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المحتوى المقدم من Mohammed Alali. يتم تحميل جميع محتويات البودكاست بما في ذلك الحلقات والرسومات وأوصاف البودكاست وتقديمها مباشرةً بواسطة Mohammed Alali أو شريك منصة البودكاست الخاص بهم. إذا كنت تعتقد أن شخصًا ما يستخدم عملك المحمي بحقوق الطبع والنشر دون إذنك، فيمكنك اتباع العملية الموضحة هنا https://ar.player.fm/legal.
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9: الموهوبون ذوي صعوبات التعلم

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سلسلة مؤرشفة ("تلقيمة معطلة" status)

When? This feed was archived on February 01, 2024 22:09 (3M ago). Last successful fetch was on May 28, 2022 20:14 (2y ago)

Why? تلقيمة معطلة status. لم تتمكن خوادمنا من جلب تلقيمة بودكاست صحيحة لفترة طويلة.

What now? You might be able to find a more up-to-date version using the search function. This series will no longer be checked for updates. If you believe this to be in error, please check if the publisher's feed link below is valid and contact support to request the feed be restored or if you have any other concerns about this.

Manage episode 273145479 series 2679775
المحتوى المقدم من Mohammed Alali. يتم تحميل جميع محتويات البودكاست بما في ذلك الحلقات والرسومات وأوصاف البودكاست وتقديمها مباشرةً بواسطة Mohammed Alali أو شريك منصة البودكاست الخاص بهم. إذا كنت تعتقد أن شخصًا ما يستخدم عملك المحمي بحقوق الطبع والنشر دون إذنك، فيمكنك اتباع العملية الموضحة هنا https://ar.player.fm/legal.

الطلبة الموهوبون ذوي صعوبات التعلم من اكثر الفئات المهملة والتي لها وضعها الخاص.
من هم هؤلاء الطلبة؟ و ما هي تحدياتهم؟
المصادر:
[1] B. J. Gilman et al., "Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities: The Twice-Exceptional," SAGE Open, vol. 3, no. 3, p. 215824401350585, 2013, doi: 10.1177/2158244013505855.

[2] D. Sharma, "Academically Talented and Creatively Learning Disabled: How They differ on Achievement Motivation and Cognitive Style," Educational Quest- An International Journal of Education and Applied Social Sciences, vol. 4, no. 3, pp. 181-186, 2013, doi: 10.5958/j.2230-7311.4.3.016.

[3] N. Yssel, C. Adams, L. S. Clarke, and R. Jones, "Applying an RTI Model for Students with Learning Disabilities Who are Gifted," TEACHING Exceptional Children, vol. 46, no. 3, pp. 42-52, 2014, doi: 10.1177/004005991404600305.

[4] C. Buică-Belciu and D.-V. Popovici, "Being Twice Exceptional: Gifted Students with Learning Disabilities," Procedia, social and behavioral sciences, vol. 127, pp. 519-523, 2014, doi: 10.1016/j.sbspro.2014.03.302.

[5] C. Wormald, K. B. Rogers, and W. Vialle, "A Case Study of Giftedness and Specific Learning Disabilities: Bridging the Two Exceptionalities," Roeper Review, vol. 37, no. 3, pp. 124-138, 2015, doi: 10.1080/02783193.2015.1047547.

[6] M. Foley Nicpon, A. Allmon, B. Sieck, and R. D. Stinson, "Empirical Investigation of Twice-Exceptionality: Where Have We Been and Where Are We Going?," The Gifted child quarterly, vol. 55, no. 1, pp. 3-17, 2010, doi: 10.1177/0016986210382575.

[7] J. Josephson, C. Wolfgang, and R. Mehrenberg, "Strategies for Supporting Students Who Are Twice-Exceptional," Journal of Special Education Apprenticeship, vol. 7, no. 2, 2018. [Online].
[8] E. Beckmann and A. Minnaert, "Non-cognitive characteristics of gifted students with learning disabilities: An in-depth systematic review," Frontiers in psychology, vol. 9, p. 504, 2018, doi: 10.3389/fpsyg.2018.00504.

[9] D. L. S. Maddocks, "The Identification of Students Who Are Gifted and Have a Learning Disability: A Comparison of Different Diagnostic Criteria," The Gifted child quarterly, vol. 62, no. 2, pp. 175-192, 2018, doi: 10.1177/0016986217752096.

[10] R. D. Mayes and J. L. Moore, "Adversity and Pitfalls of Twice-Exceptional Urban Learners," Journal of Advanced Academics, vol. 27, no. 3, pp. 167-189, 2016, doi: 10.1177/1932202X16649930.

[11] C.-W. Lee and J. A. Ritchotte, "Seeing and Supporting Twice-Exceptional Learners," The Educational Forum, vol. 82, no. 1, pp. 68-84, 2018, doi: 10.1080/00131725.2018.1379580.

[12] M. Bianco, "The Effects of Disability Labels on Special Education and General Education Teachers' Referrals for Gifted Programs," Learning disability quarterly, vol. 28, no. 4, pp. 285-293, 2016, doi: 10.2307/4126967.

