In hierdie studie is Tourettesindroom as neuro-genetiese toestand aangespreek en die wyse waarop dit in verskillende leer-, gedrags- en emosionele problema by begaafde Tourettesindroomlyers manifesteer. Begaafde Tourettesindroomlyers se relasievorming en leefwereldstigting word gekonstitueer met hul kognitiewe en affektiewe vermoans asook genetiese potensiaal, wat vir beida hul Tourettesindroom en begaafdheid verantwoordelik is. Die verwarring tussen begaafde Tourettesindroomlyers se superieure intellek en hul emosionele onvolwassenheid is die oorsaak van hul relasieprobleme. Negatiewe betekenisgewing en betrokkenheid by hulle relasievorminge bel"nvloed elke faset van hul menswees en gee aanleiding tot die degradering van hul siening van hul eie waarde. Gebrekkige kennis oor begaafdheid en Tourettesindroom veroorsaak dat waardevolle potensiaal en talente vir Suid-Afrika verlore gaan. Daarom moet daar daadwerklike pogings aangewend word om kennis oor begaafde Tourettesindroomlyers aan ouers, skole en universiteite, beskikbaar te stel met 'n konstruktiewe plan van aksie ter ondersteuning van die betrokkenes en tot voordeel van Suid-Afrika. / This study addresses Tourette syndrome as a neuro-genetic condition and the manner whereby it manifests itself in various learning, behavioural and emotional problems experienced by gifted Tourette syndrome sufferers. Their relationship-formation and life world are constituted by their cognitive, emotive and genetic capacity which manifests itself in Tourette syndrome and giftedness. The emotional immaturity which accompanies their superior intellect causes disorientation which results in problems in their relationships. Negative connotations and involvement in their relationship-formation influences each facet of their being and gives rise to the lowering of their perception of their self worth. In South Africa, valuable potential and talent is lost because of an inadequate knowledge of giftedness and Tourette syndrome. Efforts must be directed towards making information about gifted Tourette syndrome sufferers available to parents, schools and universities. A constructive plan of action is necessary that will support gifted Tourette syndrome sufferers to the benefit of South Africa. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

Orientador: Vera Lúcia Messias Fialho Capellini / Banca: Angela Magda Rodrigues Virgolim / Banca: Christina Menna Barreto Cupertino / Banca: Olga Maria Piazentin Rolim Rodrigues / Banca: Sandra Leal Calais / Resumo: A legislação educacional brasileira se baseia na teoria de Joseph Renzulli, criador do modelo de enriquecimento escolar (MEE), um modelo complexo cuja implantação deve ser gradual, respeitando a realidade de cada escola. Para ele, uma educação enriquecida pode beneficiar a todos. Este estudo objetivou elaborar, implementar e avaliar o MEE em uma escola pública estadual do interior de São Paulo, por meio da consultoria colaborativa. Participaram uma professora especializada, seis professoras do Ensino Fundamental e 80 estudantes. Os instrumentos utilizados para a coleta de dados pré e pós-intervenção foram: Avaliação de conhecimentos acerca da superdotação, Diário de campo, Formulário de Avaliação da Intervenção, Matrizes Progressivas Coloridas de Raven, Lista de verificação de indicadores de AH/SD, Lista-base de indicadores de superdotação, Escala de Motivação para Aprender, Escala Clima para Criatividade em Sala de Aula e Teste de Criatividade Figural Infantil. Os dados foram organizados em tabelas, para análise qualitativa, enquanto a análise estatística foi feita pelo SPSS, com os testes Wilcoxon, para comparação intragrupos, Teste-t e ANOVA para comparação entre grupos, com nível de significância de 0,05. Os resultados apontam que a professora especializada melhorou o desempenho no ACAS, após a intervenção, mas as demais professoras não demonstraram bom aproveitamento no mesmo instrumento, apesar de considerarem que a assessoria colaborou com sua prática. Houve melhora no... