3.3 3.3.1 3.3.2 3.3.3 3.3.4 3.3.5 3.4 3.4.1 3.4.2

4 4.1 4.2

55.1 5.2 5.3 5.4

6

2 2

18

22

27

1 1.1

1.2 1.3

1.3.1 + 1.3.2 +

1.3.3 + 1.3.4

2 2.1

2.2 2.2.1

2.2.2 2.3

3 3.1

3.2 3.2.1 3.2.2

3.2.3

2 2

5

10

DVD Dr. Susan Baum Dr. Joyce Cooper-Kahn

20092011Project 2EDVD

SpecialEducational Needs SEN

- 1 -

1

1.1

McCoachKehleBray Siegle2001

/ Gifted/Learning Disabilities students285

1.2

1-2%5%McCoach et al., 2004Renzulli10-15%

MacMillan & Sipersterin, 20022%5%Nielson, 2002

36%Baum & Owen, 1988Nielson 20021.04% 3.5%

1.3

1.3.1 +

- 2 -

Hishinuma & Tadaki, 1996

1.3.2 +

Baum, Olenchak & Owen, 1998metacognitionLovecky, 1999

Hartmann, 1996Lovecky, 1999

1.3.3 +

Gillberg & Gillberg, 1989quirkyNeihart, 2000

- 3 -

mentorLovecky, 2004

1.3.4

- 4 -

2

Silverman, 2002 B o o d o o , Bradley, Frontera, Pitts & Wright, 1989

2.1

ABaum & Owen, 2004Silverman, 1993Baum & Owen, 2004

- 5 -

Bianco, 2005Baum & Owen, 2004

- 6 -

Trail, 2011Baum & Owen, 2004

2.2

2.2.1 Response to Intervention Model

Graner et al., 2005

curric-ulum-based assessment

- 7 -

qualitativequantitative

- 8 -

2.2.2

Trail, 2011 Project HIGH HOPES TDAP, Talent Discovery Assessment Processaudition-oriented

2.3

- 9 -

3

Baum & Olenchak, 2002Trail, 2011

3.1

zone of proximal developmentVygotsky, 1978

Tomlinson, 1999

visual-spatial learnersBend-er, 2008

- 10 -

mentorship

3.2

Sternberg, Grigorenko & Zhang, 2008 Sternberg & Zhang, 2001

Gifted Development Centerauditory-sequentialvisual-spatialSilverman, 2002

3.2.1

Silverman, 2002

3.2.2

Silverman, 2002

- 11 -

3.2.3

Trail, 2011

3.3

3.3.1

Webb et al., 2005

self-talk

- 12 -

Dawson & Guare, 2004Cooper-Kahn & Dietzel, 2008

Trail, 2011

Cooper-Kahn & Dietzel, 2008

3.3.2

Cooper-Kahn & Dietzel, 2008Dr. Gioia

inhibition

shifting

emotional control

- 13 -

initiation

working memory

/ + planning/organisation + organisation of materials

schema

self-monitoring

GPS Cooper-Kahn, 2011

3.3.3

Dawson & Guare, 2004 rating scales

- 14 -

Dr. Dawson2009Dr. Gioia 2000BRIEF, Behavior Rating Inventory of Executive Functions518norm Dr. Dawson Dr. Guare 2004semi-structuredCooper-Kahn & Dietzel, 2008

3.3.4

Dr. Dawson Dr. Guare2004

1

2

3

4 /

5

3.3.5

Dr. Cooper-Kahn Dr. Dietzel2008

- 15 -

task analysisDawson, 2009

Cooper-Kahn & Dietzel, 2008Cooper-Kahn, 2011

Coleman, 2005Trail2011

- 16 -

Cooper-Kahn, 2011

Cooper-Kahn & Dietzel, 2008

Dr. Joyce Cooper-Kahn

3.4

3.4.1

Trail, 2011

3.4.2

Tim PageTemple Grandin

Michael PhelpsRichard Branson

Albert EinsteinHenry Winkler

Stevie WonderThomas EdisonWalt Disney

- 17 -

4

4.1

Trail, 2011

Dr. Baum Dr. Owen2004

learning style social competence

- 18 -

Dr. Trail 2011

self-efficacy

- 19 -

4.2

Henderson, Johnson, Mapp & Davies, 2006

Dr. Trail2011

- 20 -

- 21 -

5

5.1

2009

- 22 -

5.2

2009

HK-WISC 130

86 99semi-structured interview

89 % 11 %

23 % 46 % 27 % 4 %

17 % 23 % 31 % 22 % 7 %

5.3

/

/

- 23 -

130 )

- 24 -

5.4

.

i. compensation strategies

- 25 -

ii.

.

.

