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Enligt vår erfarenhet lämnas särskilt begåvade elever ensamma i sitt sökande efter kunskap och de får inte tillräckligt med ledning och stimulans. Syftet med detta arbete var att undersöka vilka faktorer som påverkar i vilken omfattning som specialpedagogisk personal, i några grundskolor, arbetar med särskilt begåvade elever. För att uppnå vårt syfte och besvara våra frågeställningar valde vi att genomföra vår studie med hjälp av blandade metoder och de metoder vi valde var enkät och djupintervjuer. Resultaten visade att faktorer som kunskap, tid, samverkan och prioriteringar påverkade möjligheten för den specialpedagogiska personalen att arbeta med de särskilt begåvade eleverna. Specialpedagogisk personal arbetade oftast med särskilt begåvade elever som hade frånvaroproblematik och beteendensvårigheter. Särskilt begåvade elever som inte uppvisade sådana svårigheter, hanterade ofta lärarna själva. Specialpedagoger i studien ansåg sig generellt behöva större kunskaper om särskilt begåvade elever, och ansåg unisont att det är en målgrupp som prioriterades lågt i de pedagogiska samtalen och när skolorna fördelade sina resurser. Både lärare och specialpedagogisk personal ägnade betydligt mer tid på att hjälpa elever som hade svårt att nå minimikraven för utbildningen. Våra slutsatser var att skolorna behöver prata mer om hur skolans generella undervisning kan utformas så att alla elever ryms inom ledning och stimulans och om hur de kan använda specialpedagogisk personal så att de inkluderas i planering och uppföljning av undervisningen.

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Although a long-standing interest in the abilities of gifted students exists, researchers and clinicians have only recently focused on specific factors that may impact the likelihood of mental health diagnoses, such as anxiety and depression, within this population. This is especially true for gifted students with co-existing disabilities, or twice-exceptional students, who may have unique experiences that differ from those of gifted students without disabilities. Perfectionism is one factor that may be important to consider when examining factors that impact the development of anxiety and depression within these populations. The current study examined how perfectionism differs within gifted and twice-exceptional students within the context of self-reported anxiety and depression. Scores were reported for both gifted (N = 39) and twice-exceptional (N = 28) participants ages 8-14 on the Almost Perfect Scale-Revised (APS-R), Revised Children’s Manifest Anxiety Scale (RCMAS), and Children’s Depression Inventory-2 (CDI-2). Pearson chi-square results suggested that gifted students reported higher rates of maladaptive perfectionism on the APS-R compared to twice-exceptional students. Although gifted and twice-exceptional students in this sample reported style of perfectionism differently, group differences disappeared when also considering self-reported symptoms of anxiety and depression via 2x3 analyses of variance. Tukey post-hoc tests indicated that self-reported maladaptive style of perfectionism was related to higher scores on measures of anxiety and depression. Clinical and research implications of these findings were also explored.

