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She writes MA Gifted Education, MA SEN, and MA SpLD (Dyslexia) programmes and runs the Learning Difficulties Research Project from her home in Essex. She has written more than 20 books and many articles on a range of education topics. She lectures nationally and internationally.
Preface | p. vii |
Biographies | p. xi |
The Nature and Identification of Underachievement and the General Principles and Practices in Raising Achievement | |
Why Do the Gifted and Talented Underachieve? How Can Masked and Hidden Talents Be Revealed? | p. 3 |
Literacy, Flexible Thinking and Underachievement | p. 41 |
What Do We Mean by an 'Enabling Curriculum' That Raises Achievement for All Learners? An Examination of the TASC Problem-Solving Framework: Thinking Actively in a Social Context | p. 59 |
How Can Inclusive and Inclusional Understandings of Gifts/Talents Be Developed Educationally? | p. 85 |
Effective Teaching and Learning to Combat Underachievement | p. 111 |
Changing the Teaching for the Underachieving Able Child: The Ruyton School Experience | p. 155 |
Identifying and Making Provision for Different Groups of Underachievers | |
Understanding and Overcoming Underachievement in Women and Girls - A Reprise | p. 185 |
Understanding and Overcoming Underachievement in Boys | p. 201 |
Improving the Quality of Identification, Provision and Support for Gifted and Talented Learners from Under-Represented Communities through Partnership Working | p. 219 |
Gifted and Talented Children with Special Educational Needs - Underachievement in Dual and Multiple Exceptionality | p. 265 |
Using Assistive Technologies to Address the Written Expression Needs of the Twice-exceptional Student | p. 303 |
Case Studies of Three Schools Tackling Underachievement | p. 327 |
Index | p. 345 |
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