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|a 2005008779
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|a 0910707707 (pbk.)
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|a LC3993.9
|b .R84 2005
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|a 371.95
|2 22
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|a Ruf, Deborah L.
|0 http://id.loc.gov/authorities/names/n2005023605
|1 http://viaf.org/viaf/24891113
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|a Losing our minds :
|b gifted children left behind /
|c Deborah L. Ruf.
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|a Scottsdale, AZ :
|b Great Potential Press,
|c c2005.
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300 |
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|a xv, 351 p. ;
|c 23 cm.
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|a text
|b txt
|2 rdacontent
|0 http://id.loc.gov/vocabulary/contentTypes/txt
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|a unmediated
|b n
|2 rdamedia
|0 http://id.loc.gov/vocabulary/mediaTypes/n
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|a volume
|b nc
|2 rdacarrier
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|a Includes bibliographical references (p. 329-346) and index.
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|g Part I.
|t What Does it Mean to Be Gifted? --
|g Chapter 1.
|t One Family's Story --
|t A Family Affair --
|t Early School Years --
|t Radical Adjustments --
|t Taking Matters into Our Own Hands --
|g Chapter 2.
|t Issues for Parents --
|t Discovering that the Child Is Different --
|t Positive Feedback --
|t Negative Feedback --
|t Conflicting Feedback --
|t How Parents Learn What to Do --
|t Who Can We Turn To? --
|t Pressure from Others --
|t Misdiagnoses of Medical and Behavioral Issues --
|t Maintaining Modesty as Parents --
|t Loneliness of the Parents --
|t Summary of Parent Issues --
|g Chapter 3.
|t Intellectual Level and Why it Matters --
|t What Is Intelligence? --
|t Background on Exceptional Levels of Giftedness --
|t Who Are the Gifted and How Do We Find Them? --
|t Giftedness According to Test Scores --
|t Understanding the Confusion over IQ Scores --
|t The Intelligence Continuum and Education --
|t How Common Are Gifted Children? --
|t The Assessment Process --
|t Summary of Intellectual Assessment --
|g Part II.
|t Levels of Giftedness --
|t Ruf Estimates of Levels of Giftedness --
|t Early Indicators of Giftedness --
|t Early Indicators of Intellectual Giftedness --
|t Indicators of Uniquely High Ability --
|t Differences between the Levels --
|t Who Are the Subjects of this Book? --
|t How the Information Is Presented --
|g Chapter 4.
|t Level One Gifted: Approximately 90th to 98th Percentiles --
|t The Children --
|t Birth to Two Years --
|t Age Two to Three Years --
|t Age Three to Four Years --
|t Age Four to Five Years --
|t Age Five to Six Years --
|t Age Six to Seven Years --
|t Age Seven to Nine Years --
|t Age Nine and Older --
|t Summary of Level One Gifted --
|g Chapter 5.
|t Level Two Gifted: Approximately 98th and 99th Percentiles --
|t The Children --
|t Birth to Two Years --
|t Age Two to Three Years --
|t Age Three to Four Years --
|t Age Four to Five Years --
|t Age Five to Six Years --
|t Age Six to Seven Years --
|t Age Seven to Nine Years --
|t Age Nine and Older --
|t Summary of Level Two Gifted --
|g Chapter 6.
|t Level Three Gifted: Approximately 98th and 99th Percentiles --
|t The Children --
|t Birth to Two Years --
|t Age Two to Three years --
|t Age Three to Four Years --
|t Age Four to Five Years --
|t Age Five to Six Years --
|t Age Six to Seven Years --
|t Age Seven to Nine Years --
|t Age Nine and Older --
|t Summary of Level Three Gifted --
|g Chapter 7.
|t Level Four Gifted: 99th Percentile --
|t The Children --
|t Birth to Two Years --
|t Age Two to Three Years --
|t Age Three to Four Years --
|t Age Four to Five Years --
|t Age Five to Six Years --
|t Age Six to Seven Years --
|t Age Seven to Nine Years --
|t Age Nine and Older --
|t Summary of Level Four Gifted --
|g Chapter 8.
|t Level Five Gifted: Above the 99th Percentile --
|t The Children --
|t Birth to Two Years --
|t Age Two to Three Years --
|t Age Three to Four Years --
|t Age Four to Five Years --
|t Age Five to Six Years --
|t Age Six to Seven Years --
|t Age Seven to Nine Years --
|t Age Nine and Older --
|t Summary of Level Five Gifted --
|g Part III.
|t Gifted Children, School Issues, and Educational Options --
|g Chapter 9.
|t What These Kids Are Like --
|t Degrees of Compliance and Cooperation --
|t High Demand for Attention in Infancy --
|t Feisty, Independent, and Strong-Willed --
|t Easy-Going and Flexible --
|t Concentration and Attention Span --
|t Schedules and Transitions --
|t Perfectionism --
|t Issues with Authority --
|t Demonstrations of Emotions and Feelings --
|t Affectionate Behavior --
|t Intensities and Sensitivities --
|t Idealism, Compassion, and Sense of Fairness --
|t Asynchrony of Development --
|t Sense of Humor --
|t General Sociability-How They Spend their Time --
|t Social Interaction with Others --
|t Bossiness --
|t Sportsmanship and Competitive Nature --
|t Interests and Approach to Play --
|t Performance and Leadership --
|t Androgyny of Interests and Behaviors --
|t Summary of Gifted Behaviors and Traits --
|g Chapter 10.