Autism Spectrum Disorder (Autism Spectrum Disorder) is a neurodevelopmental syndrome characterized by impairment to social communication adjoined by the presence of rigidity, restricted interests, and/or repetitive behaviors. Diagnosis of Autism Spectrum Disorder recently shifted from a series of pervasive developmental disorders recognized in the 4th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR; American Psychiatric Association, 2000) to a single, comprehensive diagnosis in the 5th edition of the same manual (DSM-5; APA, 2013). To evaluate the appropriateness in this shift in diagnostic practice, the current study evaluates the consistency in symptom presentation amongst the previous DSM-IV-TR diagnoses. Additionally, this study identifies several novel considerations for Autism Spectrum Disorder symptom presentation in high ability youth. Thus, the current study addresses broad considerations for discrete versus continuous symptom presentation in Autism Spectrum Disorder, as well as contributes to the limited literature addressing Autism Spectrum Disorder symptom presentation features in high ability youth. A review of literature on theory, conceptualization, and assessment of Autism Spectrum Disorder is provided, as well as a review of relevant literature for high ability youth diagnosed with Autism Spectrum Disorder. Progression of Autism Spectrum Disorder diagnosis is discussed, with emphasis upon the current debate regarding shifts from utilization of many diagnoses to a single, comprehensive diagnosis. Next, unique challenges associated with Autism Spectrum Disorder in high ability youth are identified, including current conceptualization, assessment, and treatment considerations. Due to identified gaps in consistent understanding of Autism Spectrum Disorder presentation, including Autism Spectrum Disorder in high ability youth, the author conducted two complementary studies. The first of these studies evaluated consistency in parent ratings on Autism Spectrum Disorder screening tools across previously used diagnostic labels (i.e., Autistic Disorder (AD), Asperger's Syndrome (AS), and Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS)) now subsumed under Autism Spectrum Disorder diagnostic criteria in the DSM-5. The second study analyzed Autism Spectrum Disorder symptoms reported by parents of high ability youth. Data collection for this latter study included a novel research measure intended for identifying symptoms associated with high ability Autism Spectrum Disorder. Items on this form were derived through a card sort of items included in current symptom screening tools completed by content area experts. Additionally, this novel research measure included an open-ended item for parents of high ability youth to report additional symptoms. Results from the first study suggest that parents of children diagnosed with AD, AS, and Pervasive Developmental Disorder, Not Otherwise Specified do not differentially report symptoms on two current Autism Spectrum Disorder screening tools: (1) The Social Responsiveness Scale (SRS; Constantino & Gruber, 2005) and (2) the Autism Spectrum Screening Questionnaire (ASSQ; Ehlers, Gillberg, & Wing, 1999). Results from the second study provide evidence of parental perceptions of several nuances in symptom presentation associated with high ability youth with Autism Spectrum Disorder. Specifically, parents frequently endorsed impairment in development and maintenance of social relationships; however, insight into these weaknesses was not consistently reported as impaired. Additionally, restricted interests were acknowledged, with some parents identifying academic or pseudo-academic subjects as common areas of interest. The collective findings from these studies provide evidence of broad consistency in Autism Spectrum Disorder symptom presentation across previously used diagnoses, yet also unique symptom features for high ability youth. Implications for education, clinical practice, and research in both Autism Spectrum Disorder and twice-exceptionality are discussed.

Questionnaires were sent to parents of three hundred and fourty six year 7 and 8 students attending an independent, comprehensive school. Parents were asked to indicate the nature and extent of talent they believed their child possessed. Their replies were used as the basis for the range of talents - some fifty two areas - considered in this study. The questionnaire, together with questionnaires given to students and teachers, also served to identify seventy five exceptionally talented children. The talent areas were grouped into talent 'clusters' and students representing each cluster were selected for interviews. During the interviews, parents were asked whether their son had previously been identified as exceptionally talented, and what they perceived to be the educational needs of their son. These needs were looked at in terms of the formulation of a differentiated curriculum for exceptionally talented children. The curriculum is described mainly in terms of three teaching modes traditionally associated with gifted children : grouping, acceleration and enrichment. Each of these is explored in relation to the stated needs of the students and their consequent applicability to designing curricula for these students.

Students who meet criteria for both being intellectually gifted and having a disability are known by the term ‘twice exceptional’. To date there is little known about the classroom interactions of these students, and how these interactions impact their developing self-esteem. The interactions of four gifted primary school students with identified learning difficulties (twice exceptional) were observed along with four matched typically developing students and their teacher during normal classroom teaching activities. The number and type of positive, negative, neutral or no response interactions were recorded over four, one hour observation sessions. The Coopersmith Self-Esteem Inventory was then administered to the four twice exceptional and four comparison students. Results indicated that there was little difference between the twice exceptional and comparison students in terms of number of interactions recorded, with the twice exceptional students showing slightly more positive interactions with their teacher and peers. All four twice exceptional students reported lower self-esteem levels than their matched peers, with two students being in the low range. The results suggested that these four twice exceptional students were interacting in a manner similar to their typically developing peers, although they displayed lower self-esteem levels. The implications of these findings and recommendations for future research are discussed.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Tom Humphries.

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 172-175). Also available on the World Wide Web.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 423. Bibliography: p. 155-171.