This concise and practical guide thoroughly presents the characteristics of children with specific mild exceptionalities in today's diverse classroom. Using an active, problem-solving approach that reflects how today's students learn, Dr. Sydney S. Zentall identifies the characteristics of children with mild exceptionalities that can be gleaned from observations, written descriptions, and personal interactions. Unlike many texts on this topic, which overwhelm students with extraneous information, The text focuses on the characteristics of these students within general education and special class settings. With this knowledge readers will better understand the implications of characteristics for accommodations and be ready to apply this knowledge with empirically based interventions.
Intelligence reflects a broad mental capacity to solve problems and to understand, yet it is typically measured by performance on intelligence tests. Most scores on these tests cluster around the middle within a normal range. The term cognitive exceptionalities refers to extreme scores on intelligence tests—both very high and very low scores. Students with high IQ scores of 130 and up define the first cutoff for gifted and talented. Students with GT have wide-ranging capacities to solve problems, reason, plan, handle abstract ideas, learn quickly, and profit from experience (Lubinski, 2009). Unfortunately, the potential of students with GT and co-occurring disabilities (“twice-exceptional” students) is typically not identified, because their disabilities mask their giftedness. Alternatively, neither their disabilities nor their giftedness is ...