Anita Kullander leg. psykolog

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====== Aktuella forskningsrapporter samt pågående forskning kring särskild begåvning ======
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==== PÅGÅENDE FORSKNING ====
[[https://www.specped.su.se/om-oss/nyheter/39-miljoner-kronor-till-forskarskola-i-specialpedagogik-1.562630?fbclid=IwAR0vBYMsmHWgjcYRR_CNW3Xq0oyUQpF6RfzyDO40T-vWYv6rnHboZo1FENI|Specialpedagogiska Institutionen - 39 miljoner kronor till forskarskola i specialpedagogik]]\\

[[https://www.kau.se/en/giftednetwork|Karlstad University Gifted Doctoral Programme]]\\

[[https://www.kau.se/en/giftednetwork|Karlstad University Gifted Network for gifted Education]]\\

==== FORSKNINGSRAPPORTER ====

[[https://helda.helsinki.fi/items/a9536281-8bfc-4871-9882-1b9b6a28ae20|2025 Christina Sjöholm, magisteravhandling. Helsingfors Universitet. Att möta särbegåvning i klassrummet: klasslärares kunskap och attityder]]\\
[[Identifiering av elever med särbegåvning
som underpresterar i NO]]\\
[[https://www.facebook.com/groups/180012175381507/posts/8355468627835780/?notif_id=1726302458055335&notif_t=group_post_mention&ref=notif| 2024 Larsen Damsgaard Hilde och Opsahl Marit «Det smarteste var å ikke være smart» – evnerike elevers skolelivskvalitet]]\\
[[https://www.sengifted.org/post/radical-acceleration-adding-to-your-human-centered-parenting-toolbox|2024. Lin Lim. Radical Acceleration: Adding to Your Human-Centered Parenting Toolbox]]\\
[[https://mau.diva-portal.org/smash/get/diva2:1869508/FULLTEXT02.pdf|2024-05-25 Jönsson, Malin: Särskilt begåvade grundskoleelevers trivsel och motivation – hur påverkar skolors arbete med ledning och stimulans?]]\\
[[https://www.skolverket.se/publikationsserier/forskning-for-skolan/2024/bedomning-for-hallbart-larande| 2024-05-25 Malmö Universitet. Skolverkets forskning: Bedömning för hållbart lärande]]\\
[[http://umu.diva-portal.org/smash/record.jsf?language=sv&pid=diva2%3A1620760&dswid=6393|2021-12-16 Ekesryd Nordström, Malin: Förskolepersonals syn på att uppmärksamma särskild begåvning i förskolan]]\\
[[https://www.diva-portal.org/smash/record.jsf?aq2=%5B%5B%5D%5D&c=34&af=%5B%5D&searchType=SIMPLE&sortOrder2=title_sort_asc&query=Caroline+Sims&language=sv&pid=diva2%3A1803532&aq=%5B%5B%5D%5D&sf=all&aqe=%5B%5D&sortOrder=author_sort_asc&onlyFullText=false&noOfRows=50&dswid=4991| 2023-12-16 Sims, Caroline: From 'the Genius' to 'the Gifted': The Conceptualisations of Giftedness in Educational Discourse in Sweden]]\\
[[https://www.forskning.se/2023/11/20/sarskilt-begavade-barn-beskrivs-pa-negativt-satt-i-skolan/|2023-11-20 Forskning.se Särskilt begåvade barn beskrivs på negativt sätt i skolan ]]\\
[[https://www.forskning.se/2023/11/20/sarskilt-begavade-barn-beskrivs-pa-negativt-satt-i-skolan/|2023-11-20 Umeå Universitet: Särskilt begåvade barn beskrivs på negativt sätt i skolan ]]\\
[[https://l.facebook.com/l.php?u=http%3A%2F%2Fwww.diva-portal.org%2Fsmash%2Fget%2Fdiva2%3A1773529%2FFULLTEXT02.pdf%3Ffbclid%3DIwAR1vDBqCUf0Uyp8If0027gAdfYihgzBRAdO7-ochyPgtRghtBUj0c6Em3So&h=AT23MpyEWw-CY2Clrwquo6UrwMidEUbVoC2jogqmnwft3Pwv_8FdtyHNgzkBe1B210_szpfNUznS4Vw3_7cE2tWTUp6SyoRBOO1p6GJf8GiS-VlrGUkNuCSX-yzZ&__tn__=H-R&c[0]=AT1bc88w2jnssLVTaToCWMwU4bBKYJyhicGWxhQOg33mz1bmO_TC_mLD7iEWzOkmPciMtDYwUImVYH5ppfs1na5bBL5qYQXfH1RheOodz58NjFcUFXhrHcz05svrF4zSiI6vr6H97bNTp0NoLzmhQDHJcTlVS08crHAvXuE9oTyZGw1gGK2w1RqLSZt-R6IB73OSgHArIuREmKXO8VHENkk| 2023-05-30 Malmö Universitet, Ida Silow Forskningsrapport: ”Prata med mig
i stället för att dela in mig i en box!”
