Professor Diane Montgomery, Fakhri Professor of Education at the University of Midlesx in London. She is an expert teacher and professor at the Faculty of Education. Its PhD theme includes improving teaching and learning. She is a psychologist and specialized in research related to talent and learning difficulties. She has established and managed three distance education programs for a master's degree at Middlesx University, where she was previously dean of the College of Education and theatrical Arts and Director of the College of Education. Montgomery composes master's programs in talented education, special educational needs, and specific learning difficulties, "Discliasia", and runs a "research project on learning difficulties" from its home in the city of Assx. More than twenty books and many articles have been written in a group of topics of education, and they are widely lectured at the national and international levels. The second edition of the book "Talented Students and those with capabilities are in accordance with the achievement of achievement" the visible and hidden reasons for the low achievement, especially among the higher learners. The book provides a model that defines a set of external and internal factors that interact together and cause low achievement. Official tests determine some low achievement, but two thirds of these students remain unlimited, and there are need to use other strategies in this regard, especially the cognitive challenge based on the curriculum and realistic performance -based evaluation. Learning difficulties and behavioral, social and emotional difficulties may hide the low achievement. All of these factors can be transformed without learning, which can be overcome using appropriate teaching strategies and learning. The book deals with these problems and is presented to related intervention strategies. The book displays research specifically related, intervention and treatment in detail, including a recent research conducted by Diane Montgomery to show the current nature of regular schools and the problems it faces. The last chapters also showcase a new material that established a research conducted by Billy Wallace to the London Agency.
