General reference resources related to gifted children...
Written by Lesley Sword Wednesday, 13 August 2008 05:49AS A CLINICAL psychologist working with gifted people of all ages, I know that most bright people don't like the word "gifted"; probably because it has connotations of high achievement and they simply don't relate to it. I have come to regard the term "gifted" as a clinical label which, like all labels, is associated with a conceptual framework or model that can obscure the individual to whom it is applied.
Written by Fiona Smith Wednesday, 13 August 2008 03:57This five page article by Fiona Smith discusses the advantages of using the Stanford-Binet Version 5 Assessment Test when assessing gifted children or adults. Smith, a psychologist with considerable psychometric testing experience with gifted children, discusses the particular challenges this form of testing takes, and the construction of and advantages offered by the SB5 test.
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Written by Brenda Rinard Wednesday, 13 August 2008 03:45This 5 page article by Brenda Rinard explores the question of why non-fiction writing is sometimes so difficult for gifted children. Rinard covers the variety of factors that may be in play, and the need for gifted children to see the larger purposes of writing.
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Written by Angela Micallef Wednesday, 13 August 2008 03:37
This four page article by Angela Micallef explores perfectionism in regard to gfited children. Perfectionism can be an asset to one’s development or debilitating to one’s growth. Working out whether children are perfectionists or not, and if so what type, can make an enormous difference in the way these children are perceived and reacted to at home or in the classroom. Silverman believes that being a perfectionist comes with being gifted.
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Written by Peter Merrotsy Wednesday, 13 August 2008 03:24This 22 page article by Peter Merrotsy provides an appraisal, first published in 2003 in the Australian Journal of Gifted Education (12 (2), pp18-27), of the NSW Department of Education’s current policies and practices in the education of gifted students, and the programmes and provisions available for gifted students attending NSW public schools.
Written by Lauren Martin Thursday, 07 August 2008 08:00This 2001 article by Lauren Martin explores bibliotherapy and in particular "Using Books to Heal and Enthuse Gifted Students".
Written by Kay Pittelkow Saturday, 28 June 2008 13:01In this article "CAPD SubCategories", Kay Pittelkow provides details of the different variants of Central Auditory Processing Disorder, as part of her larger article "CAPD and the gifted child: The relevance of central auditory processing deficit to gifted education".
Written by Kay Pittelkow Monday, 23 June 2008 12:30Some gifted children learn most effectively through non-auditory channels. Because these children do not learn effectively in a traditional classroom they often perform well below their mental age. Additionally, because they are gifted, they are intrinsically aware of their own lack of achievement (particularly in respect to other less gifted children). They are "turned off" school and are often disruptive in class or at home showing many of the characteristics of the gifted learning disabled. The frustration, inner conflict, boredom, lack of a suitable peers and fragile self-esteem of such children translates into unruly and unsettling behaviour.
Friday, 25 April 2008 11:03Mimi Wellisch (Registered Psychologist) provides an introduction to this common psychological test. The Wechsler Preschool and Primary Scale of Intelligence - Third Edition - Australian Standardised Edition (WPPSI-III Australian) is a revision of the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) and assesses the intellectual ability of children aged 2 years 6 months to 7 years 3 months. The maximum Full Scale score that can be obtained with this test is IQ160.
Written by David Farmer Wednesday, 12 December 2007 07:11
A good question to start with. The word "gifted" has been defined differently by different academics and practitioners and is often considered by many to be an unfortunate term, but it has become generally associated with a child whose potential in one or more areas of skill would place him or her in the top 2-5% of children of the same age.
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Information Centre Items
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