LEADER 00823nam0-22003011i-450- 001 990007976660403321 005 20041217115042.0 010 $a3-527-30620-X 035 $a000797666 035 $aFED01000797666 035 $a(Aleph)000797666FED01 035 $a000797666 100 $a20041217d2004----km-y0itay50------ba 101 $aeng 105 $ay-------001yy 200 1 $aFreeze-Drying$fGeorge-Wilhelm Oetjen, Peter Haseley 205 $a2nd ed 210 $aWeinheim$cWiley-VCH$dc2004 215 $aXII, 395 p.$cill.$d24 cm 700 1$aOetjen,$bGeorge-Wilhelm$0496605 701 1$aHaseley,$bPeter$0289089 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990007976660403321 952 $a04 167-46$bDIC 4156$fDINCH 959 $aDINCH 996 $aFreeze-Drying$9751429 997 $aUNINA LEADER 03126oam 2200721I 450 001 9910966691103321 005 20251116194154.0 010 $a9781134154654 010 $a1134154658 010 $a9781138175914 010 $a1138175919 010 $a9781315070094 010 $a131507009X 010 $a9781134154586 010 $a1134154585 024 7 $a10.4324/9781315070094 035 $a(CKB)2550000001181786 035 $a(EBL)1581859 035 $a(SSID)ssj0001159225 035 $a(PQKBManifestationID)11628082 035 $a(PQKBTitleCode)TC0001159225 035 $a(PQKBWorkID)11113468 035 $a(PQKB)10259123 035 $a(MiAaPQ)EBC1581859 035 $a(Au-PeEL)EBL1581859 035 $a(CaPaEBR)ebr10823867 035 $a(CaONFJC)MIL561812 035 $a(OCoLC)866446821 035 $a(OCoLC)868927397 035 $a(FINmELB)ELB131037 035 $a(EXLCZ)992550000001181786 100 $a20180331e20122002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGifted & talented learners $ecreating a policy for inclusion /$fBarry Hymer with Deborah Michel 205 $a1st ed. 210 1$aLondon ;$aNew York :$cRoutledge,$d2012. 215 $a1 online resource (128 p.) 300 $a"First published in Great Britain in 2002 by David Fulton Publishers"--T.p. verso. 311 08$a9781853469558 311 08$a1853469556 311 08$a9781306305617 311 08$a1306305616 327 $aCover; Title; Copyright; Contents; Acknowledgements; Foreword; NACE Mission Statement; 1 Overview; 2 Who is gifted? Issues around models and definitions of giftedness; 3 Who says she's gifted? Issues around identification strategies; 4 On becoming wise: The 'trans-intellective' domain; 5 Teaching for giftedness and talent: Examples of inclusive provision; 6 Getting it together: Policy formulation and delivery; 7 Support and further reading; References; Index 330 $aThis book sets out the educational challenges, benefits and possibilities of embracing a truly inclusive approach to gifted and talented education and provides a framework for a school to create its own inclusive policy in this area of need. Calling on international research, current educational initiatives, and work within the Barrow Education Action Zone (EAZ) and elsewhere, the authors set out to demonstrate that the inclusion and standards agendas can - and should - take with them the growing interest in the educational needs of gifted and talented pupils. The result is a 517 3 $aGifted and talented learners 606 $aGifted children$xEducation$zGreat Britain 606 $aInclusive education$zGreat Britain 615 0$aGifted children$xEducation 615 0$aInclusive education 676 $a371.950941 700 $aHymer$b Barry$0987521 701 $aMichel$b Deborah$f1953-$01862985 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910966691103321 996 $aGifted & talented learners$94469303 997 $aUNINA