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Title: | Fostering Gifted Students’ Affective Development in an Inclusive Setting: a Look at the Impact of Academic Self- Concept |
Authors: | Ibrahim, Kamilu |
Issue Date: | Jul-2015 |
Publisher: | National Journal of Inclusive Education |
Series/Report no.: | Vol. 3;No.1; Pp 312-319 |
Abstract: | Gifted and talented people are credited for advances in medicine, in technology,
in theater and cinema, and in the arts. The road these individuals took to achieve
their high levels of contribution to society varies, depending on their families’
socioeconomic status, their own determination, and the educational opportunities available to them. The purpose of this paper is to provide educators and
counselors with a framework for understanding the concept of gtfiedness,
definition of inclusive education and the academic self-concepts of gifted
students. As academic self-concept is theoretically, linked with other constructs,
including academic achievement and aspirations, it is vital that educators and
counselors are aware of the experiences gifted students may face. Implications
for educators and counselors are discussed. |
URI: | http://hdl.handle.net/123456789/1719 |
ISSN: | 2449-2191 |
Appears in Collections: | Special Education and Rehabilitation Sciences
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