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Originally published in 1977, this book looks at the problem of
educating highly intelligent and gifted children, which it felt was
of paramount importance to modern society. In the 1970s education
increasingly focused on average pupils, and often made excellent
provision for handicapped children, the authors felt it all the
more important for teachers, parents and educationalists generally
to be made aware of the special needs of the bright and talented,
and how they could best be catered for. In this book Professor
Vernon and his two co-authors discuss the provision of special
facilities for the education of these children at the time,
particularly with reference to the UK and Canada. The serious
losses to society when the gifted and specially talented are
ignored or repressed are pointed out and the merits and
difficulties of alternative schemes are underlined. Detailed
consideration is given to the psychological origins and nature of
intelligence (both genetic and environmental) and of creativity and
special talents (artistic and scientific), and also to available
tests and other techniques for identifying exceptionally able
children. The book was particularly intended to help teachers and
educational administrators of the time, together with the parents
of very bright children.
Originally published in 1977, this book looks at the problem of
educating highly intelligent and gifted children, which it felt was
of paramount importance to modern society. In the 1970s education
increasingly focused on average pupils, and often made excellent
provision for handicapped children, the authors felt it all the
more important for teachers, parents and educationalists generally
to be made aware of the special needs of the bright and talented,
and how they could best be catered for. In this book Professor
Vernon and his two co-authors discuss the provision of special
facilities for the education of these children at the time,
particularly with reference to the UK and Canada. The serious
losses to society when the gifted and specially talented are
ignored or repressed are pointed out and the merits and
difficulties of alternative schemes are underlined. Detailed
consideration is given to the psychological origins and nature of
intelligence (both genetic and environmental) and of creativity and
special talents (artistic and scientific), and also to available
tests and other techniques for identifying exceptionally able
children. The book was particularly intended to help teachers and
educational administrators of the time, together with the parents
of very bright children.
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