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Brazilian educational legislation is based on the theory of Joseph Renzulli, creator of the schoolwide enrichment model (SEM), a complex model whose implementation must be gradual, respecting the reality of each school. For him, an enriched education can benefit everyone. This study aimed to elaborate, implement and evaluate the SEM in a state public school in the countryside of São Paulo, through collaborative consultation. A specialized teacher, six elementary school teachers and 80 students participated. The instruments used for data collection before and after the intervention were: Assessment of gifted knowledge, Field diary, Intervention Evaluation Form, Raven Color Progressive Matrices, Gifted Indicator Checklist, Gifted Indicators, Motivation to Learn Scale, Climate Scale for Creativity in the Classroom, and Children's Figural Creativity Test. Data were organized in tables for qualitative analysis and statistical analysis was performed by SPSS, with Wilcoxon tests for intragroup comparison, t-test and ANOVA for comparison between groups, with a significance level of 0.05. The results indicate that the specialized teacher improved the performance in ACAS after the intervention, but the other teachers did not show good use in the same instrument, despite considering that the advisory collaborated with their practice. There was an improvement in student performance in the three evaluated constructs, especially gifted ones. It is concluded that the implementation of the S... (Complete abstract click electronic access below) / Doutor

This qualitative, exploratory study describes and interprets the perspectives of giftedness of twelve teachers who work with Deaf and hard of hearing students in a variety of educational settings across Canada. Using in-depth interviews, the resulting twenty-five hours of audio tapes were transcribed and analyzed line by line using procedures suggested by Giorgi and Marton. The supporting literature came from four major areas: (a) the construct of giftedness; (b) giftedness among the disabled population; (c) giftedness among the Deaf and hard of hearing population; and (d) theory related to teachers' knowledge and perspectives. Analysis of the data resulted in presentation of the findings from two perspectives: teachers' understandings of the meanings of giftedness and the process through which these teachers appeared to have gained their knowledge. Teachers' practical knowledge was portrayed in detailed stories of forty-three hard of hearing or Deaf students whom they believed to be gifted and in the way they described the students' achieving, learning and behaving in classroom interactions. The teachers' conceptually oriented knowledge was described as they reflected upon the meanings they associated with giftedness. The teachers' knowledge of giftedness was compared to that found in the gifted literature at both the practical and theoretical levels. Through interpretations derived from daily interactions with students and drawing on knowledge gained from personal experience, these teachers constructed perspectives of giftedness. The process that emerged illustrated the teachers' use of comparison groups as ways of gaining insight about the students and teachers' ideas about the use of labeling. The teachers' perspectives suggest that Deaf and hard of hearing students are gifted in ways similar but not identical to hearing students. The abilities of these students appear to be different from others in the "handicapped-gifted" literature and their needs are unique. The teachers' more conceptually oriented ideas also appeared to be similar but not identical to theoretical definitions of giftedness. The findings support collaboration between teachers and researchers to explore ways in which teachers come to recognize and understand gifted students. Future research must also explore the special educational needs of students who are dealing with the effects of having a hearing loss and being gifted.

Thesis (M.S. in Psychology)--Vanderbilt University, Aug. 2008. / Title from title screen. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: James H. Borland. Dissertation Committee: David Nateman. Includes bibliographical references (leaves 268-283).

