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AI InsightThe qualitative findings regarding test administrators’ reports are also documented under three main themes: children’s characteristics, information and recommendations for the family, and information and recommendations for the school.
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Özet
Gifted individuals play a significant and indispensable role in the development of any society. Since it has a vital importance that gifted individuals are identified and provided with appropriate educational opportunities so that their capabilities can be channeled into productivity and their wellbeing is supported accordingly. Their education, however, bears certain challenges, one of which is the accurate determination and exploration of their needs. The current study, in that sense, was conducted to contribute to the literature and diagnosis process by analyzing Wechsler Intelligence Scale for Children-Revised (Wisc-R) profiles, which are commonly used in diagnosing gifted children and recommendations by test administrators. Convergent parallel research design, one of the mixed methods approaches, was employed in the current study. Within the scope of the study, 99 gifted students’ WISC-R intelligence test results were analyzed. Descriptive statistics, dependent and independent t tests were used in the quantitative part while content analysis was used in the qualitative part. The quantitative findings indicate that gifted children’s intelligence scores show heterogeneous distribution; their performance scores are relatively higher than their verbal scores; and there is significant difference between their verbal scores and performance scores. The qualitative findings regarding test administrators’ reports are also documented under three main themes: children’s characteristics, information and recommendations for the family, and information and recommendations for the school.
Abstract
Gifted individuals play a significant and indispensable role in the development of any society. It is vital importance that gifted individuals are identified and provided with appropriate educational opportunities so that their capabilities can be channeled into productivity and their well-being is supported accordingly. Their education, however, bears certain challenges, including accurately determining and exploring their needs. In that sense, the current study was conducted to contribute to the literature and diagnosis process by analyzing Wechsler Intelligence Scale for Children-Revised (Wisc-R) profiles, commonly used in diagnosing gifted children and recommendations by test administrators. The current study employed a convergent parallel research design, one of the mixed methods approaches. Within the scope of the study, 99 gifted students’ WISC-R intelligence test results were analyzed. Descriptive statistics and dependent and independent t-tests were used in the quantitative part, while content analysis was used in the qualitative part. The quantitative findings indicate that gifted children’s intelligence scores show heterogeneous distribution; their performance scores are relatively higher than their verbal scores; and there is significant difference between their verbal scores and performance scores. The qualitative findings regarding test administrators’ reports are also documented under three main themes: children’s characteristics, information and recommendations for the family, and information and recommendations for the school.