Search results for: Bianco Margarita
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Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals
The purpose of this study was to examine the differences among three groups of teachers on their perceptions of students with disabilities and their willingness to refer students with disability to a gifted and talented program. Data reveal that all teachers are much less willing to refer students with disability labels to gifted programs than identically described students with no disability labels. The findings hold several important implications for teacher training at the college and university level, as well as the state and local district professional development level.
Updated: Jan. 23, 2011