En intervjustudie om särbegåvade barns
upplevelser av förskolan]]\\
[[https://www.forskning.se/2023/03/13/sarbegavade-elever-underpresterar-for-att-passa-in/?fbclid=IwAR2j04r2B9CiBI4b1CfZs67kd03FhFFkPid9JG7aeWlKMwMkBshmPL_A1a8#|2023-03-13 Högskolan Gävle, Caroline Sims: Särbegåvade elever underpresterar för att passa in]]\\
[[https://www.creativitypost.com/education/raising-resilient-well-adjusted-and-successful-smart-kids?fbclid=IwAR17O9mFPLBTN738ZXKj-ZmTFa9pm-_mKdhxgAC7w_spYiE5P6k4lcZTWCI|Pfeiffer, Steven, PhD. 2023. Raising Resilient, Well-Adjusted, and Successful Smart Kids]]\\
[[https://scholar.google.se/scholar_url?url=https%3A%2F%2Fwww.researchgate.net%2Fprofile%2FAliza-A%2Fpublication%2F280723136_Dabrowski%27s_Overexcitabilities_Profile_among_Gifted_Students%2Flinks%2F55c3046108aea2d9bdbff62c%2FDabrowskis-Overexcitabilities-Profile-among-Gifted-Students.pdf&hl=sv&sa=X&ei=w4elY5KKHo_mmgHdka7oCw&scisig=AAGBfm0sTVFRfzO9jgOLEnnPucoiGj-aLg&oi=scholarr&fbclid=IwAR30aOmEghxcdxlHmR5fsspu7nnOfulRBc5sK8or90995UH4M77HLrx8TyA| Dabrowski, 2013, Dabrowski’s Overexcitabilities Profile among Gifted Students. PDF]]\\
[[https://psyarxiv.com/qenm4/?fbclid=IwAR30PikZsHavTU2zNM1V9abxGpL1O7WZ3RzwgLMINg2tlHj4FFHJ6ZH6wcg|Balter et al. 2022. Intelligence predicts better cognitive performance after normal sleep but larger vulnerability to sleep deprivation]]\\
[[https://www.uib.no/nye-doktorgrader/156583/den-glemte-gruppen-tilpasset-oppl%C3%A6ring-evnerike-elever?fbclid=IwAR2uqAaOO-qvGlJGQz8eEBUUjlpcPaNsWyKCsf4doSBWFPIGV5z6ZazYxm4|2022-09-09 Universitetet i Bergen Den glemte gruppen? Tilpasset opplæring for evnerike elever. Astrid Knutsdatter Lenvik disputerer 30.9.2022 for ph.d.-graden ved Universitetet i Bergen med avhandlingen "Gifted Education in Norway.]]\\
[[https://www.academia.edu/27233684/Primary_grade_teachers_conceptions_of_giftedness_and_talent_a_case_based_investigation?email_work_card=title|Jarvis J. 2007.  Primary Grade Teachers' Conceptions of Giftedness and Talent: A Case-based Investigation]]\\
[[https://www.academia.edu/13181426/Grouping_The_Gifted_Yearly_Academic_Growth_in_Homogeneous_and_Heterogeneous_Grade_3_Reading?email_work_card=view-paper|Schaeffer, Kathryn Pabst . 2015 GROUPING THE GIFTED: YEARLY ACADEMIC GROWTH IN HOMOGENEOUS AND HETEROGENEOUS GRADE 3 READING]]\\
[[https://www.academia.edu/4714398/Acceleration_and_Enrichment?email_work_card=title|Emma Scobie-Jennings,
Acceleration and Enrichment]]\\
[[https://www.academia.edu/40451221/Robertson_pfeiffer_rti_gifted_article_revised_08_january_2015_roeper_review?email_work_card=view-paper|Stephanie Robertson and Steven Pfeiffer 2015. Response to Intervention and High Ability Learners]]\\