- 26 -

6 Baum, S., Olenchak, F. R., & Owen, S. V. (1998). Gifted students with attention deficits: Fact and/or fiction? Or, can we see the forest for the trees? Gifted Child Quarterly, 42(2), 96-104.Baum, S., & Olenchak, F. R. (2002). The alphabet children: GT, ADHD and more. Exceptionality, 10(2), 77-91. Baum, S., & Owen, S. V. (1988). High ability/learning disabled students: How are they different? Gifted Child Quarterly, 32, 321-326.Baum, S. M. & Owen, S. V. (2004). To be gifted & learning disabled: Strategies for helping bright students with learning & attention difficulties. Mansfield, CT: Creative Learning Press.Bender, W. N. (2008). Differentiating instructions for students with learning disabilities: Best teaching practices for general and special educators (2nd Ed.). Thousand Oaks, CA: Corwin Press.Bianco, M. (2005). The effects of disability labels on special education and general education teachers referrals for gifted programs. Learning Disabilities Quarterly, 28, 285-294.Boodoo, G. M., Bradley, C. L., Frontera, R. L., Pitts, J. R., & Wright, L. P. (1989). A survey of procedures used for identifying gifted learning disabled children. Gifted Child Quarterly, 33(3), 110-114.Brody, L. E., & Mills, C. J. (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities, 30, 282-297.Coleman, M. R. (2005). Academic strategies that work or gifted students with learning disabilities.

Teaching Exceptional Children, 38(1), 28-32.

Cooper-Kahn, J. (2011). Developing executive skills in gifted children. Nurturing the Gifted, 5, 6-9.Cooper-Kahn, J., & Dietzel, L. (2008). Late, lost, and unprepared: A parentsguide to helping children with executive functioning. Bethesda, MD: Woodbine House.Dawson, P., & Guare, R. (2004). Executive skills in children and adolescents. A practical guide to assessment and intervention. New York, NY: Guilford Press.

Dawson, P., & Guare, R. (2009). Smart but scattered. New York, NY: Guilford Press.Gillberg, I. C., & Gillberg, C. (1989). Asperger syndrome - Some epidemiological considerations: A research note. Journal of Child Psychology and Psychiatry, 30, 631-638.Graner, P. S., Faggella-Luby, M. N., & Fritschmann, N. S. (2005). An overview of responsiveness to intervention: What practitioners ought to know. Topics in Language Disorders, 25(2), 93-105.

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Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior Rating Inventory of Executive Function. Odessa, FL: Psychological Assessment Resources.Hartmann, T. (1996). Beyond ADD: Hunting for reasons in the past and present. Green Valley, CA: Underwood Books.Henderson, A., Johnson, V., Mapp, K., & Davies, D. (2006). Beyond the bake sale: The essential guide to family/school partnerships. New York, NY: The New Press.Hishinuma, E., & Tadaki, S. (1996). Addressing diversity of the gifted/at risk: Characteristics for identification. Gifted Child Today, 19(5), 20-25, 28-29, 45, 50.Lovecky, D. V. (1999, October). Gifted children with AD/HD. Paper presented at the 11th Annual CHADD International Conference, Washington, DC. Retrieved from http://www.davidsongifted. org/db/Articles_id_10166.aspx Lovecky, D. V. (2004). Different Minds: Gifted Children With AD/HD, Asperger Syndrome, and Other Learning Deficits. London: Jessica Kingsley. MacMillan, D. L., & Siperstein, G. N. (2002). Learning disabilities as operationally defined by schools. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 287-333). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.McCoach, D. B., Kehle, T. J., Bray, M. A., & Siegle, D. (2001). Best practices in the identification of gifted students with learning disabilities. Psychology in the Schools, 38, 403-411.McCoach, D. B., Kehle, T. J., Bray, M. A., & Siegle, D. (2004). The identification of gifted students with learning disabilities: Challenging, controversies, and promising practices. In T. M. Newman & R. J. Sternberg (Eds.), Students with both gifts and learning disabilities (pp. 31-48). New York, NY: Kluwer.Nielsen, M. E. (2002). Gifted students with learning disabilities: Recommendations for identification and programming. Exceptionality, 10, 93-111.Neihart, M. (2000). Gifted children with Aspergers Syndrome. Gifted Child Quarterly, 44, 222-230.Sternberg, R. J., & Zhang, L. F., (2001). Perspectives on thinking, learning, and cognitive styles. Mahwah, NJ: Lawrence Erlbaum.Sternberg, R. J., Grigorenko, E. L., & Zhang, L. F. (2008). Styles of learning and thinking matter in instruction and assessment. Perspectives on Psychological Science, 3, 486-506.Silverman, L. K. (1993). Counseling the gifted and talented. Denver, CO: Love.Silverman, L. K. (2002). Upside-Down brilliance. The visual-spatial learners. Denver, CO: DeLeon Publishing.Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.Trail, B. A. (2011). Twice-exceptional gifted children: Understanding, teaching and counseling gifted students. Waco, TX: Prufrock Press.

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Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD bipolar, OCD, Aspergers, depression and other disorders. Scottsdale, AZ: Great Potential Press.Vygotsky, L. (1978). Interaction between learning and development. In T. M. Cole (Ed.), Mind in society (pp. 79 91). Cambridge, MA: Harvard University Press.

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2012

: www.hkage.org.hk: (852) 3940 0101 : (852) 3940 0201 : academy@hkage.org.hk

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