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The Handicapped Gifted Child: Problems of Identification and Programming

Carolyn R. Yewchuk and Mary Ann Bibby
Canadian Journal of Education / Revue canadienne de l'éducation
Vol. 14, No. 1, The Education of the Gifted Child in Canada (Winter, 1989), pp. 102-108
DOI: 10.2307/1495205
Stable URL: http://www.jstor.org/stable/1495205
Page Count: 7
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
The Handicapped Gifted Child: Problems of Identification and Programming
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Abstract

Children who are both handicapped and gifted usually are chosen for special educational programming on the basis of their handicaps, not their giftedness. Stereotypic expectations, handicapping effects, and program limitations explain this practice. Some 12,000 to 54,000 Canadian gifted handicapped schoolchildren require special programs that recognize their weaknesses and strengths. /// Les enfants doués atteints d'un handicap se voient habituellement offrir des programmes spéciaux qui sont davantage axés sur leur handicap que sur leur douance. Les attentes stéréotypées, les effets du handicap et les limitations imposées par les programmes expliquent cet état de fait. Quelque 12 000 des 54 000 élèves doués handicapés au Canada ont besoin de programmes spéciaux qui tiennent compte de leurs points forts et de leurs faiblesses. /// Kinder, die sowohl behindert als auch begabt sind, werden gewöhnlich ausgewählt für spezielle Erziehungsprogramme auf der Basis ihrer Behinderung, nicht ihrer Begabung. Stereotype Erwartungen, die Auswirkungen der Behinderung und Programmbeschränkungen erklären diese Praxis. Etwa 12 000 bis 54 000 begabte und gleichzeitig behinderte kanadische Schulkinder benÉtigen spezielle Programme, die ihre Schwächen und Stächen erkennen. /// Los niños que son tanto minusválidos como exepcionales son generalmente elegidos para programas educacionales debido a su minusvalía no a sus exepcionales talentos. Las expectaciones stereotípicas, los efectos minusválidos y las limitaciones de programa explican esta práctica. Cerca de 12,000 a 54,000 escolares exepcionales canadienses requieren programas especiales que reconozcan sus debilidades y sus habilidades.

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