The author defines psychic ability and suggests ways that teachers can recognize it. (KC)

The paper compares characteristics of underachievers with characteristics of learning-disabled gifted children; describes results of clinical assessments of learning-disabled gifted children; offers guidelines for identifying such students; and discusses teaching strategies that can be used at school and home. (JDD)

Gifted children often encounter problems both during school and after graduation. Due to their above average abilities, they often feel that the world will bend to accommodate them. Suggestions for helping the bright child prepare for life after school are offered. (DF)

The bulk of the article is devoted to a description of three management forms that constitute the IEP model [--the Strength-A-Lyzer, Compactor, and Management Plan for Individual and Small Group Investigations of Real Problems--] represent a step-by-step procedure for translating theoretical principles derived from the research literature into…

Suggestions for teaching students who are both gifted and learning disabled stresses providing them with compacting and differentiation in the areas of their strengths and direct instruction of learning strategies in their areas of weakness. The article also warns that the child's giftedness may go unnoticed and unaccommodated in favor of…

Four successful Connecticut projects which nurtured the special abilities of gifted learning-disabled children are summarized. Case studies illustrate components of the programs crucial to their success. These components include development of alternate modes for thinking and communicating; unique identification strategies; highly motivating…

After describing deficiencies of psychometric tests in identifying disadvantaged gifted youth, this article presents a system of dynamic assessment and cognitive intervention. The program's theoretical rationale is based on systematic thinking and metacognitive skills. Objectives for program implementation are offered in terms of cognitive,…

This article offers guidelines for the identification of giftedness among students learning English as a Second Language. It recommends the use of portfolio or case study procedures to identify student potential and offers guidelines for connecting practices in teaching English as a Second Language with strategies for teaching gifted students. (DB)

A triarchic model for identifying, teaching, and assessing children who are gifted is presented. The model involves three abilities: memory-analytic, creative-synthetic, and practical-contextual. Results are presented of the Yale Summer Psychology pilot project that is based on this model. Expanding the model to other fields beyond psychology is…

This paper examines acculturation of Southeast Asian-American students, most of whom come from refugee backgrounds; outlines their unique conditions of educational risk; describes assessment procedures which call for identifying skills previously developed in a different environment; and recommends reciprocal teaching to help refugee children…

This article encourages teachers to know the ways their individual students learn best and to integrate those strategies into teaching. Covers identifying how students learn, building new ways of learning, creating lifelong learners, assessment, a sample lesson, using technology (lists seven suggested computer software programs), and names and…

Basic information for regular classroom teachers with students who are both gifted and learning disabled covers definition of this population; incidence; characteristics; and six teaching strategies, such as flexibility in how student demonstrates mastery of material, adapting for reading differences, and using attention-directing techniques. A…

This monograph deals specifically with the challenge of recognizing or assessing creativity. Following an introductory chapter, chapter 2 focuses on definitions and characteristics of creativity to help clarify the nature and meaning of creativity and creative thinking, and to consider the implications of those definitions for assessment. The…

This guide is intended to help schools and classroom teachers in Alberta provide successful school experiences for gifted and talented students. Section 1 focuses on program administration, including Alberta legislation, policy, and regulations; district administration of programs; and school administration of programs. Section 2 identifies an…

This conference presentation begins with an outline of the assumptions involved in a theoretical model for the teaching of creatively gifted young children. The assumptions include: (1) creativity is continuous, not dichotomous; (2) creativity is a dynamic, interactive, and multidimensional process; (3) creativity may encompass intentionality but…