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The Learning Experiences and Preferred Educational Strategies of Children Who Have Been Identified as Gifted with ADHD

Australasian Journal of Gifted Education
Volume 17 Issue 2 (Dec 2008)

Abstract: This article focuses on a small qualitative study that investigated the educational experiences of six children who had been formally identified as gifted with Attention Deficit Hyperactivity Disorder (ADHD). The children were aged from six to ten years old. Semi-structured interviews were conducted with the children, their parents and a staff member of the George Parkyn Centre (now The Gifted Education Centre) which is a one-day school for gifted children in New Zealand). The semi-structured interviews explored the children's educational experiences in order to identify their preferred educational strategies that were also expected to be the most effective educational strategies. It is important to address effective educational strategies for gifted children with ADHD as these children can be disadvantaged when learning (e.g., due to reasons such as difficulty with their working memory).

To cite this article: Edwards, Kylee. The Learning Experiences and Preferred Educational Strategies of Children Who Have Been Identified as Gifted with ADHD [online]. Australasian Journal of Gifted Education, Vol. 17, No. 2, Dec 2008: 15-22. Availability: <http://search.informit.com.au/documentSummary;dn=720772947738320;res=IELHSS> ISSN: 1323-9686. [cited 23 Jul 17].

Personal Author: Edwards, Kylee; Source: Australasian Journal of Gifted Education, Vol. 17, No. 2, Dec 2008: 15-22 DOI: Document Type: Journal Article ISSN: 1323-9686 Subject: Gifted children--Education; Attention-deficit hyperactivity disorder; Gifted children; Attention-deficit-disordered children--Education; Peer Reviewed: Yes Affiliation: (1) Teaching Fellow, School of Education, University of Waikato, Hamilton, 3210 New Zealand,

Database: Humanities & Social Sciences Collection