Students with both gifts and learning disabilities : identification, assessment, and outcomes
著者
書誌事項
Students with both gifts and learning disabilities : identification, assessment, and outcomes
(Neuropsychology and cognition, 25)
Kluwer Academic/Plenum Publishers, c2004
大学図書館所蔵 全8件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
We were motivated to edit this book when we began to hear stories of exceptional students who were struggling with reading, writing, or math, but who could solve seemingly any problem with computers, or build the most intricate structures with Legos, or could draw beautiful pictures, or could tell the most creative stories but ended up in tears when asked to write it out. How is it possible to have so much talent in some areas and yet to appear to have a disability in another? What resources are available for these students? How can we ensure that these students' abilities are nurtured and developed? Our goal in this book is to provide ideas and possibly even tentative answers for educators and to stimulate more questions to be answered by researchers. We have ourselves been addressing related questions for some time. Our group at the PACE Center at Yale has explored the developmentof abilities, competencies and expertise that allow people to be successful in life. Through this work, we have collaborated with school districts and other educators and researchers across the country to expand the notion ofwhat is traditionally thought ofas intelligence. We use the conceptofsuccessful intelligence to allow for the possibility that the skills traditionally taught in school are not the only ones, and often not even the most important ones, that allow people to be successful in the world.
目次
Introduction Susan Baum. 1. Learning Disabilities, Giftedness, and Gifted/LD Robert J. Sternberg and Elena Grigorenko. 2. The Identification of Gifted Students with Learning Disabilities: Challenges, Controversies, and Promising Practices. D. Betsy McCoach, Thomas J. Kehle, Melissa A. Bray, and Del Siegle. 3. Unraveling the Mysteries of GLD: Toward the Application of Cognitive Theory to Assessment Judy L. Lupart. 4. Linking Assessment and Diagnosis to Intervention for Gifted Students with Learning Disabilities Linda E. Brody and Carol J. Mills. 5. Dyslexia and Visual Spatial Talents: Are They Connected? Catya von Karolyi and Ellen Winner. 6. To Read but Not to Read: Identifying and Understanding the Nature of Poor Reading Comprehension in Children Kate Nation. 7. Gifted Adults with Learning Disabilities in Postsecondary Settings. Mary K. Tallent-Runnels and Carol A. Layton. 8. Compensation Strategies Used by High Ability Students with Learning Disabilities Sally M. Reis and Lila M. Ruban. 9. Summoning Up the Spirits from the Vast Deep: LD and Giftedness in Historic Persons P.G. Aaron, R. Malatesha Joshi, and Emily S. Ocker. 10. Interventions Work, but We Need More! Tina M. Newman. Index.
「Nielsen BookData」 より