Dynamic Assessment and Cognitive Program for Disadvantaged Gifted Children

Abstract

Disadvantaged gifted presents a challenge to traditional principles of psychology, and entails a general change in orientation. The necessary change must adapt itself to the multi-dimensional definition of intelligence, to utilization of dynamic assessment tests, and to the creation of intervention programs geared to the specific needs of disadvantaged populations. The central premise of the enrichment program for gifted children from disadvantaged areas is that there is central importance in giving them the tools with which to advance and realize their potential. The great gap that exists between their intellectual ability and their academic achievements may be bridged by effective mediated learning. This kind of learning should allow them to acquire the ability to solve problems by systematic thinking and meta-cognition. By this ability the child will become an independent learner, using his thinking skills in real life situations.