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NASP Home NASP Publications School Psychology Review (SPR) Volume 5 Issue 3 (1976) Editorial Comment
Volume 5, Issue 3 (1976)

Editorial Comment

pp. 2—3

How has the issue of giftedness presented itself in the past within the school setting ? The regular classroom teacher, uncomfortable with the child whose performance was consistently superior to that of classroom peers, usually initiated a referral for psychological evaluation. The school psychologist routinely administered a battery of tests and made some specific recommendations. What were the shortcomings of this procedure? First, many gifted children, with superior ability in higher cognitive processes, did not perform well on classroom tasks involving rote memory and problem solving skills, and hence were never identified by the classroom teacher. Secondly, the specific identification tools used by the school psychologist tended to define giftedness in an extremely narrow fashion closely linked to an IQ score and school achievement. Thirdly, the recommendations made by the school psychologist frequently penalized the gifted child rather than stimulated creative thinking, e.g., “Have the child do 20 math problems while the rest of the class does 10.”

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