CASE STUDY: BLAKE

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Final Case Study- Blake

Autumn Bybee, Denise Mills, Heidi Nelson, Jana Nelson, & Celeste Riches
SPED310-07 - Sister Farley
Brigham Young University- Idaho
Fall 2015

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Case Study Final Examination

Special Education 310 Exceptional Students

Blake
Blake is a fifth-grade student who has been identified as gifted in the areas of reading and math. Test scores indicate
that he is three grade levels ahead of his peers in both reading and math. Socially, he enjoys his peers, although he is
sometimes frustrated with what he perceives as their lack of understanding grade-level material. His teachers have
approached Blake's parents about changing his placement in terms of receiving instruction because they cannot
"keep his attention" and have noted that Blake's behavior is becoming increasingly inappropriate because they feel
his unique needs are not being met. He has a tendency to disrupt the teacher to challenge and or correct concepts
being taught. He often seeks adult interaction.
1.

Assessment - What type of assessments could be conducted by our local district (Madison) to determine if
Blake is eligible to receive services as a Gifted and Talent student? If you were working with Blake, in any
capacity, what type of informal assessments would you complete to assist in determining his strengths and
weaknesses?

2.

Eligibility - What are the possibilities for how and where Blake will receive his education? On what basis
should that decision be made? What characteristics does Blake exhibit that would lead you to believe he is
or is not gifted? What are the pros and cons of the various educational options mentioned above that both
Blake and his family should consider before making a change in his placement?

3.

Learning characteristics - Explain the terms gifted and talented. Do these terms apply to Blake based on
the description above? Describe the learning characteristics associated with gifted and talented. What are
the social characteristics often associated with gifted students?

4.

Instructional/Behavioral/Environmental Interventions - In regard to Blake's difficulties which of the

instructional interventions discussed throughout this class, and through various assignments/activities, you
have completed would be the most effective? Support your answer with information from the text and/or
outside reliable websites and provide examples of how your selected instructional interventions could be
used during a lesson plan of your choice. Please discuss examples in each of these categories:
environmental interventions, assistive technology, instructional interventions, and social/behavioral
interventions. Be sure to explain why these are the strategies you chose above all others.

5.

Parents and community - What issues should professionals discuss with Blake's parents in regard to
adolescence and transitioning into post-school options? Blake's younger brother, Bert, is demonstrating
some of the same characteristics and tendencies as Blake. Blake's parents want Bert "tested and identified"
now so he can enter school as a recognized "gifted" student. However, Bert is only 4 years old. What are
some of the issues in regard to early intervention for children who are gifted? What suggestions might you
give Berts parents regarding community-based learning opportunities for gifted children?

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Assessment
What type of assessments could be conducted by our local district (Madison) to determine if
Blake is eligible to receive services as a Gifted and Talented student?
In the Madison School District they suggest using the following test to determine the
right services for gifted and talented students.
Formal Group Assessments:
State Assessments (this could include the Idaho Standard Achievement Test and Idaho
Reading Indicator)
California Achievement Test
Kaufman Assessment Battery for Children (K-ABC)
Formal Individual Assessments:
Woodcock Johnson Psycho-Educational BatteryRevised
Identify strong interests in the academic area(s) included in the program.
Parent Recommendation:
Identify activities and interests that reflect ability, depth of knowledge and interest in the
subjects included in the program.
(I think it is very key to get the parental input when assessing gifted and talented
students. Parents are with the student on a more regular basis then teachers and therefor
have deeper insights and observations that can help with the proper placement of their
child.)
Teacher Recommendation:
Ask for recommendations from teachers of subject areas or disciplines related to the
program.

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(The general teacher should always be included in the discussions of the placement of
gifted and talented students. The general teacher can provide insight on the areas where
the student excels and in what kind of environments are best.)
If you were working with Blake, in any capacity, what type of informal assessments would you
complete to assist in determining his strengths and weaknesses?
Anecdotal Record - I would keep a daily record of the students behavior and reactions to
different activities, situations and subjects.
Pretest - Administer pretest before units to make sure the material to be taught will be
within all students zone of proximal development.
Interview - Interview the student to find out their likes and dislikes. Find out what they
are interested in.
Grade Graph - Graph the grades of the student to see where the peaks and dips are. This
can help you determine if it was just a specific topic or a subject that the student excels in
as well as where they are struggling.
Observations - Its simple but simply watching the student during lesson and activities
can give great insight into the talents and gifts of a student. This can also help you to see
how well the student is getting along with their classmates. (Sometimes students who are
gifted and talented have a hard time relating to their classmates and so teachers need to be
aware of how their students are interacting with each other.)
Work Sample - Create a portfolio of the students work to show where they are excelling
as well as where their weakness are.
Eligibility