[[https://www.academia.edu/13431011/Correlates_of_Teacher_Practices_Influencing_Student_Outcomes_in_Reading_Instruction_for_Advanced_Readers?email_work_card=view-paper|Scott Hunsaker, 2010. Correlates of Teacher Practices Influencing Student Outcomes in Reading Instruction for Advanced Readers]]\\
[[https://www.academia.edu/29829216/Development_of_a_Procedural_Guide_to_Implement_Response_to_Intervention_RtI_With_High_Ability_Learners?email_work_card=abstract-read-more|Stephanie Robertson and Steven Pfeiffer, 2016, Roeper Review.  Development of a Procedural Guide to Implement Response to Intervention (RtI) With High-Ability Learners]]\\
[[https://www.academia.edu/46875646/Fostering_Giftedness_Challenges_and_Opportunities?email_work_card=view-paper|2021 Bećirović Senad. Fostering Giftedness: Challenges and Opportunities]]\\
[[https://www.academia.edu/57655857/Perfectionism_Coping_and_Underachievement_in_Gifted_Adolescents_Avoidance_vs_Approach_Orientations?email_work_card=view-paper| 2016,Chakraborti-Ghosh, Sumita|Perfectionism, Coping, and Underachievement in Gifted Adolescents: Avoidance vs. Approach Orientations]]\\
[[https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.academia.edu%2F40239211%2FVULNERABILIDAD_EN_J%25C3%2593VENES_CON_ALTAS_CAPACIDADES_TRASTORNOS_DE_APRENDIZAJE_Y_CONDUCTA_EN_NI%25C3%2591OS_Y_ADOLESCENTES_CON_ALTAS_CAPACIDADES_COGNITIVAS_DEPRESI%25C3%2593N_Y_SUICIDIO%3Ffbclid%3DIwAR1RWDTqZ5XVrmH3dk39ffG8DXYqUPUGvEPZ4zT4kyazl_wSKA8nAMB4U68&h=AT1lnpqd4bgjynPXKeNMnWWx4n2Fht6I2EdsLsmoecbWcQvRFqvaEGdGkUasl9WLHlxqmJpwPYIs_4gemi0_gZ2hjSSQGEKBNnfu0kmTBBNZqTYxrFzcxo42Jiq7&__tn__=-UK-R&c[0]=AT3PI-V-9NpgxZo6Fsr3QwEepUIK4FIGZgHFN944Y0I7Hb-NpfznGn5yf2tBEyKuhR9wDXq5RXjTs7kerr4slxNrhA1m38UsCABxZqMwRKE-H8o3D3o34EvENQV9XPoVqldxtwXRgRnuh0_DERdW766SRKpcS0E41vBAJ1ZSnB4hiF5BaxurgQVnWGrxdolNk8UXBmo|Escalona Sagasti, Maria 2019. VULNERABILIDAD EN JÓVENES CON ALTAS CAPACIDADES TRASTORNOS DE APRENDIZAJE Y CONDUCTA EN NIÑOS Y ADOLESCENTES CON ALTAS CAPACIDADES COGNITIVAS. DEPRESIÓN Y SUICIDIO]]\\
[[https://www.academia.edu/36569201/DEPARTAMENTO_DE_PSICOLOG%C3%8DA?email_work_card=title|Vicente Amor Lopez carrion, MOTIVACION Y CREATIVIDAD EN AACC Revista de Psicologia, Vol. XXVI (1), 2008]]\\
[[https://www.academia.edu/539742/SERVING_THE_GIFTED_A_NATIONAL_SURVEY_OF_SCHOOL_PSYCHOLOGISTS?email_work_card=title|Pfeiffer Steven (2011). SERVING THE GIFTED: A NATIONAL SURVEY OF SCHOOL PSYCHOLOGISTS]]\\
[[https://www.academia.edu/42675777/Integrating_a_process_based_challenging_lesson_plan_framework_into_the_syllabus_for_gifted_EFL_learners?email_work_card=view-paper|Celik-Yavas, G., Yavuz, F. (2018).Integrating a process-based challenging lesson plan framework into the syllabus for gifted EFL learners. International Journal of Innovative Research in Education, 5 (3), 62-73.]]
