Publication details
Identifikace souběhu intelektového nadání a dyslexie z pohledu učitelů
| Title in English | The identification of intellectual giftedness in connection with dyslexia from the perspective of teachers |
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| Authors | |
| Year of publication | 2019 |
| Type | Article in Periodical |
| Magazine / Source | Svět nádání |
| MU Faculty or unit | |
| Citation | |
| Web | |
| Keywords | intellectual gifted children with dyslexia; identification of twice exceptionality; typical characteristics; teachers |
| Attached files | |
| Description | The aim of the study was to examine whether primary school teachers recognize the concurrence of intellectual giftedness and dyslexia based on fictitious pupil’s description. Other objectives were to find out what kind of education teachers will take given the description, and to explore the potential impact of other variables on teacher’s decisions on the characteristics relevant to pupil education. 184 teachers were involved in the research. Results showed that less than half of the teachers identified combination of giftedness and dyslexia. Teachers tend to focus on the areas of pupil's problems. The nature of the characteristics identified is weakly related to the focus of the education. The results also revealed that the gender of the pupil and the experience with gifted pupil with dyslexia had no influence on the teachers’ decisions. On the contrary, participation in the SLD course and vignette ending with negative characteristics increases the likelihood that teachers will identify the characteristics associated with dyslexia. |
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