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What are the possibilities for how and where Blake will receive his education? On what basis
should that decision be made? What characteristics does Blake exhibit that would lead you to
believe he is or is not gifted? What are the pros and cons of the various educational options
mentioned above that both Blake and his family should consider before making a change in his
placement?
In many schools children who are labeled as gifted and talented are sent off to a separate
classroom from the rest of their peers, and placed with other gifted children, this works for some,
but this may not be the best place for all gifted students. Donna Matthew (n.d.) said If its not
broken, dont fix it, If a kid seems to be happy and engaged in school and seems to be learning
and growing [and] intellectually challenged thats fantastic. Sometimes it is better for the
teacher to differentiate the instruction in the classroom so that gifted children are still learning in
their zone of proximal development, but they are still in the classroom with the rest of the class.
Blakes parents have four options when it comes to choosing where to have Blake learn.
-

The first option is that they could do nothing. Blake is obviously able to comprehend the
material, and he is enjoying the company of his peers. Occasionally he acts up, but boys
will be boys, right?
-

Pros: easy; he can stay with his friends

Cons: Blakes behavior will most likely continue to decline; he could come to
dislike going to school; he will not learn in his zone of proximal development

The second option is that his parents leave him in the classroom with his peers, but they
work with the teacher to make accommodations, as well as modify the material to help
him to continue to learn in his zone of proximal development.

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Pros: He will still be in the main classroom; he will learn in his zone of proximal
development; he will still be with his friends

Cons: More work for parents and teacher

The third option is to place him in the Gifted and Talented program that the school has.
He will be taken out of class for a couple hours a day where he will be able to be more
challenged.
-

Pros: Blake will be learning in his zone of proximal development (preferably with
a teacher trained to work with gifted students); His peers in the class will be on
the same level that he is on; regular classroom teacher can focus on the other
students

Cons: Most gifted and talented programs are only for a portion of the day, the rest
of the day Blake will still be in the regular classroom

The fourth option is to move him up a grade or two, or at least have him join their class
for a portion of the day so that he can learn with those that are at the same educational
level as him.
-

Pros: Blake will be in the class with students at his own level; planning will be
easier for the teachers; Blake will be learning in his zone of proximal
development

Cons: Blake will no longer be around his friends; Blake will be on a different

social development level than the rest of his classmates

In order to decide where to place Blake, his parents and teachers should look at what he is
doing in the classroom and why. Blake is advanced in reading and math. This does not
necessarily mean that he is gifted, he might just have more experience in those areas. It was also

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noted that Blake has been acting up in class, probably because he is bored. In some cases, a
simple modification to the type of instruction (i.e. changing from explicit to implicit) could be
enough of a challenge to keep Blake engaged in the material. After they make some initial
observations they should begin the RTI (Response to Intervention) process. They could start by
increasing the difficulty of his assignments (not lengthening them) and move on from there based
on how Blake responds to the changes.
Learning Characteristics
Explain the terms gifted and talented. Do these terms apply to Blake based on the description
above? Describe the learning characteristics associated with gifted and talented. What are the
social characteristics often associated with gifted students?
Gifted or giftedness: traditionally refers to students with extraordinary abilities across
many academic areas (Bursuck, 2015).
Talent: students with extraordinary abilities in a specific area (Bursuck, 2015).
Idaho State Law defines gifted and talented as such: Gifted/talented children. Those
students who are identified as possessing demonstrated or potential abilities that give evidence of
high performing capabilities in intellectual, creative, specific academic or leadership areas, or
ability in the performing or visual arts and who require services or activities not ordinarily
provided by the school in order to fully develop such capabilities (33-2001), Idaho Code (Luna,
2005).
Response:
Based on the definitions above, Blake fits the Idaho State description of gifted/talented
students. From the books perspective, he would be a gifted student because he is not limited to
just one area as he excels in both reading and math. Although not stated, if tested, he probably

