Literaturnachweis - Detailanzeige
| Autor/inn/en | Foley-Nicpon, Megan; Assouline, Susan G. |
|---|---|
| Titel | High Ability Students with Coexisting Disabilities: Implications for School Psychological Practice |
| Quelle | In: Psychology in the Schools, 57 (2020) 10, S.1615-1626 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Foley-Nicpon, Megan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.22342 |
| Schlagwörter | Academically Gifted; Students with Disabilities; Gifted Education; Academic Accommodations (Disabilities); School Psychologists; Formative Evaluation; Summative Evaluation; Attention Deficit Hyperactivity Disorder; Autism; Pervasive Developmental Disorders; Learning Disabilities; Cognitive Measurement |
| Abstract | School psychologists are well-positioned to change the educational landscape for twice-exceptional students, or those who possess high ability in one or more talent domains along with one or more disabilities. Better understanding of the nuanced cognitive and psychosocial assessment patterns within this population may increase well-needed participation in gifted education opportunities and the likelihood of receiving accommodations, as well as decrease missed diagnoses. Based on our review of the empirical literature within domains of twice-exceptionality (e.g., attention deficit hyperactivity disorder, autism spectrum disorder, and specific learning disability), we provide recommendations for how school psychologists can interpret formative and summative assessments taken by twice-exceptional students and subsequently help design educational plans that will meet their unique needs. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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