Examining teachers’ perceptions about specific characteristics of twice exceptional students
DOI:
https://doi.org/10.15633/acr.966Keywords:
teachers, learning disabilities, twice exceptional, characteristicsAbstract
The teachers meet a gifted child with a learning disability, a twice-exceptional student, during his or her career. In Slovenia there has not yet been carried out a research, which would examine teachers’ perceptions about this group of twice-exceptional students. In this qualitative research we interviewed teachers who have experience in teaching twice- exceptional students. We were interested in which characteristics of twice exceptional students were most commonly described by teachers. Also we were interested in examining if the teachers descriptions focus more on student's strengths or weaknesses. Participating teachers are able to recognize mostly emotional and social characteristics of twice exceptional students.
References
Al-Hroub A., Whitebread D., Focus on practice: Teacher nomination of ‘mathematically gifted children with specific learning difficulties’ at three state schools in Jordan, “British Journal of Special Education” (2008) no. 38, p. 152–164.
Baum S., Gifted but learning disabled: A puzzling paradox, “Preventing School Failure: Alternative Education for Children and Youth” 34 (1989) no. 1, p. 11–14, http://dx.doi.org/10.1080/1045988X.1989.9944546.
Baum S., Owen S. V., To be gifted and learning disabled: Strategies for helping bright students with LD, ADHD and more, Mansfield Center, CT 2004.
Bezić T., Deutsch T., Poročilo o raziskavi: Analiza uresničevanja Koncepta – Odkrivanje in delo z nadarjenimi učenci v devetletni OŠ, ob koncu šol. leta 2009/2010 (2011), http://www.zrss.si/pdf/241111145902_bezic_2011_porocilo_o_raziskavi_-_analiza_uresnicevanja_koncepta_nad_o%C5%A1_9_10splet.pdf (20.01.2014).
Bezić T., Žagar D., Poročilo o sprotnem spremljanju uvajanja Koncepta: odkrivanje in delo z nadarjenimi učenci v devetletni OŠ (šol. leto 2001/2002) (2002), http://www.zrss.si/docx/071111123115_bezic_porocilo_nad_oš_2003.docx (20.06.2014).
Bianco M., Leech N. L., Twice-exceptional learners: Effects of teacher preparation and disability labels on gifted referrals, “Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children” 33 (2010) no. 4, p. 319–334, http://dx.doi.org/10.1177/0888406409356392.
Bianco M., The effects of disability labels on special education and general education teachers’ referrals for gifted programs, “Learning Disability Quarterly” (2005) no. 28, p. 285–293, http://dx.doi.org/10.2307/4126967.
Bisland A., Using learning-strategies instruction with students who are gifted and learning disabled, “Gifted Child Today” 27 (2004) no. 3, p. 52–58.
Bracamonte M., Twice exceptional students: Who are they and what do they need?, “Exceptional Newsletter” 39 (2010), http://2enewsletter.com/article_2e_what_are_they.html (22.08.2013).
Brody L. E., Mills C. J., Gifted Children with Learning Disabilities: A Review of the Issues, “Journal of Learning Disabilites” 30 (1997) no. 3, p. 282–296, http://dx.doi.org/10.1177/002221949703000304.
Brody L., Mills C. J., Gifted children with learning disabilities: A review of the issues, op. cit., p. 282–296.
Cline S., Hedgeman K., Gifted children with disabilities, “Gifted Child Today” 24 (2001) no. 3, p. 16–24.
Coben S. S., Vaughn S., Gifted students with learning disabilities: What does the research say?, “Learning Disabilities: A Multidisciplinary Journal” 5 (1994), p. 87–94.
Coleman M. R., Surviving or Thriving? 21 Gifted Boys with Learning Disabilities Share Their School Stories, “Gifted Child Today” 24 (2001) no. 3, p. 56–63, http://dx.doi.org/10.4219/gct-2001-538.
Foley Nicpon M., Allmon A., Sieck B., Stinson D. R., Empirical investigation of twice–exceptionality: Where have we been and where are we going?, “Gifted Child Quarterly” 57 (2011) no. 3, p. 3–17, http://dx.doi.org/10.1177/0016986210382575.
Foley Nicpon M., Assouline G. S., Colangelo N., Twice-Exceptional Learners: Who Needs to Know What?, “Gifted Child Quarterly” 57 (2013) no. 3, p. 169–180, http://dx.doi.org/10.1177/0016986213490021.
Jackson Gilman B., Lovecky V. D., Kearney K., et al., Critical issues in the identification of gifted students with co-existing disabilities, “SAGE Open” 3 (2013) no. 3, p. 1–16, http://dx.doi.org/10.1177/2158244013505855.
King W. E., Addressing the social and emotional needs of twice exceptional students, “Teaching Exceptional Children” 38 (2005) no. 1, p. 16–20.
Krochak L. A., Ryan G. T., The challenge of identifying gifted/learning disabled students, “International Journal of Special Education” 22 (2007) no. 3, p. 44–53.
Lovett B. J., Sparks R. L., The identification and performance of gifted students with learning disability diagnoses: A quantative synthesis, “Journal of Learning Disabilities” 44 (2013) no. 4, p. 304–316, http://dx.doi.org/10.1177/0022219411421810.
Lovett L. E. B. J., Lewandowski L. J., Gifted students with learning disabilities: Who are they?, “Journal of Learning Disabilities” 39 (2006) no. 6, p. 515–527, http://dx.doi.org/10.1177/00222194060390060401.