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would do well in Science as well, because Math correlates a lot with certain types of Sciences so
that is another area to keep an eye on, or to test to see if he excels there as well.
Some Learning characteristics associated with gifted and talented include:
have an extraordinary amount of knowledge due to insatiable curiosity
keen memory
unusual ability to concentrate
wide variety of interests
high levels of language development and verbal abilities
ability to generate original ideas
advanced ability to comprehend information using accelerated and flexible thought
processes
heightened ability to recognize relationships between divers ideas
strong capacity to form and use conceptual frameworks
tend to be strong problem solvers
These tendencies will not always lead to academic achievement. Some students do not
want to stand out so they dumb down. Others lack the support both socially and environmentally
to succeed like those in gangs or poor families where education is not always seen as a priority
(Bursuck, 2015).
There are some defining social characteristics that are associated with gifted and talented
students. Students who are gifted and talented can be popular and emotionally stable, or they can
be considered unpopular at risk for emotional problems. They can excel in all academic areas
and be very popular with their peers. On the other hand, they can be highly specialized in one
area and thus feel isolated and socially ostracized.

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They may have an increased sensitivity to others feelings as a result. If their academic
needs are not being met and they tend to remark often that they already know that, they could
isolate themselves from their peers who view them as annoying or too cool, for others.
As far as behavior goes they tend to show a variety of behaviors like their peers. They can be
leaders to classmates. They can also show tendencies of ADHD due to boredom (Bursuck,
2015).
Instructional / Behavioral / Environmental Intervention
In regard to Blake's difficulties which of the instructional interventions discussed throughout this
class, and through various assignments/activities, you have completed would be the most
effective? Support your answer with information from the text and/or outside reliable websites
and provide examples of how your selected instructional interventions could be used during a
lesson plan of your choice. Please discuss examples in each of these categories: environmental
interventions, assistive technology, instructional interventions, and social/behavioral
interventions. Be sure to explain why these are the strategies you chose above all others.
Environmental Interventions
For Blake his environment seems to be working for the most part. He gets along with his
peers even though he shows frustration with their lack of knowledge. There is an option of
acceleration. Due to the fact that he is three grade levels ahead of his peers he could skip a grade.
However, this could cause some social problems and he would still not be fully challenged with
skipping one grade level. This strategy provides the student an opportunity to be with classmates
who are learning information that he would consider challenging.
Another idea we could do in the environment is to give him more responsibility. His teacher
could make groups and have each of the groups have certain roles, this way he is not being

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singled out but will have more opportunities to help around the classroom, as well as help his
group members who could be struggling. This strategy would help Blake feel more a part of the
class and would help him not challenge his teacher and act out.
Assistive Technology
Technology is a great way to keep Blake involved with what his peers are learning about,
but still challenging him. There are many programs available that Blake could use during
Reading and Math time which would provide him with an interesting way to challenge his mind.
Using technology would keep him from feeling like he is doing busy work and it also gives him
the freedom he wants to go further in his studies.
Instructional Interventions
A great intervention for Blake would be curricular compacting. This is when the Teacher
does some extra assessments to so what Blake has achieved and what his goals are. Then as the
teacher is teaching his peers concepts he already knows he can take that time to pursue some of
his interests or study the topic at a more advanced level. This would give Blake more challenging
curricula and he will be able to learn what his peers are learning but just as a deeper level.
Another intervention we could do for Black is called enrichment. This is when we
provide him with materials and information with specific goals for him to create something that
will challenge him. Instead of him doing the same assignment as his peers we could assign him a
different assignment in lieu of the original one.
Social/Behavioral Interventions
Blake is struggling to understand why his peers do not know as much as he does. He also
is challenging the teacher and acting out in class. With the interventions of more challenging
curriculum that will help him not act out as much. One intervention we could do is make him a

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group leader so he can interact with his peers in a way that he is helping them. That way he feels
like he is near the teacher's level instead of feeling like he needs to challenge her constantly. This
interaction is great for fostering his critical thinking skills.
One final concept could also be getting Blake set up with a mentor. This person could be
an adult who pulls him out of class and allows him to focus on harder skills. This mentor could
oversee personal projects he chooses to pursue and help him as he finds resources. This way
during reading and math instruction he could be learning about new concepts that challenge him
and put together a project instead of doing work he already knows how to do. This strategy could
be perfect for challenging Blake in ways that would interest him and keep him on a steady pace
of heading upward as he learns more.
Lesson Plan (Hotchalk)
Grades 4-5: Fraction Boot Camp
Subjects:
Common Core, Math
Grades:
4, 5
In this lesson, students will review core fraction concepts with a mini-lesson and a rotation of fun
fraction centers that connect fractions to real world problem solving.
Goal
Students will review core fraction concepts.
Common Core State Standard

Math.4.NF.B.3 Understand a fraction a/b with a>1 as the sum of fractions 1/b.