[[http://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-learners-well?fbclid=IwAR3x_kguv4XBUYMBp2zB8d_XhoSQ05t13qjqqKnMah1KURtjaKrdJXO_NaI|Tomlinson Carol Ann, 1997. What it Means to Teach Gifted Learners Well]]\\
[[https://www.psypost.org/2022/01/gifted-and-non-gifted-individuals-differ-in-openness-to-experience-but-not-other-big-five-personality-traits-62326?fbclid=IwAR1yYAHO2z0UNWIKkL-L2vdKy9V41oDVhfCU2UWJ5EFkUN7CxalP0ZVnTys|KaraYakoubian M (2022. Gifted and non-gifted individuals differ in openness to experience, but not other Big Five personality traits]]\\
[[https://www.davidsongifted.org/gifted-blog/self-regulated-learning-and-academically-talented-students/?fbclid=IwAR1O3KMHzHn97cQfp_zxmpGJJT3dJXSuvjRHa_8g33SbHLKDHOQlH8yACRQ|Reis Sally M (2021) Self-Regulated Learning and Academically Talented Students]]
[[https://www.anitakullander.se/forskning-kring-begavning|Daw Suzanne Enrichment & Acceleration plus Power Point for staff developmen]]\\
[[https://www.businessinsider.com/what-scientists-learned-about-genius-2016-9?r=UK&IR=T&fbclid=IwAR2S2w26DSidpDohaEcaPLdUqOYb50edk2e-7U3DEVDkszVCMkZgiWNWkhk|Scientists followed 5,000 genius kids for 45 years — here's what they learned about success]]\\
[[https://www.sciencedirect.com/science/article/abs/pii/S0140197121000361?via%3Dihub%F0%9F%91%8F&fbclid=IwAR1s8T5UkwzMQVggb17kPfQhA0cX-f6yGIgNUZhF7OV2EuN9i-AGILjWOZc|Ramos et al Journal of Adolescence. Volume 88, April 2021, Pages 146-161Profiles of maladaptive school motivation among high-ability adolescents: A person-centered exploration of the motivational Pathways to Underachievement model.]]\\
[[https://www.academia.edu/4503861/Bishop_Grosseteste_University_College_PGCE_Secondary_Research_Dissertation_Module_SPM406_Research_Issues_and_MethodologyHigh_Performance?email_work_card=view-paper|Bleasdale, Rose-Anna. 2011. Bishop Grosseteste University College PGCE Secondary Research Dissertation Module SPM406 Research Issues and MethodologyHigh Performance]]\\
[[https://www.academia.edu/34996727/The_Inclusion_of_Multiple_Exceptional_Gifted_Students_in_Talent_Development_Programmes_Interaction_synthesis_of_both_provision_form_and_content?email_work_card=view-paper|Gyarmathy, Eva 2016. The Inclusion of Multiple Exceptional Gifted Students in Talent Development Programmes Interaction synthesis of both provision form and content]]\\
[[https://www.academia.edu/35519552/The_atypical_brain_and_giftedness_II_Outstanding_giftedness_and_gifted_assessments?email_work_card=view-paper&fbclid=IwAR2ls72pJucnsWCfrY96hgeMGwPFUohvZT1CB16SVY_I8yIk9q3secgZaC8|Gyarmathy Eva, (2010)  The atypical brain and giftedness II. Outstanding giftedness and gifted assessments
 ]]\\
[[https://videnskab.dk/kultur-samfund/saadan-undgaar-vi-eksklusion-i-skolen?fbclid=IwAR2XjXvafhtgjWMe5MdiPKjBV3PtukURh6x64Z-NZiz8DNckXlpMgssZucY|Emmersten Lund, Gro (2018. Sådan undgår vi eksklusion i skolen]]\\
[[https://www.academia.edu/34759492/Tracing_Giftedness_An_Exploration_of_Theories_Programmes_and_Emerging_Dilemmas?email_work_card=view-paper|Mahajan Anupama, (2017). Tracing Giftedness: An Exploration of Theories, Programmes and Emerging Dilemmas]]\\
[[https://www.academia.edu/35813398/ADAPTED_EDUCATION_FOR_GIFTED_CHILDREN?email_work_card=view-paper|Kelemen Gabriela (2015). ADAPTED EDUCATION FOR GIFTED CHILDREN|Bittianda Anu, 2017. Tracing Giftedness: An Exploration of Theories, Programmes and Emerging Dilemmas]]\\
