A Multidimensional Model for the Identification of Dual-Exceptional Learners

Autor/in	Al-Hroub, Anies
Titel	A Multidimensional Model for the Identification of Dual-Exceptional Learners
Quelle	In: Gifted and Talented International, 28 (2013) 1-2, S.51-69 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
DOI	10.1080/15332276.2013.11678403
Schlagwörter	Talent Identification; Academically Gifted; Comorbidity; Learning Problems; Elementary School Students; Foreign Countries; Teacher Attitudes; Parent Attitudes; Interviews; Documentation; Observation; Children; Intelligence Tests; Literacy; Language Skills; Language Tests; Perception; Student Characteristics; Disability Identification; Mathematics Skills; Mixed Methods Research; Mathematics Tests; Cognitive Ability; Auditory Perception; Visual Perception; Jordan; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Begabtenanalyse; Talentsuche; Lernproblem; Ausland; Lehrerverhalten; Elternverhalten; Interviewing; Interviewtechnik; Dokumentation; Beobachtung; Child; Kind; Kinder; Intelligence test; Intelligenztest; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Language test; Sprachtest; Wahrnehmung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Visuelle Wahrnehmung
Abstract	This research takes mathematics as a model for investigating the definitions, identification, classification and characteristics of a group of gifted student related to the notion of "dual-exceptionality". An extensive process using qualitative and quantitative methods was conducted by a multidisciplinary team to develop and implement a multidimensional approach to dual-exceptionalities of "mathematical giftedness" and "learning difficulties" (MG/LD) in upper elementary students in public schools in Jordan. A multidimensional evaluation involving eight criteria (e.g. teacher nomination, parent and teacher interviews, documentary evidence and direct observation) and a combination of psychometric (i.e. WISC-III-Jordan, Perceptual Skills Tests, and a diagnostic Arabic Literacy Language Skills Test) and dynamic mathematics assessment was used. The findings are discussed and two assessment profiles are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01