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Math.4.NF.B.3a Understand addition and subtraction of fractions as joining and

separating parts referring to the same whole.

Math.4.NF.B.3b Decompose a fraction into a sum of fractions with the same

denominator in more than one way. Use a visual fraction model to justify decompositions.

Math.4.NF.B.3d Solve word problems involving addition and subtraction of

fractions referring to the same whole and having like denominators.

Objective
Students will demonstrate knowledge of fractions as parts of a whole.
Students will apply knowledge of fractions to decompose fractions.
Students will order fractions with different denominators.
Students will compare fractions with unlike denominators.
Students will solve word problems that require addition and subtraction of fractions.
Materials and Preparation
During this lesson, students will participate in four center rotations. Divide your class into 4 or 8
groups. Prepare enough materials for each group of students to experience each center one time.
Have each group have a team leader, make sure Blake is one so he can have the opportunity to
help his peers and feel challenged with the extra responsibility.
Put center materials into a box or bin and have students rotate places, or have one student from
each group move the box of materials to switch centers.
Prepare the following for each group that students will rotate through.

Hotchalk.com Zombie fraction cards and answer sheets (1 set of fraction cards per

center, 1 answer sheet per student)

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Hotchalk.com Fraction Boot Camp Word Problem Cards (print, cut, and laminate

these cards. Provide 1 set of cards per center).

Hotchalk.com Fraction Game Board (print and laminate 1 game board per group)

Sets of clothespins with fractions written on them (prepare a chain of 10 fractions

for students to order)

A string to hang clothespins on

Decks of playing cards with the face cards (joker, queen, ace, king) removed

Review and Introduction (5 minutes)

Remind students that they have learned about fractions before. This is a review which means
Blake will not struggle with his knowledge being higher than his peers as much if this
information would have been brand new. Write fraction = a part of a whole on the board. Have
students brainstorm ways that they have experienced fractions in school or at home. Record
student ideas. (Suggestions: baking, grades, petals of a flower, portions of a chocolate bar, pieces
of pizza). After the brainstorm, ask students if fractions are more or less than a whole. Review
the components of fractions. Ensure that students understand that when a fraction denominator is
larger than the numerator, the fraction is smaller than one. The denominator tells the
number/quantity in the whole that the fraction (numerator) is taken out of. So, the fraction 1/8 is
less than because, even though the numerator is the same, the parts (the denominator) are
smaller in 1/8.
Fraction Boot Camp
(45 minutes: 5 minute introduction and 10 minutes in each center)

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Tell students that they will be working through four math centers today to practice fraction skills.
Model and give directions for each center.
Center 1: Zombie Fractions
Objective: Students will use a visual model to decompose fractions.
Materials: Zombie fraction cards, Zombie answer sheets
At this center, students will be decomposing fractions, which is a math word for separating
fractions into pieces. To do this, students will choose a fraction card, then they will write as
many ways to decompose the fraction as possible.
For example: 5/6

1/6 + 1/6 + 1/6 + 1/6 + 1/6 = 5/6

3/6 + 2/6 = 5/6

2/6 + 1/6 + 1/6 + 1/6 = 5/6

4/6 + 1/6 = 5/6

3/6 + 1/6 + 1/6 = 5/6

Center 2: Clothespin Fraction Line

Objective: Students will order fractions with different denominators.
Materials: Clothespins and string
Provide students with clothespins with fractions of various denominators and a string to
sort them on. Have students mix the clothespins, then put them in order. Students record their
ordered fractions on a number line. You can differentiate this center by providing different
numbers of clothespins to order or by requiring students to estimate the amount that exists
between each clothespin on the number line and space the clothespins accordingly.

