Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Accessibility (1)
- Adult and Continuing Education Administration (1)
- Adult and Continuing Education and Teaching (1)
- Bilingual, Multilingual, and Multicultural Education (1)
- Community College Education Administration (1)
-
- Community College Leadership (1)
- Curriculum and Social Inquiry (1)
- Disability and Equity in Education (1)
- Education Economics (1)
- Higher Education (1)
- Higher Education Administration (1)
- Higher Education and Teaching (1)
- Humane Education (1)
- Junior High, Intermediate, Middle School Education and Teaching (1)
- Liberal Studies (1)
- Online and Distance Education (1)
- Other Educational Administration and Supervision (1)
- Other Teacher Education and Professional Development (1)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (1)
- Scholarship of Teaching and Learning (1)
- Keyword
Articles 1 - 2 of 2
Full-Text Articles in Gifted Education
Understanding The Learning & Advocacy Needs Of A Twice-Exceptional Student Through A Strengths-Based Lens: Review Of The Literature, Lisa Krausz
Scholarship and Engagement in Education
Twice-exceptional students possess both high ability and learning disabilities. The complex interaction of their gifts and disabilities perplexes both educators and parents. Educators often use a deficit approach when working with these learners; new research calls for multi-dimensional, strengths-based approaches to engage these students. Strengths-based approaches draw upon student strengths, interests, and talents to help address their disabilities. They also call for the involvement of parents and the student herself in the process of better understanding and meeting the student’s needs. Collaboration is a key component of strength-based approaches. While parents are key advocates for their special needs children, many …
Beyond Behavior, Craig C. Laupheimer
Beyond Behavior, Craig C. Laupheimer
Scholarship and Engagement in Education
Teaching to engage students with Attention Deficit Hyperactivity Disorder (ADHD) can inspire the whole classroom and make teaching and learning engaging and exciting. Although teachers and students alike face a challenging educational landscape, much can be done to empower students with special needs. Teaching with the whole classroom in mind with an emphasis on hands on, explorative and inspirational learning experiences to accommodate for these students strengthens and causes student engagement and agency. This article highlights the challenges and potential breakthroughs possible for classroom instruction specifically where the ADHD student is concerned and looks towards teaching mindfulness and empowerment as …