superdotado (the common translation of gifted into Portuguese) may lead lay people to think of gifted students as only those with extremely high ability or extraordinary capabilities and is often used in a way that carries a negative connotation. On the other hand, terms such as high ability student, which is associated with academics, and talented, which suggests artistic endeavors, may not capture the full range of possible areas in which a student can be gifted. We argue that because terminology is important and can influence policy and practice, it is crucial to have clear definitions, but it is even more important to go beyond terms to clarify the phenomenon of giftedness, disseminate relevant research, and inform parents of gifted students and professionals working with these students.

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Development of Gifted Education in Turkey

Cited by 7 publications

References 0 publications

Dikkat Eksikliği Hiperaktivite Bozukluğu Olan Çocukların Anadolu-Sak Zekâ Ölçeği Profillerinin İncelenmesi

Dikkat Eksikliği Hiperaktivite Bozukluğu Olan Çocukların Anadolu-Sak Zekâ Ölçeği Profillerinin İncelenmesi

Providing Equity in Gifted Education in a Single-State Country

Giftedness in Brazil: To what extent does terminology really matter?

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