Orientador: Eliana Marques Zanata / Banca: Miguel Claudio Moriel Chacon / Banca: Vera Lucia Messias Fialho Chapellini / Resumo: O presente trabalho, centrado em práticas educativas nos Anos Iniciais do Ensino Fundamental, buscou respostas e proposições para práticas docentes cada vez mais inclusivas, tendo como participantes, a pesquisadora e 22 alunos de uma turma de uma escola estadual de um município paulista. O estudo procurou compreender o fenômeno altas habilidades/ superdotação, identificar alunos com estes indicadores e desenvolver uma proposta de enriquecimento curricular que atende os mesmos, bem como todos os alunos de uma classe comum, além de elaborar uma síntese com as possíveis práticas de enriquecimento propostas descritas em formato de livro digital. A pesquisa, de abordagem qualitativa-exploratória, com características de pesquisa ação, foi desenvolvida em três etapas. A primeira etapa caracterizada pelo processo de identificação e confirmação de altas habilidades/superdotação, teve como instrumento de coleta de dados, instrumentos pedagógicos aplicados pela pesquisadora e testes psicológicos aplicados exclusivamente por psicólogos. A segunda etapa caracterizada pela elaboração e aplicação de uma proposta de enriquecimento curricular, teve como instrumento de coleta de dados, o diário de bordo. A terceira etapa constituiu-se pelo desenvolvimento de um livro digital com orientações para que professores possam identificar e desenvolver o enriquecimento curricular por meio de sugestões de práticas voltadas para alunos com altas habilidades/superdotação em classe comum. Os resultados apo... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work, centered on educational practices in the Early Years of Elementary School, sought answers and propositions for increasingly inclusive teaching practices, having as participants the researcher and 22 students from a class from a state school in a city of São Paulo. The study sought to understand the phenomenon of high skills / giftedness, identify students with these indicators and develop a proposal for curriculum enrichment that serves them, as well as all students of a common class, as well as elaborate a synthesis with possible enrichment practices proposed described in digital book format. The research, with qualitative-exploratory approach, with characteristics of action research, was developed in three stages. The first stage characterized by the process of identification and confirmation of high skills / giftedness, had as instrument of data collection, pedagogical instruments applied by the researcher and psychological tests applied exclusively by psychologists. The second stage, characterized by the elaboration and application of a curricular enrichment proposal, had the logbook as instrument of data collection. The third stage consisted of the development of a digital book with guidelines for teachers to identify and develop curriculum enrichment through suggestions of practices aimed at students with high skills / giftedness in common class. The results pointed out in the first step that it is possible for the teacher to identify students with ind... (Complete abstract click electronic access below) / Mestre

Orientador: Vera Lucia Messias Fialho Capellini / Co-orientador: Olga Maria Piazentin Rolim Rodrigues / Banca: Miguel Claudio Moriel Chacon / Banca: Sandra Leal Calais / Resumo: O desenvolvimento da área de Habilidades Sociais contribuiu de modo relevante para a compreensão das relações interpessoais. Em se tratando de crianças com Altas Habilidades/Superdotação (AH/SD), há poucos estudos que relacionam esses dois temas, sendo que alguns apontam a necessidade de treino de habilidades sociais com essas crianças e, também, a necessidade de apoio familiar. Esta pesquisa foi dividida em dois estudos. O primeiro buscou descrever as habilidades sociais e problemas de comportamento de estudantes com AH/SD, sob o ponto de vista do estudante e de seus respectivos pais/responsáveis e professoras, descrever comportamentos problemáticos e a importância das habilidades sociais para os pais/responsáveis e professoras e, descrever a competência acadêmica dos estudantes segundo as professoras. Participaram 10 pais/responsáveis, oito professoras e 10 estudantes do Ensino Fundamental de uma escola pública, identificados com AH/SD. Os participantes responderam ao questionário Sistema de Avaliação de Habilidades Sociais - SSRS versão para pais, professores e alunos, e ao Questionário de Respostas Socialmente Habilidosas - QRSH versão para pais e professores. Os resultados apontaram que os estudantes apresentaram habilidades sociais, entretanto, com indicativos de necessidade de atenção preventiva e intervenção nos fatores que apresentaram déficits sociais de acordo com o relato dos estudantes, seus respectivos pais/responsáveis e professoras. Tais dados possibilitaram q... