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Abstract
This paper supports the vigorous multidisciplinary and multicultural study of the gifted-handicapped based upon personal and professional practical knowledge. Its purpose is not to advocate specifically for the gifted-handicapped child, youth, or adult but to demonstrate the generalizing potential of idiosyncratic development and experience. Parallels are drawn using Jenkins-Friedman and Tollefson’s (1992) proposed Path Model based upon the accepted variables of what is commonly termed resiliency. Collaborative methods of program development, including the modification of the Transition School (Robinson & Noble, 1992) concept are discussed.
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Notes on contributors
Jan-Elizabeth James
Jan-Elizabeth James has a MusBac degree (History and Literature) from the University of Toronto and was a childhood victim of polio. She has taught grades 2 through 12 in Ontario and Connecticut. Her articles and poems have appeared in journals in Canada and the U.S.A. She is a freelance consultant on creativity and special education. (Address: 4596 Second Line, West, Sault Ste. Marie, Ontario, Canada P6A 6K4)