title: The learning experiences and preferred teaching strategies of children who have been identified as Gifted with ADHD

authors: Edwards, Kylee

subjects: Gifted

abstract: This qualitative study investigated the educational and social experiences of six children who had been identified as Gifted with Attention Deficit Hyperactivity Disorder (ADHD).  The children were aged from six to ten years old.  Semi-structured interviews were conducted with the children and their parents and a staff member of the George Parkyn Centre (now The Gifted Education Centre) to explore their educational and social experiences in order to identify their preferred strategies that were also expected to be the most effective educational strategies.

It is important to identify effective educational strategies for Gifted children with ADHD.  This is because there are children in New Zealand (as this study has found) who have been identified as Gifted with ADHD but according to the literature review conducted for this study there does not appear to be a significant amount of  literature from New Zealand or international writers that informs educators about how to assist these children to learn.  

Instead, the literature appeared to focus on misdiagnosis of Giftedness as ADHD, however, these children may benefit from having assistance with their learning as some literature suggested they are not being identified and could be underachievers.  It seems that the use of effective educational strategies may be the only way these children could reach their academic potential.  Therefore, this study sought to move on from the misdiagnosis debate evident in the Gifted/ADHD literature to identify some effective educational strategies.  

This study also investigated the social experiences of Gifted children with ADHD.  This is because the literature maintained Gifted children with ADHD could have difficulties with social interactions.  Talking to the children about their social interactions could indicate whether the literature's implications are correct and if they are it should allow further understanding regarding how we could assist the Gifted child with ADHD to have more positive social interactions that could also positively impact on learning as social interactions occur within the classroom.

The key findings of this study indicated that some Gifted children with had specific learning preferences that could stimulate them to learn (e.g., when their interests were recognised, information was presented visually, tasks had a meaningful purpose and movement and use of computers was allowed).  Ineffective educational strategies were also addressed although not in detail as for the most part they seemed to be the opposite of effective educational strategies.  The findings also indicated Gifted children with ADHD could benefit when they find their 'true peer' as this seemed to result in the children within this study wanting to work with others.

Although specific suggestions were recommended (e.g., the use Renzulli's 1977 Enrichment Triad Model) the findings emphasised the depth of information that could be gained by simply talking to children and their parents about their learning.  A wider implication may be this Gifted group of children may benefit from the use of specific educational strategies that personalise their learning.

text: The learning experiences and preferred teaching strategies of children who have been identified as Gifted with ADHD This qualitative study investigated the educational and social experiences of six children who had been identified as Gifted with Attention Deficit Hyperactivity Disorder (ADHD).  The children were aged from six to ten years old.  Semi-structured interviews were conducted with the children and their parents and a staff member of the George Parkyn Centre (now The Gifted Education Centre) to explore their educational and social experiences in order to identify their preferred strategies that were also expected to be the most effective educational strategies.

It is important to identify effective educational strategies for Gifted children with ADHD.  This is because there are children in New Zealand (as this study has found) who have been identified as Gifted with ADHD but according to the literature review conducted for this study there does not appear to be a significant amount of  literature from New Zealand or international writers that informs educators about how to assist these children to learn.  

Instead, the literature appeared to focus on misdiagnosis of Giftedness as ADHD, however, these children may benefit from having assistance with their learning as some literature suggested they are not being identified and could be underachievers.  It seems that the use of effective educational strategies may be the only way these children could reach their academic potential.  Therefore, this study sought to move on from the misdiagnosis debate evident in the Gifted/ADHD literature to identify some effective educational strategies.  

This study also investigated the social experiences of Gifted children with ADHD.  This is because the literature maintained Gifted children with ADHD could have difficulties with social interactions.  Talking to the children about their social interactions could indicate whether the literature's implications are correct and if they are it should allow further understanding regarding how we could assist the Gifted child with ADHD to have more positive social interactions that could also positively impact on learning as social interactions occur within the classroom.

The key findings of this study indicated that some Gifted children with had specific learning preferences that could stimulate them to learn (e.g., when their interests were recognised, information was presented visually, tasks had a meaningful purpose and movement and use of computers was allowed).  Ineffective educational strategies were also addressed although not in detail as for the most part they seemed to be the opposite of effective educational strategies.  The findings also indicated Gifted children with ADHD could benefit when they find their 'true peer' as this seemed to result in the children within this study wanting to work with others.

Although specific suggestions were recommended (e.g., the use Renzulli's 1977 Enrichment Triad Model) the findings emphasised the depth of information that could be gained by simply talking to children and their parents about their learning.  A wider implication may be this Gifted group of children may benefit from the use of specific educational strategies that personalise their learning.

year: 2008

title: Economics and public relations in a time of downturn: Dismal science, unseen history, and the need for dialogue

authors: McKie, David

subjects: economic downturn

abstract: The major originating event of this special section was the ongoing crisis that continues to cast a shadow of financial depression across the globe and has led to calls for a radical rethink of economics. In this introduction we attempt to contextualize the special section's theme and articles with a view to sparking a deeper and longer dialogue – one that emphasizes the potential for positive disciplinary exchanges – between economics and public relations. As fields, they have been respectively characterized as the dismal science and the unseen history. In order to avoid such offspring as a dismal history of economics and an unseen science of public relations, we argue that the two need both to learn from, and to appreciate, each other. In the meantime, there is another crisis stalking public relations, and it is the possibility that the recent poor history of economics might be the imminent future of public relations.

text: Economics and public relations in a time of downturn: Dismal science, unseen history, and the need for dialogue The major originating event of this special section was the ongoing crisis that continues to cast a shadow of financial depression across the globe and has led to calls for a radical rethink of economics. In this introduction we attempt to contextualize the special section's theme and articles with a view to sparking a deeper and longer dialogue – one that emphasizes the potential for positive disciplinary exchanges – between economics and public relations. As fields, they have been respectively characterized as the dismal science and the unseen history. In order to avoid such offspring as a dismal history of economics and an unseen science of public relations, we argue that the two need both to learn from, and to appreciate, each other. In the meantime, there is another crisis stalking public relations, and it is the possibility that the recent poor history of economics might be the imminent future of public relations.

year: 2009

title: Tikanga Tainui: Tikanga Whare Wananga

authors: Roa, Tom

subjects: Tainui protocols

abstract: This paper is a preliminary report on an ongoing research project begun in 1999. The project involves consultation with Waikato-Tainui, the tangata whenua of the Waikato region, about the construction of guidelines for University of Waikato staff (both Māori and non-Māori) who are involved in gatherings that call for adherence to Tainui protocols. Here, the emphasis is on guidelines for the conduct of pōwhiri (formal welcomes) on the University Marae.

text: Tikanga Tainui: Tikanga Whare Wananga This paper is a preliminary report on an ongoing research project begun in 1999. The project involves consultation with Waikato-Tainui, the tangata whenua of the Waikato region, about the construction of guidelines for University of Waikato staff (both Māori and non-Māori) who are involved in gatherings that call for adherence to Tainui protocols. Here, the emphasis is on guidelines for the conduct of pōwhiri (formal welcomes) on the University Marae.

year: 2005-09-01