[[https://www.academia.edu/15011269/A_Comparison_of_Gifted_and_Non_gifted_Students_Self_regulation_Skills_for_Science_Learning?email_work_card=view-paper|Tortop, H. S. (2015). A comparison of gifted and non-gifted students’ self-regulation skills for science learning.  Journal for the Education of Gifted Young Scientists, 3(1), 42-57.]]\\
[[https://www.academia.edu/15865711/Identifying_young_gifted_children_and_cultivating_problem_solving_abilities_and_multiple_intelligences?email_work_card=view-paper|Maker, June. 2010 Identifying young gifted children and cultivating problem solving abilities and multiple intelligences]]\\
[[https://www.academia.edu/35147703/The_Primary_Importance_of_the_Inner_Experience_of_Giftedness?email_work_card=abstract-read-more|Wells, Christiane, 2017.  The Primary Importance of the Inner Experience of Giftedness]]\\
[[https://www.academia.edu/694830/Gifted_and_talented_education_reforms_Effects_on_teachers_attitudes?email_work_card=view-paper               |Lassig, Carly 2003. Gifted and talented education reforms: Effects on teachers’ attitudes]]\\
[[https://www.academia.edu/967018/An_Examination_of_the_Relationships_Between_Ego_Development_Dabrowskis_Theory_of_Positive_Disintegration_and_the_Behavioral_Characteristics_of_Gifted_?email_work_card=title|Bailey, Carrie Lynn 2011. An Examination of the Relationships Between Ego Development, Dabrowski's Theory of Positive Disintegration, and the Behavioral Characteristics of Gifted Adolescents]]\\
[[https://www.academia.edu/1614513/DAVID_2011_Teachers_Attitude_Its_importance_in_nurturing_and_educating_gifted_children_GTI_26_1_and_2_?email_work_card=view-paper|David, Hanna 2011.Teachers' Attitude Its importance in nurturing and educating gifted children GTI 26(1&2)]]\\
[[https://dpu.au.dk/asterisk/kommentar-98/?fbclid=IwAR1ugtsdpiLeO4ylr5YKyitwu9SyXRtCKpRH8n6OyiEyMB-827_Iqi1arzE|Gran Andersen, Ida og Smith, Emil 2021. Jeg er en pige, så jeg er dårlig til matematik]]\\
[[https://www.academia.edu/27091675/Identifying_children_who_may_be_cognitively_gifted_the_gap_between_practical_demands_and_scientific_supply?email_work_card=title|Hohensinn Christine 2008. Identifying children who may be cognitively gifted: the gap between practical demands and scientific supply.]]\\
[[https://www.tandfonline.com/doi/abs/10.1080/13803610701786038?journalCode=nere20&fbclid=IwAR0Xv8IzoXuRmMF8p9eMimsKDrCEWTrEnVsEI6R_JPzbivW5UyLP55DztKg|Henk Guldemond, Roel Bosker, Hans Kuyper & Greetje van der Werf - 2008. Do Highly Gifted Students Really Have Problems?]]\\
[[https://www.academia.edu/50845904/Alternative_Education_is_someone_crazy_about_your_young_people?email_work_card=view-paper|Craig Trevor Hansen 2021, Academia Letters. Alternative Education; is someone crazy about your young people?]]\\
[[https://www.academia.edu/31457538/Listening_and_responding_to_twice_exceptional_students_Voices_from_within?email_work_card=abstract-read-more|Ronksley-Pavia, M. & Townend, G. (2017). Listening and responding to twice exceptional students: Voices from within.]]\\
[[https://www.academia.edu/50726152/The_Major_Goals_of_Gifted_Education_And_Talent_Development_Programs?email_work_card=view-paper|Renzulli Joseph 2021, Academia Letters: The Major Goals of Gifted Education And Talent Development Programs]]\\
 [[https://www.academia.edu/4714396/Josh_could_do_better_Bringing_out_the_best_in_Underachieving_Gifted_and_Talented_Students?email_work_card=view-paper| Scobie-Jennings, Emma.'Josh could do better': Bringing out the best in Underachieving Gifted and Talented Students]]\\
