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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/9610
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dc.contributor.authorAshman, Adrianen
dc.contributor.authorMerrotsy, Peteren
local.source.editorEditor(s): Adrian Ashman and John Elkinsen
dc.date.accessioned2012-03-05T15:34:00Z-
dc.date.issued2012-
dc.identifier.citationEducation for Inclusion and Diversity, p. 63-95en
dc.identifier.isbn1442540265en
dc.identifier.isbn9781442540262en
dc.identifier.urihttps://hdl.handle.net/1959.11/9610-
dc.description.abstractBeing different can be a source of satisfaction and pride, but it can also have its problems. These problems are no more apparent than for those who have an impairment or a disability (these terms are discussed later in this section) that limits opportunities and progress in school and in adult life. Curiously, being different can also present significant challenges for learners with very high ability. For many gifted students, school can be a very lonely, frustrating, or unhappy place because advanced intellectual ability is not often appreciated by others and can lead to rejection by age peers. To begin our discussion of teaching-learning ecologies and educational practices, it will be useful to first reflect on the past.en
dc.languageenen
dc.publisherPearson Australiaen
dc.relation.ispartofEducation for Inclusion and Diversityen
dc.relation.isversionof4en
dc.titleLearners and environmentsen
dc.typeBook Chapteren
dc.subject.keywordsSpecial Education and Disabilityen
dc.subject.keywordsCurriculum and Pedagogy Theory and Developmenten
dc.subject.keywordsTeacher Education and Professional Development of Educatorsen
local.contributor.firstnameAdrianen
local.contributor.firstnamePeteren
local.subject.for2008130312 Special Education and Disabilityen
local.subject.for2008130313 Teacher Education and Professional Development of Educatorsen
local.subject.for2008130202 Curriculum and Pedagogy Theory and Developmenten
local.subject.seo2008939903 Equity and Access to Educationen
local.subject.seo2008939907 Special Needs Educationen
local.subject.seo2008930102 Learner and Learning Processesen
local.identifier.epublicationsvtls086609713en
local.profile.schoolLearning and Teachingen
local.profile.emailpmerrots@une.edu.auen
local.output.categoryB3en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20110908-141622en
local.publisher.placeFrenchs Forest, Australiaen
local.identifier.totalchapters12en
local.format.startpage63en
local.format.endpage95en
local.contributor.lastnameAshmanen
local.contributor.lastnameMerrotsyen
dc.identifier.staffune-id:pmerrotsen
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:9801en
dc.identifier.academiclevelAcademicen
local.title.maintitleLearners and environmentsen
local.output.categorydescriptionB3 Chapter in a Revision/New Edition of a Booken
local.relation.urlhttp://trove.nla.gov.au/work/9546601en
local.relation.urlhttp://www.pearson.com.au/newstores/styles/bookfair/titleDetails.asp?GroupItemID=75560&StoreID=78en
local.search.authorAshman, Adrianen
local.search.authorMerrotsy, Peteren
local.uneassociationUnknownen
local.year.published2012en
local.subject.for2020390102 Curriculum and pedagogy theory and developmenten
local.subject.for2020390305 Professional education and trainingen
local.subject.for2020390407 Inclusive educationen
local.subject.seo2020160201 Equity and access to educationen
local.subject.seo2020160203 Inclusive educationen
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