東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Seeing the paradigm: Education profe...

Costis, Patricia Anne.

Linked to FindBook

Google Book

Amazon

博客來

Seeing the paradigm: Education professionals' advocacy for the gifted student with autism spectrum disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Seeing the paradigm: Education professionals' advocacy for the gifted student with autism spectrum disorder./
Author:	Costis, Patricia Anne.
Description:	309 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
Subject:	Gifted education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10111613
ISBN:	9781339748221

Seeing the paradigm: Education professionals' advocacy for the gifted student with autism spectrum disorder.
Costis, Patricia Anne.

Seeing the paradigm: Education professionals' advocacy for the gifted student with autism spectrum disorder. - 309 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--The College of William and Mary, 2016.

Meeting the needs of the gifted student with autism spectrum disorder (ASD) requires addressing both conditions. Education professionals are in a unique position to begin this process by referring the student to school specialists for evaluation. However, diagnostic confusion surrounding autism, misconceptions about special education, varying conceptions of giftedness, and overlapping behaviors of giftedness and ASD can inhibit education professionals' ability to recognize unique behaviors of gifted students with ASD, and make appropriate referrals, placing the student at academic risk.

ISBN: 9781339748221Subjects--Topical Terms:

3172499
Gifted education.

Seeing the paradigm: Education professionals' advocacy for the gifted student with autism spectrum disorder.
LDR:02771nmm a2200313 4500 001 2115150
005 20170217105120.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339748221
035 $a (MiAaPQ)AAI10111613
035 $a AAI10111613
040 $a MiAaPQ $c MiAaPQ
100 1 $a Costis, Patricia Anne. $3 3276786
245 1 0 $a Seeing the paradigm: Education professionals' advocacy for the gifted student with autism spectrum disorder.
300 $a 309 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500 $a Adviser: Tracy L. Cross.
502 $a Thesis (Ph.D.)--The College of William and Mary, 2016.
520 $a Meeting the needs of the gifted student with autism spectrum disorder (ASD) requires addressing both conditions. Education professionals are in a unique position to begin this process by referring the student to school specialists for evaluation. However, diagnostic confusion surrounding autism, misconceptions about special education, varying conceptions of giftedness, and overlapping behaviors of giftedness and ASD can inhibit education professionals' ability to recognize unique behaviors of gifted students with ASD, and make appropriate referrals, placing the student at academic risk.
520 $a Autism and giftedness have been studied separately in the fields of education and psychology for more than half a century. Although the study of giftedness with ASD has begun to increase in recent years, no empirical study to date has focused on education professionals who successfully referred this student population for specialized services. The present mixed methods study examined perceptions and experiences of education professionals who successfully referred gifted students with ASD for specialized services.
520 $a Survey research probed training, experience, and credentials, as well as perceptions about twice exceptionality. Semi-structured interviews investigated observed behaviors prompting their student's referral for specialized services, experiences with their gifted students with ASD, and evidence they found influential in identifying their student as gifted. These elements combined to provide not only a conceptualization of the gifted student with ASD, but a conception of the education professional who worked with them. The results of this study will inform research, pre-service coursework, and professional development in meeting the needs of this special population of gifted student.
590 $a School code: 0261.
650 4 $a Gifted education. $3 3172499
650 4 $a Special education. $3 516693
650 4 $a Educational psychology. $3 517650
690 $a 0445
690 $a 0529
690 $a 0525
710 2 $a The College of William and Mary. $b Education. $3 3191612
773 0 $t Dissertation Abstracts International $g 77-10A(E).
790 $a 0261
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10111613