Exam 9: Challenges and Methods in Identifying Gifted Students

When elementary and secondary levels are compared, programme options for gifted students are more available at the____ level.

The identification of gifted students depends entirely upon IQ levels.

Classroom grouping to accommodate students who are not at grade level is highly debatable. Which of the following would NOT be advanced as an argument by the detractors?

The onset of underachievement in girls typically coincides with the onset of early adolescence.

Many factors may contribute to the underachievement of gifted children. Identify and describe four pertinent factors.

Which of the following is a process that encompasses content and skills to provide enrichment in the regular classroom?

_____ enrichment involves examining a certain curriculum area in greater depth.

In the education of students who are gifted, we can say that of the following models,_____ is MOST OFTEN offered in the general classroom?

Of the following, which is the BEST single measure to use to identify gifted students?

In regards to special education, giftedness is considered a(n) _ component.

Although group intelligence tests are often used in the identification of potentially gifted students, there are disadvantages associated with these measures. One major disadvantage is

____ is the word used to describe remarkable early development.

Research findings suggest that grade acceleration

When special activities are provided for gifted children within a regular classroom, the model is known as ___.

Provide three reasons why gifted girls are not identified to the same extent as are their male counterparts.

____ ____ _____ allows students control of their own instruction.

List five headings needed for a gifted child's IEP.

____ devised the three- trait model which illustrated that giftedness occurs in the zone where the three traits intersect.

Which of the following measures would NOT be particularly useful in screening for gifted and talented children?

A classroom teacher holds that giftedness is product, not potential. The measures she would use to assess giftedness are