|t The Crash Course on Giftedness and the Schools --
|t Why Is There a Problem? --
|t Schools Are Problematic for Gifted Students --
|t The Configuration of School Systems --
|t Age Grouping and the Demise of Ability Grouping --
|t Societal Priorities and Funding --
|t Teachers Are Not Trained to Recognize Individual Differences --
|t Negative Effects of the Same Pace for Everyone --
|t Children Learn to Underachieve --
|t Social and Emotional Ramifications --
|t The Way Gifted Children Are --
|t Gender Differences --
|t Intellectual Differences --
|t Personality Differences --
|t Other Important Factors --
|t Crash Course Summary --
|g Chapter 11.
|t School Years and Ongoing Issues --
|t Schools Resist Making Changes --
|t Social Adaptation Trumps Academic Abilities --
|t They'll Help My Child --
|t Parents Assume that They Can Work with the Schools --
|t Problems for the Gifted in School --
|t Boredom --
|t Abilities Surpass Maturity --
|t Teachers Overlook High Abilities --
|t Behavior Problems --
|t Poor Fit between Some Teachers and Gifted Children --
|t Gifted Students Learn Poor Study Habits --
|t Not Completing or Turning in Homework --
|t Not Showing Enough Effort --
|t Disorganization --
|t Not Paying Attention in Class-Being Distracted and Distractible --
|t Emotional Changes in the Child --
|t Confused Self-Concept --
|t Depression --
|t Loneliness and Feeling Different --
|t Additional Problem Areas --
|t Math --
|t Writing --
|t Summary of School Issues --
|g Chapter 12.
|t Educational Needs for Each Level --
|t General School Placement Goals --
|t Types of Schools --
|t Daycare Centers and Preschool Programs --
|t Type I Schools --
|t Type II Schools --
|t Type III Schools --
|t Type IV Schools --
|t Type V Schools --
|t Educational Options that Work for Gifted Students --
|t Early Entrance --
|t Ability-Grouped Instruction --
|t Differentiated Instruction --
|t Single-Subject Acceleration --
|t Online and Correspondence Courses --
|t Whole-Grade Acceleration --
|t Partial Home Schooling --
|t Full-Time Home Schooling --
|t Full-Time Ability-Grouped Classroom --
|t Tutoring or Mentoring --
|t Summer Institutes and Outside Supplemental Advanced Classes --
|t Radical Acceleration --
|t Advanced Coursework --
|t Concurrent Enrollment --
|t Individualized Approach --
|t Level One Needs --
|t Early Childhood-Birth to Kindergarten --
|t Early Grade School Years --
|t Middle School Years --
|t High School Years --
|t College Life and Career Planning --
|t Social Life for Level One Children --
|t Level Two Needs --
|t Early Childhood-Birth to Kindergarten --
|t Early Grade School Years --
|t Middle School Years --
|t High School Years --
|t College Life and Career Planning --
|t Social Life for Level Two Children --
|t Level Three Needs --
|t Early Childhood-Birth to Kindergarten --
|t Early Grade School Years --
|t Middle School Years --
|t High School Years --
|t College Life and Career Planning --
|t Social Life for Level Three Children --
|t Level Four Needs --
|t Early Childhood-Birth to Kindergarten --
|t Early Grade School Years --
|t Middle School Years --
|t High School Years --
|t College Life and Career Planning --
|t Social Life for Level Four Children --
|t Level Five Needs --
|t Early Childhood-Birth to Kindergarten --
|t Early Grade School Years --
|t Middle School Years --
|t High School Years --
|t College Life and Career Planning --
|t Social Life for Level Five Children --
|t What Parents Can Do for Level Five Children --
|g Appendix A.
|t Developmental Guidelines for Identifying Gifted Preschoolers --
|g Appendix B.
|t Public School Curriculum Expectations by Grade Levels --
|g Appendix C.
|t Levels of Giftedness for Some Historical Figures --
|g Chart 1.
|t Standard IQ Score Ranges for the Levels --
|g Table 1.
|t Level One Children's Data --
|g Table 2.
|t Level Two Children's Data --
|g Table 3.
|t Level Three Children's Data --
|g Table 4.
|t Level Four Children's Data --
|g Table 5.
|t Level Five Children's Data.
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|a Gifted children
|x Education
|z United States.
|0 http://id.loc.gov/authorities/subjects/sh2008105303
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|a Gifted children
|x Identification.
|0 http://id.loc.gov/authorities/subjects/sh85054892
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|a Gifted children
|x Education.
|2 fast
|0 http://id.worldcat.org/fast/fst00942566
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|a Gifted children
|x Identification.
|2 fast
|0 http://id.worldcat.org/fast/fst00942599
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|a United States.
|2 fast
|0 http://id.worldcat.org/fast/fst01204155
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|a ToCBNA
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|a HeVa
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|a (OCoLC)58789528
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|t Library of Congress classification
|a LC3993.9 .R84 2005
|l JRL
|c JRL-Gen
|i 5262071
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927 |
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|t Library of Congress classification
|a LC3993.9 .R84 2005
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|b 75882205
|i 8027663
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