The Effectiveness Of A Learning Tool Based On Concurrent Thinking To Treat The Distraction Of The Gifted With A Double Exception
Yara Abdullah Alghanim, Dr. Samar Abdelaziz Abdeen.
Abstract
Gifted students get high scores on IQ tests, and achieve achievement scores that place them 2-5% above their peers, so we find paradoxically that the gifted suffers from distraction disorders, and this has sparked the thinking of scientists and researchers. Double-exceptional students are defined as gifted, concurrently disordered students who score 120 and above on intelligence tests and advanced scores on tests of creative thinking, synchronous reasoning, critical thinking, and academic achievement. Identifying students with a double exception is not easy, as it requires an awareness of the unique relationship between the two sides of the exception, as well as knowledge and ability to use detection and diagnostic procedures that provide alternative perspectives for giftedness and disorders. This complicates detection and diagnostic procedures (Al-Samadi 2015)
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