Routledge Education is delighted to announce that Diane Montgomery, author of the recently published Teaching Gifted Children with Special Educational Needs, is our July 2015 Author of the Month.
Diane Montgomery is Professor Emerita at Middlesex University, UK, where she was Dean of Faculty and Head of the School of Education. She is a qualified and experienced teacher, teacher educator and chartered psychologist specialising in research on underachievement and dual and multiple exceptionality.
Diane's exciting new book, Teaching Gifted Children with Special Educational Needs: Supporting Dual and Multiple Exceptionality, was published by Routledge last month.
Diane Montgomery, PhD is a Chartered Psychologist, trained teacher and Professor Emerita at Middlesex University, London. She is also Director of the Learning Difficulties Research Project in Maldon that she had first established at Kingston Polytechnic now University, in 1981 with School’s Council Funding.
The LDRP has as its’ focus teachers as researchers in their classrooms. Diane wrote and tutored the first completely distance MAs in education for Middlesex from 1993 to 2010. They were MA SEN, MA SpLD (Dyslexia) then MA Gifted Education. They attracted students from around the world and feedback from their researches and experiences are incorporated into Diane's new book, Teaching Gifted Children with Special Educational Needs. The programmes were built on the cognitive principles explained in the final chapter on inclusive teaching as applied to teacher education.
In her spare time, Diane enjoys restoring and sailing her Thames Barge.
Children with both giftedness and special educational needs are often found in the mainstream classrooms. This essential resource provides an overview of existing knowledge about dual and multiple exceptionality (DME), examining the needs of gifted and talented children from both the class teacher’s and SENCo’s perspectives. Diane Montgomery explores both the specialist interventions that some children will need at least for part of their school life, as well as the general inclusive provision that every school can develop to meet the needs of all children.
This invaluable resource will assist you in creating a DME friendly school, help to integrate learners with a range of difficulties and enable them and others to learn.
To find out more about Teaching Gifted Children with Special Educational Needs, click here.
Why did you decide to write this book?
I felt that teachers confronted with the many complex needs of children in education today needed a manual that would help them by having all the main points under one roof or between two covers.
What's the one thing you hope readers will take away from this book?
I can do this!
Is there anything you'd like to highlight about this topic or your book in particular?
I want teachers to assert their professionalism not have to act as technicians following prescriptive routines laid down by well-intentioned administrators. Teachers need to be flexible in their thinking and classroom action and forever in pursuit of knowledge about how children learn, their subject and pedagogy.
What's a common misconception about this topic that you'd like to clear up?
There are so many. ‘This topic’ is multifactorial and so the misconceptions are multifarious. They include misconceptions about the nature of teaching, learning, special needs and giftedness. Perhaps in summary it would be better to say that it is a misconception to think that we can produce truly effective teachers and learners by most of the methods in common use today not just in this country but world-wide...
The time currently given to train our UK teachers is too short and no one has addressed the problem of training the trainers. Good teachers, advisers and head teachers do not automatically morph into good teacher educators - trust me!
Children with both giftedness and special educational needs are often found in the mainstream classrooms. This essential resource provides an overview of existing knowledge about dual and multiple exceptionality (DME), examining the needs of gifted and talented children from both the class teacher’…
Paperback – 2015-06-08
This ground-breaking book argues that spelling and writing need to be given more consideration in teaching and remedial settings especially if dyslexic pupils are to be helped back up to grade level, and other pupils are to make more effective, quicker progress. Helping teachers and…
Paperback – 2006-11-16
Gifted pupils who also have special needs often receive provision for the special need whilst the giftedness is overlooked. Children with such double exceptionality can become depressed, frustrated and misbehave, and may not fulfil their potential. Based on international research and practice, this…
Paperback – 2003-06-20
Enhancing the quality of teaching and learning in schools for the benefit of the teacher and pupil is not a matter of quick 'tips for teachers.' It requires a fundamental review by every teacher of his or her own performance and its effects on learners. A significant way of achieving this is by…
Paperback – 2002-04-12
First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.…
Paperback – 1999-06-01
First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.…
Paperback – 1998-08-01