Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/28279
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dc.contributor.authorDiane Montgomery-
dc.date.accessioned2018-12-06T08:33:40Z-
dc.date.available2018-12-06T08:33:40Z-
dc.date.issued2003-
dc.identifier.isbn1 85346 954 8-
dc.identifier.urihttp://10.6.20.12:80/handle/123456789/28279-
dc.descriptionThere are three children in a million who are ‘profoundly gifted’. Conventionally this means they have measured IQs of 180+. It is likely they will have spoken in sentences at 6–9 months, learned to read and spell by the age of 21 ⁄2, self taught, and are ready for formal learning by the age of three. Placed in kindergarten or preschool they quickly settle and will perhaps read to the ‘little onesen_US
dc.languageenen_US
dc.language.isoenen_US
dc.publisherDavid Fulton Publishersen_US
dc.subjectRe-evaluating policy and practice through life storiesen_US
dc.titleGifted & talented children with special educational needsen_US
dc.typeBooken_US
Appears in Collections:Special Needs

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