[[https://www.academia.edu/8516094/Lost_confidence_and_potential_A_mixed_methods_study_of_underachieving_college_students_sources_of_self_efficacy?email_work_card=thumbnail|Fong, Carlton J, 2013. Lost confidence and potential: A mixed methods study of underachieving college students’ sources of self-efficacy]]\\
[[https://www.academia.edu/12067998/Identification_as_Gifted_and_Implicit_Beliefs_About_Intelligence_An_Examination_of_Potential_Moderators?email_work_card=view-paper|Barger Michael, 2013.Identification as Gifted and Implicit Beliefs About Intelligence: An Examination of Potential Moderators]]\\
[[https://www.academia.edu/2154033/Consequences_of_Risk_Factors_in_the_Development_of_Gifted_Children?email_work_card=view-paper|Majid, Rosadah, 2010. Consequences of Risk Factors in the Development of Gifted Children]]\\
[[https://www.academia.edu/254805/The_needs_of_gifted_children_in_context_a_study_of_Swedish_teachers_knowledge_and_attitudes?email_work_card=view-paper|Allodi M, Rydelius P-A, 2008. The needs of gifted children in context: a study of Swedish teachers’ knowledge and attitudes]]\\ 
[[https://www.academia.edu/37112093/Understanding_and_Supporting_the_Flourishing_of_the_Exceptional_Ability_A_Positive_Psychology_approach_to_Educational_Psychology_Practice?email_work_card=abstract-read-more|Hartwell B. K., Understanding and Supporting the Flourishing of the Exceptional Ability: A Positive Psychology approach to Educational Psychology Practice]]\\
[[https://www.academia.edu/19483038/Thinking_Beyond_the_Myths_and_Misconceptions_of_Talent_Creating_Music_Education_Policy_that_Advances_Musics_Essential_Contribution_to_Twenty_First_Century_Teaching_and_Learning?email_work_card=title|Scripp Lawrence, 2013 Thinking Beyond the Myths and Misconceptions of Talent: Creating Music Education Policy that Advances Music's Essential Contribution to Twenty-First-Century Teaching and Learning]]\\
[[https://www.davidsongifted.org/gifted-blog/gifted-kids-what-you-should-know/?fbclid=IwAR1Gi5ePXsLq7Ax-rPQBUOC9znfAJG_Yy1JN8w9yzp9-4_BfuOUdbZxG8_k|Davidsosnś Institute, Gifted Kids: What You Should Know]]\\
[[https://www.academia.edu/46861200/The_Start_of_a_Learning_Project?email_work_card=title| Raissa Faria Tatiana Seibe, 2021, Academia Letters The Start of a Learning Project]]
[[https://www.academia.edu/26228652/Social_skills_of_gifted_and_talented_children_Habilidades_sociais_de_crian%C3%A7as_dotadas_e_talentosas?email_work_card=view-paper|Zilda Del Prette
2014, Estudos de Psicologia Social skills of gifted and talented children / Habilidades sociais de crianças dotadas e talentosas]]\\
[[https://www.sciencedirect.com/science/article/pii/S014976342100049X?fbclid=IwAR1o8V1ckR2dx4Il6j0KHdT6Y7jvF33bnTlXvfk_aLxgq67bgtsXhXII03w|The World Federation of ADHD International Consensus Statement: 208 Evidence-based Conclusions about the Disorder. 2021]]\\ 
[[https://www.academia.edu/33857810/Constructing_the_Gifted_and_Academically_Talented_Student_Intelligence_Intelligence_Testing_and_Educational_Opportunity_in_the_era_of_Brown_v_Board_and_the_National_Defense_Education_Act?email_work_card=view-paper|2017, Porter J W. Constructing the "Gifted" and "Academically Talented" Student: "Intelligence," Intelligence Testing and Educational Opportunity in the era of Brown v. Board and the National Defense Education Act]]
[[https://pearl.plymouth.ac.uk/handle/10026.1/12822|Bridges, David 2018.Neurosensitivity: Implications for Cognition and Creativity.]]