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Center 3: Fraction Card Comparison

Objective: Students will compare fractions with unlike denominators.
Materials: Fraction game board, Playing Cards
Provide students with a fraction game board (a paper with two fraction bars that specify where
the numerator and denominator are) and playing number cards. The game is played like war.
Students place cards on the numerator and denominator spaces at the same time. The first person
to identify the larger fraction by tapping or placing their hand on the fraction that is larger gets
all four cards. As students develop their knowledge of fractions, you can write a denominator for
students to use consistently. (For example, have students write 10 in the bottom of the fraction,
so that all the fractions are consistently less than one).
Center 4: Fraction Word Problems
Objective: Students will solve word problems that require addition and subtraction of fractions.
Materials: Fraction Boot Camp Word Problem Cards
Provide students with note cards with fraction word problems written on them. Have students
work in pairs to solve each problem. Make these problems more challenging by requiring
students to reduce their answers. The fraction word problems:

Kayla is making cookies. The recipe requires cup of sugar. She wants to make

three batches of cookies. How many cups of sugar does she need?

Kyle orders a large pizza that has 9 pieces. He eats 2 pieces and gives 3 to Juan.

What fraction of the pizza do Kyle and Juan eat? What fraction of the pizza is left?

Mia counts 20 girls on the beach. 4 have purple flip flops on. 8 have yellow flip

flops. 6 have black flip flops and the rest are barefoot. What fraction of the girls are
wearing flip flops? What fraction of the girls are barefoot?

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Diego has 18 Skittles. 6 are red, 3 are yellow, 4 are green and 5 are purple. What

fraction of the Skittles are primary colors? What fraction are secondary colors? What
fraction are NOT purple?

Shawna has a cheesecake sampler. There are 12 pieces. Of those pieces, 2 are

chocolate chip, 4 are blueberry, 5 are regular, and 1 is raspberry. What fraction of the
cheesecake slices are fruit flavored? What fraction are NOT regular flavored?
Exit Slip (5 minutes)
1.

Put the fractions in order from least to greatest: 6/7, 1/8, 2/5, 1/4

2.

Pablo, Susan, and Troy baked a batch of 25 cookies. Pablo eats 5, Susan eats 4

and Troy eats 7. What fraction did the kids eat together? What fraction of the cookies is
left?
Answers:
Fraction Word Problems:
1.

She needs 3 cups.

2.

They eat 5/9 of the pizza. There is 4/9 of the pizza left.

3.

18/20 are wearing flip flops. 2/20 are not.

4.

9/18 are primary colors. 13/18 are not purple.

5.

5/12 are fruit flavored. 7/12 are not regular flavored.

Exit Slip:
1.

1/8, , 2/5, 6/7

2.

16/25 of the cookies have been eaten. 9/25 have not been eaten.

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Parents and Community

What issues should professionals discuss with Blake's parents in regard to adolescence and
transitioning into post-school options?
As Blake continues his education he may face some challenges because he is gifted. As
Blake goes into higher education his parents need to ensure that he has good teachers who will
work with him and give him extra work if needed. His teachers need to set high expectations for
Blake that he can achieve. As Blake gets older he will continue to set high expectations for
himself but his parents need to help him not set too high of expectations because this will only
cause him frustration. Because of this he may get frustrated in the workplace if his expectations
are too high. Although Blake gets along with his peers now, as he gets older this may not be the
case. He is already showing some frustration with his peers when they do not understand the
material as well as he does. This could increase and be the beginning of isolating himself from
his peers. Along with his frustration with his peers, Blake is challenging his teacher, this is not
appropriate classroom behavior. Blake will need to be taught what is appropriate in these
situations where he feels inclined to challenge his teacher. If Blake continues this behavior, he
will be perceived negatively by his peers. Blakes parents can help him at home recognize what
is polite classroom behavior and how to treat his classmates, especially when they do not
understand the material as well as he does (Bursuck, 2015).
As Blake goes into middle school, he may have the choice to take advanced courses or go
into a higher grade level classroom for math and reading. In high school, there are more options
for him to excel in his learning with more challenging classes. There are honors courses and
advanced placement courses. Blakes parents can help encourage him to take these courses and
get involved in other competitive activities like the scholastics team, debate team, or even the

