Cognitive and academic distinctions between gifted students with autism and asperger syndrome

• Autores: Susan G. Assouline, Rebecca D. Stinson, Megan Foley Nicpon
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 56, Nº 2, 2012, págs. 77-89
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • There is a paucity of research investigating aspects of provision for gifted children within primary schools, particularly in mathematics. This study aimed to address this topic by illuminating issues arising from classroom practice and the experience of both teachers and children. Based on in-depth case studies in four primary schools in which different methods of provision were being implemented, this study found that although there is an interest in addressing the needs of mathematically gifted children and schools have taken measures in pragmatic terms to cater to them, the needs of these children are not always addressed in classrooms. Evidence from classroom practice showed that the effectiveness of any method depends on teachers' expertise and self-confidence, the level of focused attention given to gifted children, the size of the class, and the nature of the work set. Additionally, this study identified issues relating to organizational strategies of classroom provision which need consideration and further research