e-journal

Inquiry-based instruction within a community of practice for gifted–ADHD college students

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A number of characteristics are shared between attention-deficit hyperactivity disorder (ADHD) and gifted populations. They include issues with sustaining attention, following directions, and completing tasks. When an individual is both gifted and has ADHD (gifted–ADHD) he has unique educational needs that may put him at risk for underachievement.
To date the literature largely addresses how to remediate perceived deficits. Less has been written about how to develop the talent of these twice-exceptional individuals. The present semi-autobiographical narrative proposes that inquiry-based instruction within an authentic community of practice can play an integral role in talent development for gifted–ADHD undergraduate students.

Keywords
Dual exceptionality,ADHD, gifted–ADHD, higher education, inquiry, talent development

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Informasi Detail

Judul Seri

Gifted Education International

No. Panggil

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Penerbit

: The Author., 2014

Deskripsi Fisik

Gifted Education International 2014, Vol 30(1) 74–86

Bahasa

English

ISBN/ISSN

DOI: 10.1177/0261429

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Edukasi

Info Detail Spesifik

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Pernyataan Tanggungjawab

Wati/Agus

Versi lain/terkait

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