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Öğrenme Güçlüğünden Üstün Yeteneğe Bir Okul Hayatı

Year 2024, Volume: 25 Issue: 1, 1 - 16, 01.03.2024
https://doi.org/10.21565/ozelegitimdergisi.1310170

Abstract

Giriş: Öğrenme güçlüğü olan bir öğrenci üniversite sınavında üstün bir başarı sağlayarak tıp fakültesine yerleşebilir mi? İki kere farklı öğrenciler olarak da bilinen öğrenme güçlüğü olan üstün yetenekli öğrencilere yönelik çalışmalar son zamanlarda hız kazanmıştır. Bu çalışmada ise akademik başarısızlığa rağmen tıp fakültesine girmeyi başaran Fatih'in güçlü ve zayıf yönlerini ile güçlüklere karşı kullandığı stratejilerinin belirlenmesi amaçlanmıştır.
Yöntem: Çalışma modeli olarak nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Aile görüşmeleri, Fatih ile yapılan görüşmeler, Fatih'in çizimleri ve zekâ testi sonucuyla birlikte Fatih'in zorlandığı ve yetenekli olduğu alanlar analiz edilmiştir.
Bulgular: Elde edilen veriler sonucunda Fatih'in ilkokuldan beri öğrenme güçlüğü yaşadığı, özellikle Türkçe dersinde zorluk çektiği ve akademik başarısızlık yaşadığı belirlenmiştir. Yaşadığı akademik başarısızlığa rağmen matematik alanında iyi performans gösterdiği saptanmıştır. Ayrıca genel zihinsel yetenekte yetenekli olduğu ve resim yapmada olağanüstü yeteneğe sahip olduğu sonucuna varılmıştır.
Tartışma: Fatih'in güçlü ile zayıf yönlerini, yetersizliklerini telafi etmek ve bir şeyler başardığını ortaya koymak için resim alanındaki yaratıcılığını ön plana çıkarması dikkate alındığında Fatih'in öğrenme güçlüğü olan üstün yetenekli bir öğrenci olduğu belirtilebilir. Sonuçlar, öğrenme güçlüğü olan üstün yetenekli bireylerin belirlenmesi bağlamında tartışılmıştır.

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References

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  • Assouline, S. G., & Whiteman, C. S. (2011). Twice-exceptionality: Implications for school psychologists in the post–IDEA 2004 era. Journal of Applied School Psychology, 27, 380-402. https://doi.org/10.1080/15377903.2011.616576
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A School Life from Learning Disability to Giftedness

Year 2024, Volume: 25 Issue: 1, 1 - 16, 01.03.2024
https://doi.org/10.21565/ozelegitimdergisi.1310170

Abstract

Introduction: Can a student with learning disability pass the university exam and get into the faculty of medicine? Number of studies on gifted students with learning disabilities, also known as different students, has increased recently. The aim of the present study was to examine the strengths and weaknesses of Fatih who succeeded in getting into the faculty of medicine despite academic failure and to determine strategies he used against problems.
Method: Case study among qualitative research methods was used as the study model. Through family interviews, interviews with Fatih, the drawings of Fatih and result of intelligence test, areas he had difficulties as well as those he was gifted were analyzed.
Findings: Results of the study revealed that Fatih has been suffering from learning disability since primary school, he has struggled especially in the Turkish lesson and he has been experiencing academic failure. Despite his academic failure, he performed well in the field of mathematics. In addition, he was gifted in general mental ability and that he is extraordinarily skilled at painting.
Discussion: When the strengths and weaknesses of Fatih are taken into consideration, it can be asserted that he is a gifted student with learning disability. The results were discussed within the context of identifying gifted individuals with learning disability.

Project Number

Bulunmamaktadır.

