Meeting the Needs of Twice-Exceptional Children in the Science Classroom

Sumida, Manabu

doi:10.5772/30128

Cited by 2 publications

(1 citation statement)

References 11 publications

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“…Unique children who possess both gifts and challenges are referred to as twice-exceptional or dual-exceptional children. Sumida (2010, 2012) has empirically validated a science behavior checklist and science learning assessment as valid for identifying twice-exceptional elementary children in Japan.…”

Section: The Need To Develop a Practical Concept Of Giftednessmentioning

confidence: 99%

Emerging Trends in Japan in Education of the Gifted

Sumida

2013

Journal for the Education of the Gifted

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Japan has no formal educational system for gifted children. However, in 2005, Japan’s Cabinet approved and established the third Science and Technology Basic Plan (2006-10), which includes “nurturing the individuality and ability of gifted (sainou in Japanese) children.” Enforcement of this plan is exemplified in programs such as “Super Science High Schools,” “Next-Generation Scientists Programs,” “Science Camps,” and “Japan Science Tournaments.” The number of Japanese participants in the Science Olympiad has increased threefold within 5 years. The characteristics of gifted (sainou) education in Japan are domain-specific, however, and emphasis is placed on science and technology and research and development rather than on education. On the other hand, Japanese people put great faith in the thought that giftedness can be taught. This paper describes trends in educational policy on the gifted in Japan, and the characteristic of Japanese education for the gifted is discussed from both historical and cultural viewpoints.

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Section: The Need To Develop a Practical Concept Of Giftednessmentioning

confidence: 99%