Magajna L., Kognitivni in metakognitivni vidiki funkcioniranja nadarjenih učencev s specifičnimi motnjami učenja, [in:] Izzivi in pasti otroštva in adolescence: sodobni pristopi k varovanju duševnega zdravja otrok in mladostnikov, ed. I. Andolšek, M. Hudoklin, Ljubljana 2010, p. 7–21.
Magajna L., Prepoznavanje in razumevanje nadarjenih učencev s specifičnimi motnjami učenja, [in:] Učenci s specifičnimi učnimi težavami: skriti primanjkljaji – skriti zakladi, ed. G. Reid, M. Kavkler, et al., Ljubljana 2007, p. 168–180.
McCoach D. B., Kehle T. J., Bray A. M., Siegle D., Best practices in the identification of gifted students with learning disabilities, “Psychology in the Schools” 38 (2001) no. 5, p. 403–411.
Mesec B., Uvod v kvalitativno raziskovanje v socialnem delu, Ljubljana 1998.
Minner S., Teacher Evaluations of Case Descriptions of LD Gifted Children, “Gifted Child Quarterly” 34 (1990) no. 1, p. 37–39, http://dx.doi.org/10.1177/001698629003400108.
Neihart M., The identification and provision of services to twice exceptional children, [in:] Handbook of giftedness in children: Psycho-eduacational theory, research, and best practices, ed. S. Pfeifer, New York, p. 115–138.
Nielsen E., Distinguishing characteristics of gifted students with factors (1999), http://gifted-talented.pbworks.com/f/Distinguishing+Characteristics+of+Under-Represented+Gifted+.doc (1.07.2014).
Nielsen M., Gifted students with learning disabilities: Recommendations for identification and programming, “Exceptionality” 10 (2002) no. 2, p. 93–111, http://dx.doi.org/10.1207/S15327035EX1002_4.
Ozbič M., Kogovšek D., Nadarjeni z učnimi težavami: ali jih prepoznamo?, [in:] Inkluzija v sodobni šoli, ed. D. Hozjan, M. Strle, Koper 2012, p. 213–233.
Reis S. M., Baum M. S., Burke E., An Operational Definition of Twice-Exceptional Learners: Implications and Applications, “Gifted Child Quarterly” 58 (2014) no. 3, p. 217–230, http://dx.doi.org/10.1177/0016986214534976.
Reis S. M., Neu T. W., McGuire J. M., Case Studies of High-Ability Students with Learning Disabilities Who Have Achieved, “Exceptional Children” 63 (1997) no. 4, p. 463–480, http://dx.doi.org/10.1177/001440299706300403.
Reis S. M., Neu T. W., McGuire J. M., Talents in two places: Case studies of high-ability students with learning disabilities who have achieved (Research monograph, 95114), Storrs, CT 1995.
Ruban L. M., Reis L. M., Identification and Assessment of Gifted Students With Learning Disabilities, “Theory into Practice” 44 (2004) no. 2, p. 115–124, http://dx.doi.org/10.1207/s15430421tip4402_6.
Silverman L. K., Invisible gifts, invisible handicaps, “Roeper Review” 12 (1989) no. 1, p. 37–42.
Silverman L. K., The two-edged sword of compensation: How the gifted cope with learning disabilities, “Gifted Education International” 25 (2009) no. 2, p. 115–130.
Tomori M., Šolska neuspešnost kot dejavnik tveganja za celostni osebni razvoj, [in:] Šolska neuspešnost med otroki in mladostniki: vzroki – posledice – preprečevanje, ed. K. Bergant, K. Musek Lešnik, Ljubljana 2002, p. 16–18.
Vespi L., Yewchuk C., A Phenomenological Study of the Social/Emotional Characteristics of Gifted Learning Disabled Children, “Journal for the Education of the Gifted” 16 (1992) no. 1, p. 55–72, http://dx.doi.org/10.1177/016235329201600107.
Whitmore J. R., Giftedness, conflict, and underachievement, Boston, MA 1980.
Wormald C., Teachers’ Knowledge of Gifted Learning Disabled Students in NSW, http://www.aaegt.net.au/DEEWR%20Books/20110324%20Dual%20Chap%2009.pdf (16.09.2013).
Wormald C., What knowledge exists in NSW schools of students with learning difficulties who are also academically gifted?, “Australasian Journal of Gifted Education” 20 (2011) no. 2, p. 5–9.
Downloads
Published
Issue
Section
License
Copyright (c) 2015 Ajda Šuligoj
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
The author declares that he owns the copyright to the work (article) and that it is not limited in the scope covered by the above declaration and that the work (article) is an original work and does not infringe the copyright of other persons.
The author allows the Pontifical University of John Paul II in Krakow to use the paper free of charge, non-exclusive and unlimited in time by, i.e.:
– keeping in records and reproduction of the copies of the work using printing, reprography, magnetic recording and digital technology;
– trade in the original or copies on which the work has been recorded (introduction to the market, lending or rental of the original or copies, public exhibition, display, as well as making the work available to the public in such a way that everyone can have access to it in a place and at a time chosen by them);
– inclusion of the work in a collective work;
– granting by the Pontifical University of John Paul II in Krakow a Creative Commons Sub-licence Authorship Recognition-Non-commercial Use-No Subsidiaries 3.0 Poland
The Pontifical University of John Paul II in Krakow makes the work available on the Magazine Platform of the university under the Creative Commons Attribution-Non-commercial Use-No Subsidiary Works 3.0 Poland license.
Thus, it entitles all interested parties to use the work under the following conditions:
- the author and the title of the work will be given,
- the place of publication (journal title and internet address of the originally published work) will be indicated,
- the work will be distributed in a non-commercial manner,
- no dependent works will be created.