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National Honor Society. Some high schools offer college courses and Blake would be able to
receive college credit in high school (Madison School District).
Blake's younger brother, Bert, is demonstrating some of the same characteristics and tendencies
as Blake. Blake's parents want Bert "tested and identified" now so he can enter school as a
recognized "gifted" student. However, Bert is only 4 years old. What are some of the issues in
regard to early intervention for children who are gifted?
Early intervention programs can be very good for children. However, there are some
issues and challenges that can come about for children who are gifted. Some interventions think
it is best to give children who are gifted pen and paper assignments which is not developmentally
appropriate (Sweeney, 2008). Take Bert for example, he is 4 years old. What 4 year old wants to
sit and do worksheets? Not many! Children need to learn and explore through play. This can be
done by providing harder level reading books or science projects that can have multiple layers of
concept learning.
Another issue with Early intervention is that it is for children 0-3 (Overview of Early
Intervention, 2014). It would not cover Bert. The issue with Early Intervention is it can only
reach a small amount of students because of the small age group. Bert would now be covered
under Part B of IDEA. Also if his parents put him in school at an earlier age than his peers, he
may encounter social problems. It is imperative the parents are aware of the brothers needs and
attitude. It may have been helpful for Blake but maybe not for Bert. Another issue that may come
in regards to early intervention for children who are gifted, is they may be gifted in a particular
area or more but still struggle to draw a recognizable house or take turns on the swing (Young
Bright Children, 2015).

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What suggestions might you give Berts parents regarding community-based learning
opportunities for gifted children?
There is a variety of options that the parents can put Bert and Blake in during the summer
to help their learning and other skills. There are always summer programs at public libraries.
This would be a good thing to bring both Brent and Blake to help them learn more skills. There
are also summer programs specifically for children who are gifted. This provides an environment
that Blake would not get in their regular classroom. They can meet with other children who are
gifted and do activities together. These summer programs can help the child gain more socialcompetence and emotional well-being. Another thing the parents could do for their sons is to get
them involved in service activities; whether it is through Boy Scouts or other local organizations.
Organizations like Boy Scouts can help the children year round and have extra-curricular
activities besides summer camps.

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References
Bursuck, W. D. (2015) Including students with special needs: A practical guide for classroom
teachers. United States: Pearson.
Drain, J. D. and Hasan, M. (2014) Summer enrichment or just hanging out?. Retrieved from
http://www.nagc.org/sites/default/files/Parent%20CK/Summer_Enrichment_or_Just_Han
ging_Out_2014.pdf
Early enrichment for young gifted children (2013) Retrieved from http://mcgate.org/earlyenrichment-for-young-gifted-children/
Early intervention (part C of IDEA) - articles, cases, resources, Info & support from Wrightslaw
(2004) Received from http://www.wrightslaw.com/info/ei.index.htm
Gifted and talented rules and regulations (IDAPA 08 (2007) Retrieved from
https://www.sde.idaho.gov/site/gifted_talented/docs/Gifted%20and%20Talented%20Rule
s%20and%20
Grades 4-5: Fraction Boot Camp. (n.d.) Retrieved from http://lessonplanspage.com/grades-4-5fraction-boot-camp/Regulations.pdf
Hotchalk fraction boot camp fractions (n.d.) Retrieved from http://lessonplanspage.com/wpcontent/themes/lessonplanspage/includes/download-attachment.php?attId=209082
Hotchalk fraction game board (n.d.) Retrieved from http://lessonplanspage.com/wpcontent/themes/lessonplanspage/includes/download-attachment.php?attId=209084
Hotchalk zombie fractions (n.d.) Retrieved from http://lessonplanspage.com/wpcontent/themes/lessonplanspage/includes/download-attachment.php?attId=209083
Luna, T. (2005) The best practices manual for gifted and talented programs in Idaho. Retrieved
from

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https://www.sde.idaho.gov/site/gifted_talented/resources_manuals_docs/PracticesManual
.pdf
Madison School district - gifted and talented (n.d.) Retrieved from
http://msd321.com/apex/f?p=web:content:::::p2_page_id:257
Overview of early intervention (2014) Retrieved from
http://www.parentcenterhub.org/repository/ei-overview/
Sweeney, N. S. (2008) Gifted children have special needs, too. Retrieved from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=248
Tips for Teachers: Successful strategies for teaching gifted learners. (2015) Retrieved from
http://www.davidsongifted.org/db/Articles_id_10075.aspx
Young Bright children | national association for gifted children (2015) Retrieved from
http://www.nagc.org/resources-publications/resources-parents/young-brightchildren#sthash.1LOar0t1.dpuf
Your child is gifted... now what? (n.d.). Retrieved from
http://www.greatschools.org/gk/articles/gifted-and-talented-education-and-program/