[[https://www.academia.edu/35029797/Giftedness_How_does_it_work_with_Sensitivities_learning_disabilities_and_disorders?email_work_card=abstract-read-more|David Hanna 2017. Giftedness: How does it work with Sensitivities, learning disabilities, and disorders]]\\ 
[[https://www.academia.edu/9283193/Giftedness_and_Philosophy?email_work_card=title|Kidd,Simon 2010 Giftedness and Philosophy, ]]\\ 
[[https://www.sengifted.org/post/de-escalating-young?fbclid=IwAR0ks30_qmj_B5aC8XL6PSIGKf6u1moZKM6MQ2rCJtK66gtWaen0kfGI_D8|Young Sarah ,2019  De-Escalating: Helping Gifted Children Identify Their Emotions and Regain Control]] \\ 
[[sarskilt-begavade-elever-behover-anpassning|Mellroth, Elisabeth (2019). Särskilt begåvade elever behöver anpassning]] \\ 
[[https://ju.se/personinfo.html?id=463|Persson, Roland S, Publikationer senaste åren]] \\ 
[[https://www.academia.edu/30932625/Review_ADHD_high_IQ_coauthors_IH?fbclid=IwAR1fOKalPiFe0KwJOUsE4vdOVMEwgcmeyeW-QECx1_7rge2K8BDW-3bJTVA < |Hoek, Ineke m fl. (2020) A neuroscience perspective on the validity of attention-deficit/hyperactivity disorder in the context of (very) high intelligence]] \\
[[https://www.academia.edu/39955565| Stevens, Tiania et.al  (2029) Challenges of Equity and Discrimination in the Education of Gifted Children]]\\ 
[[https://www.academia.edu/41554189/A_Global_Perspective_Gifted_Learners_enlisted_in_mainstream_schools_without_the_necessary_provisions_will_be_negatively_affected_beyond_their_schooling_days?|Regnard, Liane (2020), A Global Perspective: Gifted Learners enlisted in mainstream schools, without the necessary provisions, ...]] \\
[[https://www.academia.edu/38106662/WRESTLING_WITH_GIFTEDNESS|Johnson, Andrew,(?) WRESTLING WITH GIFTEDNESS]]\\ 
[[https://www.academia.edu/7590508/David_H_2014_Joy_A_young_gifted_underachiever_Advanced_Development_Journal_14_2_89_108?email_work_card=title|David, H. (2014). Joy, A young gifted underachiever. Advanced Development Journal, 14(2), 89-108.]]\\
[[https://www.academia.edu/26228652/Social_skills_of_gifted_and_talented_children_Habilidades_sociais_de_crian%C3%A7as_dotadas_e_talentosas?email_work_card=title|De Prette, Zilda (2014) Social skills of gifted and talented children / Habilidades sociais de crianças dotadas e talentosas]]\\ 
{{ :social_development_in_the_gifted.pdf |Silverman Kreger, Linda. Social Development in the Gifted}}\\
[[https://www.academia.edu/20423014/Cognitive_Modifiability_Emotional_Motivational_Factors_and_Behavioral_Characteristics_Among_Gifted_Versus_Nongifted_Children?email_work_card=view-paper| Tzuriel et al, 2011. Cognitive Modiﬁability, Emotional–Motivational Factors, and Behavioral Characteristics Among Gifted Versus Nongifted Children]]