Uitzonderlijke hoogbegaafdheid, is dat nu écht zo anders? In België beginnen we net te wennen aan het gegeven hoofdbegaafdheid, laat staan dat we begrijpen wat we moeten aanvangen met uitzonderlijke hoogbegaafdheid.
Dit boek geeft een helder overzicht van de meest relevante theorieën uit Europa en Amerika. Daarnaast geeft de auteur je inzage in de praktijk, die ook leidde tot een theoretische indeling van wat uitzonderlijke hoogbegaafdheid inhoudt.
Tot slot delen ouders speciaal voor dit boek getuigenissen. Het totaal geeft ouders en begeleiders een waardevolle blik achter de schermen.
Wat als iemand "te veel' is voor zijn of haar omgeving of zichzelf? Te slim, te beweeglijk, te emotioneel, zich te veel laat meeslepen door wat hij ziet of hoort, en/of een overactieve verbeelding heeft? Dat kan belastend zijn en tot frustraties of zelfs (psycho)neuroses leiden.
De hoofdstukken in dit boek laten aan de hand van de theorie van positieve desintegratie van Kazimierz Dabrowski zien dat dit uitingen van een bijzondere aanleg en begaafdheid kunnen zijn. De auteurs leren ouders, verzorgers, leraren en andere professionals om deze signalen te herkennen en hierop hun begeleiding af te stemmen om individuen met deze en andere talenten te helpen hun potentieel te ontplooien.
Dabrowski's concepten van de hyperprikkelbaarheden en positieve desintegratie zijn behulpzaam bij het begrijpen van de gedragingen van sommige begaafde kinderen en volwassenen die anders onverklaarbaar zouden schijnen.
No previous study has traced so closely and so sensitively the intellectual, social and emotional development of highly gifted young people. This 20 year study reveals the ongoing negative academic and social effects of prolonged underachievement and social isolation imposed on gifted children by inappropriate curriculum and class placement and shows clearly the long lasting benefits of thoughtfully planned individual educational programs. The young adults of this study speak out and show how what happened in school has influenced and still influences many aspects of their lives. Miraca Gross provides a clear, practical blueprint for teachers and parents who recognise the special learning needs of gifted children and seek to respond effectively.
Illustrates the five levels of giftedness, using seventy-eight gifted and highly gifted children as examples, and offers parents of gifted children advice on how they can find the best school for their child's needs.
Off the Charts is an exploration of the effects of asynchronous development on gifted children and adults. It contains sections on Asynchrony and the Individual, Asynchrony and the Family, Asynchrony and Learning and chapters describe the nature of asynchrony, methods of dealing with the challenges of asynchrony, and recommendations for adapting education in a variety of settings. A Bibliography on Asynchronous Development provides extensive further reading.
The contributors' contention is that Gifted Education should be from a child-centered perspective, rather than from a 'product perspective' in which the emphasis is on achievement, competition and outer recognition. The child-centered approach concentrates on self-development and personal growth and fosters interrelatedness and wholeness.
It is an important resource for parents, teachers, counselors, and others concerned with the optimal development of gifted to highly-gifted individuals.
When Bastian was born in July 2000, his parents were looking forward to an exciting future, but right from the start Bastian brought surprise after surprise. He had started reading at the age of two, and was in the fifth year of school by age seven. He could speak eight languages by the time he was ten, and had passed almost enough A Levels to start university by thirteen.
A call for more challenging school curricula for the millions of above-average or genius-level students in the U.S. today cites the consequences of failing to provide gifted children with educational programs better suited to their intellects, sharing case stories about children and parents who adapted or worked around public school systems.
Profoundly gifted kids often get the least help in school. It’s assumed they’re smart enough to succeed on their own, plus teachers (and parents) feel out of their depth with these unique kids. A blend of personal stories and practical strategies, scholarly articles and entertaining essays from a community of voices—parents, educators, authors, researchers, and other experts—this book addresses the joys and challenges of raising and teaching, living with and understanding exceptionally gifted kids of all ages.
Challenging Highly Gifted Learners focuses on many of the issues involved in assessing and challenging highly gifted learners. A thorough discussion of the ceiling problems encountered on common assessments is included, as well as strategies for teachers and parents in planning appropriate education.
Build student success in math with the only comprehensive parent and teacher guide for developing math talent among advanced learners. The authors, nationally recognized math education experts, offer a focused look at educating gifted and talented students for success in math. More than just a guidebook for educators and parents, this book offers a comprehensive approach to mathematics education for gifted students of elementary or middle school age.
The authors provide concrete suggestions for identifying mathematically talented students, tools for instructional planning, and specific programming approaches.
Written by well-known scholars in the field, Handbook of Gifted Education is the most complete book in the field of gifted education and contains an excellent balance of research and practical applications. This book includes topics such as high-risk gifted learners, the development of social skills in gifted learners, the science and politics of intelligence, creativity; thinking skills, exceptional special abilities, theory and conceptions of creativity, transforming gifts into talents, gifted education in rural schools, and technology in gidted education. Teachers of special education.
It is the first in-depth study and reference into the life of children with IQ’s higher than 180.
Hollingworth's final study on gifted children was a longitudinal study of twelve children with IQs higher than 180. The twenty three years were spent finding the children and attempting an in-depth study. The results of the study suggested that many exceptionally gifted children suffer adjustment problems due to two factors: inept treatment by adults and lack of intellectual challenge. Adults would often ignore such children because they were thought to be self-sufficient. Myths that exceptional children were clumsy, fragile and eccentric were dismissed by the findings as well.
A Nation Deceived: How Schools Hold Back America's Brightest Students is The Templeton National Report on Acceleration, a report which was published in 2004. It highlights disparities between the research on acceleration and the educational beliefs and practices that often run contrary to the research
A Nation Deceived informed us of research-based practices for challenging academically talented youth. A Nation Empowered tells the story of how well we have applied what we have learned.
The purpose of A Nation Empowered is to inform educators, parents, and policy makers of current research on acceleration, how that information has been applied to educational policy throughout the nation, and how educators can use the findings to make decisions for their brightest students.