[13] M. Bianco and N. L. Leech, "Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals," Teacher education and special education, vol. 33, no. 4, pp. 319-334, 2010, doi: 10.1177/0888406409356392.

  continue reading

15 حلقات

Artwork
iconمشاركة
 

سلسلة مؤرشفة ("تلقيمة معطلة" status)

When? This feed was archived on February 01, 2024 22:09 (3M ago). Last successful fetch was on May 28, 2022 20:14 (2y ago)

Why? تلقيمة معطلة status. لم تتمكن خوادمنا من جلب تلقيمة بودكاست صحيحة لفترة طويلة.

What now? You might be able to find a more up-to-date version using the search function. This series will no longer be checked for updates. If you believe this to be in error, please check if the publisher's feed link below is valid and contact support to request the feed be restored or if you have any other concerns about this.

Manage episode 273145479 series 2679775
المحتوى المقدم من Mohammed Alali. يتم تحميل جميع محتويات البودكاست بما في ذلك الحلقات والرسومات وأوصاف البودكاست وتقديمها مباشرةً بواسطة Mohammed Alali أو شريك منصة البودكاست الخاص بهم. إذا كنت تعتقد أن شخصًا ما يستخدم عملك المحمي بحقوق الطبع والنشر دون إذنك، فيمكنك اتباع العملية الموضحة هنا https://ar.player.fm/legal.

الطلبة الموهوبون ذوي صعوبات التعلم من اكثر الفئات المهملة والتي لها وضعها الخاص.
من هم هؤلاء الطلبة؟ و ما هي تحدياتهم؟
المصادر:
[1] B. J. Gilman et al., "Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities: The Twice-Exceptional," SAGE Open, vol. 3, no. 3, p. 215824401350585, 2013, doi: 10.1177/2158244013505855.

[2] D. Sharma, "Academically Talented and Creatively Learning Disabled: How They differ on Achievement Motivation and Cognitive Style," Educational Quest- An International Journal of Education and Applied Social Sciences, vol. 4, no. 3, pp. 181-186, 2013, doi: 10.5958/j.2230-7311.4.3.016.

[3] N. Yssel, C. Adams, L. S. Clarke, and R. Jones, "Applying an RTI Model for Students with Learning Disabilities Who are Gifted," TEACHING Exceptional Children, vol. 46, no. 3, pp. 42-52, 2014, doi: 10.1177/004005991404600305.

[4] C. Buică-Belciu and D.-V. Popovici, "Being Twice Exceptional: Gifted Students with Learning Disabilities," Procedia, social and behavioral sciences, vol. 127, pp. 519-523, 2014, doi: 10.1016/j.sbspro.2014.03.302.

[5] C. Wormald, K. B. Rogers, and W. Vialle, "A Case Study of Giftedness and Specific Learning Disabilities: Bridging the Two Exceptionalities," Roeper Review, vol. 37, no. 3, pp. 124-138, 2015, doi: 10.1080/02783193.2015.1047547.

[6] M. Foley Nicpon, A. Allmon, B. Sieck, and R. D. Stinson, "Empirical Investigation of Twice-Exceptionality: Where Have We Been and Where Are We Going?," The Gifted child quarterly, vol. 55, no. 1, pp. 3-17, 2010, doi: 10.1177/0016986210382575.

[7] J. Josephson, C. Wolfgang, and R. Mehrenberg, "Strategies for Supporting Students Who Are Twice-Exceptional," Journal of Special Education Apprenticeship, vol. 7, no. 2, 2018. [Online].
[8] E. Beckmann and A. Minnaert, "Non-cognitive characteristics of gifted students with learning disabilities: An in-depth systematic review," Frontiers in psychology, vol. 9, p. 504, 2018, doi: 10.3389/fpsyg.2018.00504.

[9] D. L. S. Maddocks, "The Identification of Students Who Are Gifted and Have a Learning Disability: A Comparison of Different Diagnostic Criteria," The Gifted child quarterly, vol. 62, no. 2, pp. 175-192, 2018, doi: 10.1177/0016986217752096.

[10] R. D. Mayes and J. L. Moore, "Adversity and Pitfalls of Twice-Exceptional Urban Learners," Journal of Advanced Academics, vol. 27, no. 3, pp. 167-189, 2016, doi: 10.1177/1932202X16649930.

[11] C.-W. Lee and J. A. Ritchotte, "Seeing and Supporting Twice-Exceptional Learners," The Educational Forum, vol. 82, no. 1, pp. 68-84, 2018, doi: 10.1080/00131725.2018.1379580.

[12] M. Bianco, "The Effects of Disability Labels on Special Education and General Education Teachers' Referrals for Gifted Programs," Learning disability quarterly, vol. 28, no. 4, pp. 285-293, 2016, doi: 10.2307/4126967.

[13] M. Bianco and N. L. Leech, "Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals," Teacher education and special education, vol. 33, no. 4, pp. 319-334, 2010, doi: 10.1177/0888406409356392.

  continue reading

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