Contributions from: Rhea Schwartz.
Abstract
This presentation challenges a 100 year-old myth about individuals diagnosed as having "dyslexia/ learning disabilities," and "attention deficit disorders." From England's James Hinsheiwood's 1896 description of "word blindness" to the 1994 classification by the American Psychiatric Association (DSM-IV)of "Attention-Deficit/Hyperactive Disorder," the field of Special Education has only recently discovered that a surprisingly significant percentage of students with these "behaviours" are actually very intelligent gifted students (Strang, R., Dabrowski, K., Whitmore, J., Silverman, L., et. Al.).
The presenters differentiate between learning and behaviour "differences" and "disabilities." Many of these children who are "on the edge" or "on the margin' are, in effect, excluded from school success. However, they are the individuals who succeed and make a difference and contribute to making this world a better place to live.
The co-investigators present a summary of their current research about these vulnerable children and youth who have achieved victorious lives. Focusing on the diverse learning and behavioural styles of highly gifted individuals, the co-authors offer specific instructional intervention strategies for teacher preparation in Special Education.
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