Emotionally, Socially, and Learning Disabled Gifted Children: Theory and Treatment

Hanna David
Tel Aviv University, Emerita, Rishon Leziyon, Israel

Series: Giftedness: Identification, Assessment, Nurturing, and Treatment
BISAC: EDU026000

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$95.00

Volume 10

Issue 1

Volume 2

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Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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This book presents the reader with the main inherent problems of double-exceptionality, namely, the difficulties educators and mental health professionals must deal with when working with gifted disabled children and youths. The first chapter describes ten of these problems; on the one hand, some have been caused by unfamiliarity of the basic terms and definitions of giftedness and on the other, learning or other disabilities; some by treatment failures of gifted disabled children and youths.

The main part of the book, chapters 2-5, include six detailed case studies of gifted children and adolescents who were dealing, in some cases, with learning disabilities, but in all cases with social, emotional, psychological and familial issues that jeopardized not only their educational and professional future, but also their well-being and even their mental health.

These chapters include also shorter vignettes of gifted disabled young and older children whom I have met in the last thirty years. Some of these cases–both the longer and the shorter case studies–are of students who had considered dropping out of school. This book challenges the assumption that dropping out is necessarily also an educational failure. Some of the cases described did not have a “happy ending”: they describe young people who unsuccessfully tried to be “like everybody else,” an attempt that has always been hard to live with.

The last chapter shows that only when all components in the child’s or adolescent’s life, the family, the education system, and the social circle she or he belonged to encouraged and nurtured the child, materializing one’s giftedness while maintaining a high level of well-being and social acceptability can be accomplished. The chapter of the book analyzes these factors while showing how misunderstanding of the child’s needs, along with inability to provide her or him with the proper educational and psychological help might cause “giving up” one’s giftedness, deterioration in the social/emotional situation or both.
(Imprint: Nova)

Preface

Chapter 1. Gifted Disabled Students – Parents’, Educators’, and Counselors’ Perspectives

Chapter 2. The Life Story of Esther

Chapter 3. Dropout Prevention of a Gifted Youth: Case Study 76

Chapter 4. Is School Dropout Necessarily Bad for the Gifted? Three Case Studies

Chapter 5. Termination of Treatment of Gifted Disabled Students

Chapter 6. What Have We Learnt and what is Still There to Be Learnt about Gifted Disabled Children and Youths?

Index 

"Educators, counselors, and parents will find this volume inspiring and practical. Anyone interested in double-exceptional children will find theory combined with cases illustrating the struggles of families and children with being gifted along with having a disability. The author confronts issues like ADHD, underachievement, dropping out of school, and home schooling, asking crucial questions, and offering recommendations based on her own experience consulting gifted children and their parents over the years. The last chapter provides a summary and raises more questions like "To what extent is the severity of the disability a main factor in materializing the student’s gifts? Addressing myths. This book written by a psychologist, brings a wealth of knowledge on the important topic of double-exceptionality tied with a personal perspective." - Dr. Hava Vidergor, PhD, Senior Lecturer, Gordon Academic College, Arab Academic College, Haifa, Israel

“This unique book, aimed for students, professionals in the fields of psychology and education, as well as parents of double-exceptional children and use, offers the reader an experience uncommon among scientific materials. Emotionally, Socially, and Learning Disabled Children: Theory and Treatment is an interesting book which combines fluency with a solid scientific base for its insights and new ways of looking at well-accepted assumptions such as “dropping out of school should be prevented if only possible” or “the severity of a learning-or-other disability determines the prospects of overcoming it”. The case studies and the vignettes I the book are based on the 3-decade experience of the writer as a counselor of gifted children with and without disabilities. “ Dr. Hasan Said Tortop, Professor of Special Education Department, the Gifted Education Division, the University of Istanbul Aydin, Turkey, Editor of Journal for the Education of Gifted Young Scientists (JEGYS) and Journal of Gifted Education and Creativity

“This book on Emotional, Sociology and Learning disable children is an exceptional formulation of socio-psychological theory and treatment for the gifted students and especially to the parents of gifted children towards understanding their need, ability and intelligence about being gifted. Moreover, this book is well constructed with academic and rigorous scientific research which eventually support to educational, clinical psychology and social lives contributions.” - Mani Man Singh Rajbhandari, Ph.D., Founder and Editor-in-Chief Journal of Interdisciplinary Sciences; Professor/Researcher: Pontificia Universidad Catolica del Peru. CENTRUM Graduate Business School; Director/Senior Researcher: Organization for Research Development and Training (ORDT)

Keywords: Gifted, case studies, double-exceptionality, double-label, learning disabilities, emotional problems

Audience: Teachers, headmasters and counselors working with gifted children and youths; undergraduate and graduate psychology and education students, parents, grandparents and other family-members of the gifted.

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