Please use this identifier to cite or link to this item:
The Disadvantaged: A survey of the discrepancy between philosophy, research proven knowledge, and actual school practice as these regard the gifted student
|Title:||The Disadvantaged: A survey of the discrepancy between philosophy, research proven knowledge, and actual school practice as these regard the gifted student|
|Issue Date:||15 Jan 2014|
|Publisher:||University of Hawaii at Manoa|
|Abstract:||When it was time to select a topic for this paper, the first response was toward a long standing interest in the growth and education of the gifted child. Having taken the course on Exceptional Children which included two lectures and one chapter in the text on this topic, and several psychology courses that briefly surveyed growth and testing of gifted children, the search turned toward some course devoted to the one many-faceted subject. Such a course is offered infrequently at the University of Hawaii, but was not available at the time. Thus the problem became one of self-education in a complicated subject-matter area with a plethora of literature of widely diverse quality. Educators contacted generally attempted to discourage the search or divert it to other areas of exceptionality. The concern was evident, and usually noted the availability of funds, data and encouragement prevalent from government, researchers and departments of education for study in the areas of emotionally, physically or mentally handicapped.|
|Pages/Duration:||iv, 103 pages|
|Rights:||All UHM Honors Projects are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||Honors Projects for Education|
Please contact firstname.lastname@example.org if you need this content in an alternative format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.