Were under-teaching these kids, said Megan Foley-Nicpon, an assistant professor and assessment and counseling researcher at the University of Iowas Belin-Blank Center, who edited the special issue. So often [gifted ADHD students] reported their disability was acknowledged and provided for, but not their ability, she said. In fact, several of the twice-exceptional studies found value in teaching students to take more control of their learning. For example, a team led by Colleen Willard-Holt of Wilfred Laurier University in Waterloo, in Ontario, Canada, conducted in-depth interviews with gifted secondary and college students with ADHD about the instructional strategies they had found most helpful in their K-12 schooling. Among them: Being told how they would be marked or graded; Being told how much time they would have to complete a task or test; Being allowed to select from a number of assignment options; Being able to negotiate deadlines; Having freedom to continue to explore a topic after the class has moved on; and Having a mentor or learning more about a topic from experts.
Posted on: Wed, 20 Aug 2014 10:46:04 +0000
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