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An enigma: Barriers to the identification of students who are gifted with a learning disability

Chapter


Abstract


  • This chapter discusses research that sought to understand the barriers to the identification of students who are gifted with a learning disability (GLD). These students are an enigma within schools and are under-represented in programmes for gifted students. A mixed method of research was used for this research, consisting of two phases that ran concurrently. In Phase 1, teachers from a Sydney Education area were surveyed. In addition, eight of the teachers were interviewed. For Phase 2, multiple case studies were undertaken. The participants were students who were identified as GLD, their families and the professionals they had consulted. The results showed that an identification protocol is needed, as well as teacher training and support from decision makers across all sectors of education. The teachers demonstrated some knowledge with regard to these students but also confusion and conflict with respect to their educational needs.

Publication Date


  • 2017

Citation


  • Wormald, C. (2017). An enigma: Barriers to the identification of students who are gifted with a learning disability. In N. Ballam & R. Moltzen (Eds.), Giftedness and Talent: Australasian Perspectives (pp. 331-351). Singapore: Springer.

International Standard Book Number (isbn) 13


  • 9789811067013

Scopus Eid


  • 2-s2.0-85042666098

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3388

Book Title


  • Giftedness and Talent: Australasian Perspectives

Start Page


  • 331

End Page


  • 351

Place Of Publication


  • Singapore

Abstract


  • This chapter discusses research that sought to understand the barriers to the identification of students who are gifted with a learning disability (GLD). These students are an enigma within schools and are under-represented in programmes for gifted students. A mixed method of research was used for this research, consisting of two phases that ran concurrently. In Phase 1, teachers from a Sydney Education area were surveyed. In addition, eight of the teachers were interviewed. For Phase 2, multiple case studies were undertaken. The participants were students who were identified as GLD, their families and the professionals they had consulted. The results showed that an identification protocol is needed, as well as teacher training and support from decision makers across all sectors of education. The teachers demonstrated some knowledge with regard to these students but also confusion and conflict with respect to their educational needs.

Publication Date


  • 2017

Citation


  • Wormald, C. (2017). An enigma: Barriers to the identification of students who are gifted with a learning disability. In N. Ballam & R. Moltzen (Eds.), Giftedness and Talent: Australasian Perspectives (pp. 331-351). Singapore: Springer.

International Standard Book Number (isbn) 13


  • 9789811067013

Scopus Eid


  • 2-s2.0-85042666098

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3388

Book Title


  • Giftedness and Talent: Australasian Perspectives

Start Page


  • 331

End Page


  • 351

Place Of Publication


  • Singapore