By Diane Montgomery
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Extra resources for Able, Gifted and Talented Underachievers, Second Edition
Raffan, J. (2003) The Welsh National Proposals for Highly Able. Conference Presentation: 9th ECHA Biennial Conference, Rhodes. Raven, J. com (accessed 10 September 2008). S. (1991) Patterns of underachievement among gifted students, in Understanding the Gifted Adolescent: Educational, Developmental and Multicultural Issues (eds M. Birely and J. Genshaft), Teachers College Press, New York, pp. 139–62. Roaf, C. (1998) Slow hand. A secondary school survey of handwriting speed and legibility. Support for Learning, 13 (1) 39–42.
Even if an independent psychological assessment is obtained there is no guarantee that it will show the high ability or that if it does that any provision will be made. Parents are on hand to observe the challenging questions raised and the ingenious ways their children may solve problems and how quickly they ‘catch on’ when being given an explanation or demonstration. They can note the different profiles of development. Teachers with large classes do not always have the time to observe these nuances.
Certainly only a small sample of something that can be captured in an hour with an individual child in an interview setting. The test can only be given and interpreted by a trained administrator, usually an educational psychologist. Thus, schools only have this data when a pupil has been referred because of special problems. One validity issue arises because the subtests were given labels that have changed little since the test’s first edition emerged as the Bellevue Intelligence Test in the 1940s.