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The development of the area of social skills contributed materially to the understanding of interpersonal relationships. In the case of children with giftedness there are few studies that relate these two issue and some point to the need for social skills training with these children, and also the need for family support. This research was divided into two studies The first was to describe the social skills and student behavior problems with giftedness under the student's point of view and their parents/guardians and teachers, describing problem behaviors and the importance of social skills for parents/guardians and teachers and describe the academic competence of students according to teachers. A total of 10 parents/guardians, eigth teachers and 10 students from elementary school to a public school identified with giftedness. Participants answered the Social Skills Rating System - SSRS-BR version for parents, teachers and students, and the Socially Skilled Respnses, from a teacher's and parent's perspective - QRSH. It resulted that the students have social skills, however, signs of need for preventive care and intervention on the factors that have social deficits according to the account of the students, their parents/guardians and teachers. Such data enable preventive interventions are scheduled, as indication of the parents/guardians and teachers and also matched the need pointed out by the students themselves. The second study aimed to describe the repertoire of social skills, behavior problems and academic performance of students with giftedness before and after intervention on the subject with students, parents/guardians and teachers, from their point of view. Participants were eight parents/guardians, eight teachers and nine students identified with giftedness. Participants answered the Social Skills Rating System - SSRS-BR version for parents, teachers and students...(Complete abstract electronic below) / Mestre

In hierdie studie is Tourettesindroom as neuro-genetiese toestand aangespreek en die wyse waarop dit in verskillende leer-, gedrags- en emosionele problema by begaafde Tourettesindroomlyers manifesteer. Begaafde Tourettesindroomlyers se relasievorming en leefwereldstigting word gekonstitueer met hul kognitiewe en affektiewe vermoans asook genetiese potensiaal, wat vir beida hul Tourettesindroom en begaafdheid verantwoordelik is. Die verwarring tussen begaafde Tourettesindroomlyers se superieure intellek en hul emosionele onvolwassenheid is die oorsaak van hul relasieprobleme. Negatiewe betekenisgewing en betrokkenheid by hulle relasievorminge bel"nvloed elke faset van hul menswees en gee aanleiding tot die degradering van hul siening van hul eie waarde. Gebrekkige kennis oor begaafdheid en Tourettesindroom veroorsaak dat waardevolle potensiaal en talente vir Suid-Afrika verlore gaan. Daarom moet daar daadwerklike pogings aangewend word om kennis oor begaafde Tourettesindroomlyers aan ouers, skole en universiteite, beskikbaar te stel met 'n konstruktiewe plan van aksie ter ondersteuning van die betrokkenes en tot voordeel van Suid-Afrika. / This study addresses Tourette syndrome as a neuro-genetic condition and the manner whereby it manifests itself in various learning, behavioural and emotional problems experienced by gifted Tourette syndrome sufferers. Their relationship-formation and life world are constituted by their cognitive, emotive and genetic capacity which manifests itself in Tourette syndrome and giftedness. The emotional immaturity which accompanies their superior intellect causes disorientation which results in problems in their relationships. Negative connotations and involvement in their relationship-formation influences each facet of their being and gives rise to the lowering of their perception of their self worth. In South Africa, valuable potential and talent is lost because of an inadequate knowledge of giftedness and Tourette syndrome. Efforts must be directed towards making information about gifted Tourette syndrome sufferers available to parents, schools and universities. A constructive plan of action is necessary that will support gifted Tourette syndrome sufferers to the benefit of South Africa. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

Orientadora: Alessandra de Morais / Coorientador: Miguel Cláudio Moriel Chacon / Banca: Raul Aragão Martins / Banca: Soraia Napoleão Freitas / Resumo: Atualmente o processo de inclusão é cada vez mais emergente na sociedade, sendo assim, tornar-se-á relevante garantir acessos disponíveis a todos, mas a igualdade não garante o direito diante de todas as diferenças e desigualdades, por isso a equidade visa favorecer e garantir oportunidades, de maneira integrada ao indivíduo em seu meio de forma justa, favorecendo o respeito e compreensão dentro das capacidades e limitações de cada pessoa no convívio social. Esta dissertação teve como objetivo geral o desenvolvimento de um programa com estratégias da Aprendizagem Cooperativa no âmbito da sensibilização