CHILDREN’S GIFTEDNESS AND ASSOCIATED PROBLEMS. THE TWICE EXCEPTIONALITY PHENOMENON. GIFTEDNESS AND LEARNING PROBLEMS. GIFTEDNESS AND ATTENTION DEFICIT/ HYPERACTIVITY DISORDER (А REVIEW OF LITERATURE)
In accordance with current views, giftedness are considered as the systemic psychic property developing throughout a lifetime, which determines the human possibility of achieving higher (unusual, outstanding) results in one or several kinds of activities as compared to other people. People who are e...
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| Format: | Article |
| Language: | Russian |
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ABV-press
2016-01-01
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| Series: | Русский журнал детской неврологии |
| Subjects: | |
| Online Access: | https://rjdn.abvpress.ru/jour/article/view/118 |
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| Summary: | In accordance with current views, giftedness are considered as the systemic psychic property developing throughout a lifetime, which determines the human possibility of achieving higher (unusual, outstanding) results in one or several kinds of activities as compared to other people. People who are endowed with extraordinary abilities may be infrequently called absolutely somatically and mentally healthy. There are data that giftedness in childhood are frequently concurrent with both somatic diseases and different neurological disorders. Many gifted children are diagnosed as having left-handedness, speech disorders, and autoimmune diseases. There are scientific works on the association of giftedness with neurological and psychiatric disorders, including attention deficit/hyperactivity disorder (ADHD), learning problems (dyslexia in particular), autism (including Asperger’s syndrome), bipolar disorder, and migraine. According to the available data, approximately 3–5 % of children fall into a category of intellectually gifted ones; some children (2–5 to 20 % or more of all gifted children according to different findings) may have learning problems. The terms “twice-gifted” or “twice-exceptional” are proposed to characterize children with giftedness concurrent with learning problems, attention deficit (including ADHD), or other impairments of cognitive functions and behavior (including oppositional disorder and obsessive-compulsive disorder). These children need the more attention of teachers and other correction approaches and adaptation methods to be elaborated as compared to the procedures used for gifted children, on the one hand, and for those with learning problems, behavioral and attention disorders, on the other hand. There is a need for the development and further strengthening of strong suits (gift) and correction, adaptation of deficits in children with “twice exceptionality”. The review presents the history of studying the “twice exceptionality” phenomenon, ideas on its causes, approaches to differential diagnosis, and the specific features of correction methods. |
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| ISSN: | 2073-8803 2412-9178 |