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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Hearing01:31

Hearing

When we hear a sound, our nervous system is detecting sound waves—pressure waves of mechanical energy traveling through a medium. The frequency of the wave is perceived as pitch, while the amplitude is perceived as loudness.
Barriers to Effective Communication II01:21

Barriers to Effective Communication II

The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
Intellectual Disability01:29

Intellectual Disability

Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Critical Thinking II01:25

Critical Thinking II

Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:

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Mentorship: mutual benefits for ASL students and gifted students (part 1).

American annals of the deaf·2012
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Using online glossing lessons for accelerated instruction in ASL for preservice deaf education majors.

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Related Experiment Video

Updated: May 20, 2026

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique
11:39

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College collaboration with gifted programs: deaf studies unit (part 2).

Gerald J Buisson1, Salgo Jennifer

  • 1Department of Speech and Hearing Sciences, University of Southern Mississippi, Hattiesburg, USA.

American Annals of the Deaf
|July 31, 2012
PubMed
Summary

Gifted education programs (GEPs) should integrate intellectual and affective goals alongside academics. Collaborating with college instructors to provide mentors, particularly in Deaf studies, enhances GEP curricula and student development.

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Area of Science:

  • Education
  • Special Education
  • Curriculum Development

Background:

  • Gifted education programs (GEPs) require comprehensive standards addressing academic, intellectual, and affective domains.
  • Effective mentorship is crucial for meeting the diverse needs of students in gifted education.
  • Part 1 of this series detailed student needs and mentorship in elementary GEPs.

Purpose of the Study:

  • To outline the goals and standards GEPs must address, including intellectual and affective categories.
  • To facilitate collaboration between college instructors and GEP teachers for mentorship programs.
  • To demonstrate the suitability of Deaf studies as a GEP curriculum through mentorship.

Main Methods:

  • Analysis of GEP goals and standards in relation to intellectual and affective development.
  • Proposal for collaboration models between higher education and K-12 gifted programs.
  • Illustrative examples of integrating Deaf studies into GEP curricula via mentorship.

Main Results:

  • GEP standards encompass academic, intellectual, and affective dimensions, requiring multifaceted approaches.
  • College instructor collaboration can provide valuable mentorship resources for GEP classrooms.
  • Deaf studies offers a rich, interdisciplinary content area well-suited for gifted learners.

Conclusions:

  • Implementing mentorship programs requires clear understanding of roles for GEP teachers, mentors, and college instructors.
  • Interest-area mentorship, exemplified by Deaf studies, can significantly benefit gifted students.
  • Broadly beneficial mentorship programs can be established through strategic partnerships between educational institutions.