GIFTED & LEARNING DISABLED

To be gifted & learning disabled: from identification to practical intervention strategies / Susan M. Baum, Steve V. Owen, John Dixon



To be gifted & learning disabled: from identification to practical intervention strategies / Susan M. Baum, Steve V. Owen, John Dixon

Introduction

Dr. Susan Baum's “To be gifted & learning disabled: from identification to practical intervention strategies”, demonstrate notable aptitudes in some areas, and rendering inoperative disadvantage in other. This book explains the whole thing a classroom or enhancement teacher should be aware of to facilitate and concentrate on the requirements of gifted youngsters, including classification, learning styles, and more (Baum 1993, pp. 126).

Discussion

The three main aspects or hot spots in the Susan Baum's book are, the strategies for improving poor organizational skills, strategies for students with limited reading skills, and strategies for managing behavior. The gifted students, who requires great effort with a learning disability or attention deficit extraordinary contradictions they encompass special scholarly gifts, but are unproductive with certain fundamental learning responsibilities (Whitmore 1980, pp. 67). Being "twice exceptional", is frustrating for all involved, but especially for the student. This book, details diagnosis and intervention suggestions that help immensely. This is one of the best of the few books available concerning this learning problem. According to Baum, a learning disability defined as a heterogeneous set of problems whose causes are a failure or delay in the cognitive organization of thought. In, a wider context, considered learning disability all types of functional disorder from hindering the ability to learn. Learning disabilities may be limited to a specific function: language, memory, attention, calculation, the markers in time and space, or extended to several sectors intellectuals. It also distinguishes the disorders that occur in children whose intelligence is normal and the troubles that come from an impairment or mental retardation. (Newman & Sternberg 2004, pp. 131). Children with learning disabilities not only need an adult to understand a word that tries to explain a term. They also require active and effective actions in a context imbued with commitment by everyone involved in the lives of children. Baum classified the Learning disabilities into General Learning Problems and Disorders Specific Learning Disabilities (Maker 1977, pp. 20).

General Learning Problems

It expresses a general delay of the entire learning process, observed slowness, indifference, poor attention and concentration, affecting the overall performance. These features occur in children with normal development and cognitive immaturity or oral area, resulting in a slowness, to learn (Levinson 1984, pp. 67). One can also be view these events in children with mental retardation, severe hearing difficulties and impaired motor skills. Slow-learning students are students who have difficulty learning to follow a normal pace, because they present a level of memory, along with a reduced capacity for attention to verbal stimuli and expression, and difficulty to recall and retrieve the information learned. These students would not be in the category of mental retardation, nor presented ASD or alterations in sensory or emotional development. This group consists of children with slower development ...