artística, dentro do Programa de Atenção ao Aluno Precoce com Comportamento Superdotado (PAPCS), de uma universidade pública do estado de São Paulo, com o intuito de favorecer o desenvolvimento de habilidades cooperativas e da empatia, a integração do grupo, e o desenvolvimento de habilidades artísticas na construção de uma produção coletiva do gênero HQ (história em quadrinhos). Torna-se pertinente ressaltar que tal proposta foi inovadora no âmbito das Altas Habilidades/ Superdotação, por se tratar de um tema pouco abordado, nesse caso a dissertação traz um amparado inédito de pesquisa no campo de enriquecimento artístico dentro da perspectiva da Aprendizagem Cooperativa. A pesquisa foi de delineamento quase experimental, composta por Grupo Experimental, no qual a variável independente esteve presente (ou seja, os sujeitos receberam a intervenção planejada). Participaram da in... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Currently, the inclusion process is increasingly present in society, so it will become relevant to guarantee access available to all, but equality does not guarantee the right to all differences and inequalities, so equity aims to favor and guarantee opportunities, in an integrated way to the individual in their environment in a fair way, favoring the respect and understanding within the limitations of each person in the social life.The dissertation has as general objective the development of a program with strategies of Cooperative Learning in the scope of artistic awareness, within the Program of Attention to the Early Pupil with Gifted Behavior (PAPCS), of a public university of the state of São Paulo, with the intention of to promote the development of cooperative skills and empathy, the integration of the group, and the development of artistic skills in the construction of a collective production of the genre HQ (comics). It is pertinent to emphasize that this proposal was innovative in the scope of High Abilities / Giftedness, because it is a subject little discussed, in this case the dissertation brings an unprecedented support of research in the field of artistic enrichment within the perspective of Cooperative Learning. The dissertation is of a quasi experimental design, composed by Experimental Group, in which the independent variable is present (thas is, the subjects receive the planned intervention). Seven students (children and adolescents) took part in the inter... (Complete abstract click electronic access below) / Mestre

This qualitative, exploratory study describes and interprets the perspectives of giftedness of twelve teachers who work with Deaf and hard of hearing students in a variety of educational settings across Canada. Using in-depth interviews, the resulting twenty-five hours of audio tapes were transcribed and analyzed line by line using procedures suggested by Giorgi and Marton. The supporting literature came from four major areas: (a) the construct of giftedness; (b) giftedness among the disabled population; (c) giftedness among the Deaf and hard of hearing population; and (d) theory related to teachers' knowledge and perspectives. Analysis of the data resulted in presentation of the findings from two perspectives: teachers' understandings of the meanings of giftedness and the process through which these teachers appeared to have gained their knowledge. Teachers' practical knowledge was portrayed in detailed stories of forty-three hard of hearing or Deaf students whom they believed to be gifted and in the way they described the students' achieving, learning and behaving in classroom interactions. The teachers' conceptually oriented knowledge was described as they reflected upon the meanings they associated with giftedness. The teachers' knowledge of giftedness was compared to that found in the gifted literature at both the practical and theoretical levels. Through interpretations derived from daily interactions with students and drawing on knowledge gained from personal experience, these teachers constructed perspectives of giftedness. The process that emerged illustrated the teachers' use of comparison groups as ways of gaining insight about the students and teachers' ideas about the use of labeling. The teachers' perspectives suggest that Deaf and hard of hearing students are gifted in ways similar but not identical to hearing students. The abilities of these students appear to be different from others in the "handicapped-gifted" literature and their needs are unique. The teachers' more conceptually oriented ideas also appeared to be similar but not identical to theoretical definitions of giftedness. The findings support collaboration between teachers and researchers to explore ways in which teachers come to recognize and understand gifted students. Future research must also explore the special educational needs of students who are dealing with the effects of having a hearing loss and being gifted. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate