Inclusive Education for Gifted Students with Disabilities

Yewchuk, Carolyn; Lupart, Judy

doi:10.1016/b978-008043796-5/50047-4

Cited by 13 publications

(18 citation statements)

References 63 publications

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“…Further, the variance in the distribution of parent ratings was greater than that in teacher ratings, which were fairly consistent. Researchers Downloaded by [University of Colorado at Boulder Libraries] at 07:13 28 December 2014 have repeatedly suggested that it is best to compare gifted students who may be twice exceptional against their gifted peers/norms (Lindstrom et al, 2008;Lovecky, 1999; T. R. Moon et al, 2008;Yewchuck & Lupart, 2000). This assertion appears to be an especially salient one when considering that teacher ratings do not differentiate between these students' executive functioning difficulties distinctly.…”

Section: Average Executive Functioning (Greater Variance In Parent Ramentioning

confidence: 84%

“…R. Moon, Brighton, Callahan, & Jarvis, 2008;Yewchuck & Lupart, 2000). Because ADHD is characterized by an inability to attend to effortful tasks, it is necessary to consider the degree to which a gifted child may find a task to be challenging.…”

Section: Adhd Rating Scales and Gifted Studentsmentioning

confidence: 98%

“…Uneven levels of performance may reflect this challenge to sustain effort, and the gifted student struggling with ADHD is likely to display inconsistent performance and underachievement (Lovecky, 1999). Hence, because of the subtle ways in which they differ, it is essential that educators develop an awareness Downloaded by [University of Colorado at Boulder Libraries] at 07:13 28 December 2014 of the behavioral characteristics of both giftedness and ADHD (Yewchuck & Lupart, 2000). Additionally, professionals need to recognize how these two exceptionalities may enhance or inhibit one another (Kaufmann & Castellanos, 2002).…”

Section: Adhd Rating Scales and Gifted Studentsmentioning

confidence: 98%

“…However, teachers of the gifted are not often trained in special education, and special education teachers are not trained in recognizing the characteristics of giftedness (Yewchuck & Lupart, 2000). Perhaps a reflection of the difficulties faced by professionals in recognizing twice-exceptional students, research has indicated that those gifted students who are also identified as having ADHD are likely to have higher IQ scores than their gifted peers without ADHD , leading to the theory that traditional diagnostic tools are only able to uncover the most highly gifted students who suffer from ADHD (Flint, 2001).…”

Section: Adhd Rating Scales and Gifted Studentsmentioning

confidence: 99%

See 3 more Smart Citations

Examining Parent and Teacher Perceptions of Behaviors Exhibited by Gifted Students Referred for ADHD Diagnosis Using the Conners 3 (An Exploratory Study)

Wood¹

2012

Roeper Review

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Section: Average Executive Functioning (Greater Variance In Parent Ramentioning

confidence: 84%

Section: Adhd Rating Scales and Gifted Studentsmentioning

confidence: 98%

Section: Adhd Rating Scales and Gifted Studentsmentioning

confidence: 98%

Section: Adhd Rating Scales and Gifted Studentsmentioning

confidence: 99%

See 2 more Smart Citations

Examining Parent and Teacher Perceptions of Behaviors Exhibited by Gifted Students Referred for ADHD Diagnosis Using the Conners 3 (An Exploratory Study)

Wood¹

2012

Roeper Review

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“…It is argued that teachers tend to focus mainly on the specific learning difficulties, so they rarely estimate and nominate high abilities (Brody and Mills, 1997;Davis and Rimm, 1994;Cline and Hegeman, 2001;Little, 2001;Winebrenner, 2003;Yewchuck and Lupart, 2002). In case that a GSLD was diagnosed only with his/her learning disabilities, the GSLD giftedness will continue to be unrecognized without any intervention on gifted development.…”

Section: The Gsld Characteristicsmentioning

confidence: 96%

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

Gari¹,

Mylonas

Portešová

2013

Gifted Education International

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The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers' attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40-59 years of age and with 14-28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers' attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers' difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

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Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?

Gomez

Stavropoulos

Vance

et al. 2019

Int J Ment Health Addiction

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The present study focused on inattention and hyperactivity/impulsivity differences of gifted children with and without attention deficit-hyperactivity disorder (ADHD). Based on clinical assessment utilizing the Anxiety Disorders Interview Schedule for Children (ADISC-IV) and the Wechsler Intelligence Scale for Children-Fourth Edition, attendees of a public outpatient child service (boys = 359, girls = 148), with mean age 10.60 years (SD = 3.08 years), were allocated into four groups: ADHD (N = 350), gifted (N = 15), gifted/ADHD (N = 18), and clinical controls (N = 124). The Strengths and Weaknesses of ADHD-Symptoms and Normal Behavior Scale dimensionally assessed inattention and hyperactivity/impulsivity variations. Compared to the gifted/ADHD group, the ADHD group had higher scores for inattention and comparable scores for hyperactivity/impulsivity. For most symptoms, the ADHD groups (gifted or not) rated higher than the non-ADHD groups (control and gifted without ADHD). Findings appeared to indicate that (i) ADHD is a valid diagnosis among children who are gifted, (ii) gifted children might tend to be less inattentive than non-gifted ADHD children, and (iii) ADHD-gifted children appear to differ from the non-ADHD-gifted children with regard to specific hyperactive and impulsive behaviors. The practical implication of these findings is that clinicians may wish to focus on these symptoms when diagnosing ADHD among children with high intelligence.

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Inclusive Education for Gifted Students with Disabilities

Cited by 13 publications

References 63 publications

Examining Parent and Teacher Perceptions of Behaviors Exhibited by Gifted Students Referred for ADHD Diagnosis Using the Conners 3 (An Exploratory Study)

Examining Parent and Teacher Perceptions of Behaviors Exhibited by Gifted Students Referred for ADHD Diagnosis Using the Conners 3 (An Exploratory Study)

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?

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