References

  • Al-Hroub, A. (2011). Developing assessment profiles for mathematically gifted children with learning difficulties at three schools in Cambridgeshire, England. Journal for the Education of the Gifted, 34(1), 7-44. https://doi.org/10.1177/016235321003400102
  • Altun, T., & Uzuner, F. G. (2016). Sınıf öğretmenlerinin özel öğrenme güçlüğü olan öğrencilerin eğitimine yönelik görüşleri, The Journal of Academic Social Science Studies, 44, 33-49.
  • Assouline, S. G., Nicpon, M. F., & Whiteman, C. (2010). Cognitive and psychosocial characteristics of gifted students with written language disability. Gifted Child Quarterly, 54, 102-115. https://doi.org/10.1177/0016986210396436
  • Assouline, S. G., & Whiteman, C. S. (2011). Twice-exceptionality: Implications for school psychologists in the post–IDEA 2004 era. Journal of Applied School Psychology, 27, 380-402. https://doi.org/10.1080/15377903.2011.616576
  • Başar, M., & Göncü, A. (2018). Sınıf öğretmenlerinin öğrenme güçlüğüyle ilgili kavram yanılgılarının giderilmesi ve öğretmen görüşlerinin değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 185- 206. https://doi.org/10.16986/HUJE.2017027934
  • Baum, S. (1989). Gifted but learning disabled: A puzzling paradox. Preventing School Failure, 34, 11-14. https://doi.org/10.1080/1045988X.1989.9944546
  • Baum, S. Cooper, C. R., & Neu, T. W. (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities. Pschology in the Schools, 38(5), 477-490. https://doi.org/10.1002/pits.1036
  • Baum, S. M., Owen, S.V., & Dixon, J. (1991). To be gifted and learning disabled. Creative Learning Press.
  • Baum, S. M., & Owen, S. V. (2004). To be gifted and learning disabled: Strategies for helping bright students with LD, ADHD, and more. Creative Learning Press.
  • Baum, S. M., Rizza, M., & Renzulli, S. (2006). Twice exceptional adolescents: Who are they? What do they need? In F. A. Dixon & S. M. Moon (Eds.), The handbook of secondary gifted education (pp. 137-164). Prufrock Press.
  • Beckmann, E., & A. Minnaert. (2018). Non-cognitive characteristics of gifted students with learning disabilities: An in depth systematic Review. Frontiers in Psychology, 9, 504 https://doi.org/10.3389/fpsyg.2018.00504
  • Bell, S. M., Taylor, E. P., McCallum, R. S., Coles, J. T., & Hayes, E. (2015). Comparing prospective twice- exceptional students with high-performing peers on high-stakes tests of achievement. Journal for the Education of the Gifted, 38, 294-317. https://doi.org/10.1177/0162353215592500
  • Berninger, V. W., & Abbott, R. D. (2013). Differences between children with dyslexia who are and are not gifted in verbal reasoning. Gifted Child Quarterly, 57, 223-233. https://doi.org/10.1177/0016986213500342
  • Bildiren, A. (2018). Opinions of primary school teachers on the definition, identification and education of gifted children. International Journal of Eurasia Social Sciences, 9(33), 1363-1380.
  • Bildiren, A., & Fırat, T. (2020). Giftedness or disability? Living with paradox. Education 3-13, 48(6), 746-760. https://doi.org/10.1080/03004279.2020.1761855
  • Bisland, A. (2004). Using learning-strategies instruction with students who are gifted and learning disabled. Gifted Child Today, 27(3), 52-58. https://doi.org/10.4219/gct-2004-144
  • Boothe, D. (2010). Twice-exceptional: Students with both gifts and challenges or disabilities. Idaho Departmant of Education. http://scholarworks.boisestate.edu/fac_books/343
  • Brown, L., R. J. Sherbenou, & S. K. Johnsen. (1997). TONI-3, test of nonverbal ıntelligence: A language-free measure of cognitive ability. Pro-Ed.
  • Brody, L. E., & Mills, C. J. (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities, 30, 282-296. https://doi.org/10.1177/002221949703000304 Crepeau-Hobson, F., & Bianco, M. (2011). Response to intervention: Promises and pitfalls for gifted students with learning disabilities. Intervention in School and Clinic, 48(3), 142-151. https://doi.org/10.1177/1053451212454005
  • Çakıroğlu, O. (2017). Öğrenme güçlüğü olan çocukların genel özellikleri. M. A. Melekoğlu & O. Çakıroğlu (Eds.). Özel öğrenme güçlüğü olan çocuklar içinde (ss. 49-73). Vize Yayıncılık.
  • Dare, L., & Nowicki, E. A. (2015). Twice-Exceptionality: Parents’ perspectives on 2e identification. Roeper Review, 37, 208-218. https://doi.org/10.1080/02783193.2015.1077911
  • Fetzer, E. A. (2000). The gifted/learning-disabled child: A guide for teachers and parents. Gifted Child Today, 23(4), 44-50. https://doi.org/10.4219/gct-2000-745
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There are 77 citations in total.

Details

Primary Language English
Subjects Special Talented Education
Journal Section Articles
Authors

Ahmet Bildiren 0000-0003-3021-4299

Tahsin Fırat 0000-0002-3577-7907

Sevinç Zeynep Kavruk 0000-0001-8611-492X

Project Number Bulunmamaktadır.
Early Pub Date September 13, 2023
Publication Date March 1, 2024
Published in Issue Year 2024 Volume: 25 Issue: 1

Cite

APA Bildiren, A., Fırat, T., & Kavruk, S. Z. (2024). A School Life from Learning Disability to Giftedness. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 25(1), 1-16. https://doi.org/10.21565/ozelegitimdergisi.1310170

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The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

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