Twice Exceptional

2018 ◽  
Keyword(s):  
Evidence Based ◽  
Collaborative Partnership ◽  
Exceptional Students ◽  
Social Emotional Development ◽  
Emotional Needs ◽  
Social Emotional ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Hyperactivity Disorder ◽  
Whole Person

This book is dedicated to supporting children who simultaneously have areas of giftedness (i.e., have exceptional capacities, competencies, creativity, and commitments) while also having exceptional disability. So many of these “twice exceptional” (2e) kids are falling between the cracks in an educational environment that does not nurture and support all different kinds of learners and innovators and does not help them truly realize their potentialities as a whole person. The book, written by experts in the field, covers an array of cutting-edge, evidence-based issues and approaches dealing with twice exceptional students, including identification, advocacy, collaborative partnership with families, special populations (including autism, dyslexia, and attention deficit hyperactivity disorder), cultural diversity, social-emotional development, and models of programs designed explicitly to support twice exceptional children. While the focus of this volume is on the unique learning and social-emotional needs of this population, the methods and scientific findings presented in this volume are applicable to bringing out the best in all students.

Twice Exceptionality and Social-Emotional Development

2018 ◽  
Author(s):  
Judy Galbraith
Keyword(s):  
Gifted Students ◽  
Learning Disorders ◽  
Social Emotional Development ◽  
Emotional Needs ◽  
Social Emotional ◽  
Learning Differences ◽  
Twice Exceptional ◽  
Emotional Challenges ◽  
Hyperactivity Disorder ◽  
The Social

The purpose of this chapter is to discuss the common social-emotional challenges and needs of gifted students who also experience one or more learning differences such as learning disorders, attention deficit hyperactivity disorder, or dyslexia (twice exceptional, or 2e students). The social-emotional needs of these students merit mindful attention because when these needs are addressed, 2e students are more likely to feel supported and succeed in school and in life. This fact is well documented in literature and through surveys conducted by the author. The surveys reviewed in this chapter cover topics related to students’ experiences at school, with peers, and at home and in terms of how they felt about themselves growing up.

scholarly journals Utility of Psychometric and Dynamic Assessments for Identifying Cognitive Characteristics of Twice-Exceptional Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Anies Al-Hroub
Keyword(s):  
Assessment Tool ◽  
Dynamic Assessment ◽  
Exceptional Students ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Math Assessment ◽  
Public Elementary Schools ◽  
Strengths And Difficulties ◽  
Perceptual Characteristics ◽  
Specific Learning

The purpose of this research was to examine the utility of psychometric and dynamic assessment for the identification of a twice-exceptional (2E) group of students who showed both mathematical high abilities and specific learning disabilities. Of a population of 800 students, 30 (14 boys and 16 girls) ages 10 to 12 years were selected and identified as twice-exceptional at three public elementary schools in Amman, the capital of Jordan. A combination of three psychometric tests and one dynamic math assessment tool was used to recognize the cognitive and perceptual characteristics strengths and difficulties among students. Both psychometric and dynamic assessment models were found important and complementary to one another for the identification of cognitive and perceptual characteristics of twice-exceptional children. The findings were reported and discussed.

The Need for Multidimensional and Longitudinal Teacher Training

2022 ◽  
pp. 1-28
Author(s):  
Vicki L. Luther ◽  
Maria B. Peterson-Ahmad
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
School District ◽  
Continuous Improvement ◽  
Evidence Based ◽  
Emotional Needs ◽  
Preparation Program ◽  
Social Emotional ◽  
Self Reflection ◽  
Educator Preparation Program

This chapter focuses on the need for multidimensional and longitudinal teacher preparation that begins in the educator preparation program (EPP) and continues into and throughout the school district level for all teachers. Discussion of topics that are foundational for teachers include continuous improvement, assessment, use of evidence-based and high leverage practices, collaboration, feedback, and self-reflection. Additionally, specific strategies and resources that can support teachers in planning for the academic and social-emotional needs and success of students will also be shared.

Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD

2005 ◽  
Vol 25 (1) ◽  
pp. 51-63
Author(s):  
Jeannine Ryser ◽  
Peg Alden
Keyword(s):  
Learning Disabilities ◽  
Emotional Needs ◽  
Students With Learning Disabilities ◽  
Developmental Advising ◽  
Social Emotional ◽  
Emotional Challenges ◽  
Social And Emotional ◽  
Hyperactivity Disorder ◽  
The Social ◽  
Advising Model

Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.

Enhancing Social–emotional Development through Evidence-based Resources

2018 ◽  
Vol 43 (4) ◽  
pp. 4-12 ◽  
Author(s):  
Antoinette White ◽  
Sue Walker
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Early Childhood Educators ◽  
Evidence Based ◽  
Social Emotional Development ◽  
Teaching Program ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Control Centre ◽  
And Control

SOCIAL–EMOTIONAL LEARNING (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show that teachers are competent at administering such programs, yet there is limited research on educators’ ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educators’ use of an SEL resource and its effect on children's social–emotional development. Paired sample t tests explored changes to development over an eight-week period, between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educators’ teaching program and related activities. Findings suggest early childhood educators are capable of designing a teaching program targeting SEL instruction, using evidence-based practices. Results indicate that the resource had a significant effect on children's social–emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings.

scholarly journals Perkembangan Sosial Emosional Anak Usia Dasar di Lingkungan Keluarga

PALAPA ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 369-382
Author(s):  
Ruja Wati
Keyword(s):  
Family Environment ◽  
Emotional Development ◽  
Social Emotional Development ◽  
Emotional Needs ◽  
Social Emotional ◽  
Positive Direction ◽  
The Social ◽  
The Family ◽  
Data Collection Technique ◽  
Good Environment

Children in a family environment that is less harmonious, the most important thing the child expresses is feelings of anger or sadness when someone asks it and this will affect the social to others. Therefore it is necessary to have an environment that is able to direct the child's social emotional direction in a positive direction. the family environment is very influential on the child's social emotional, when the child is in the family environment such as conflicts between families, lack of communication in the family, and so on actually the child's emotional emotional needs are not met. So the focus of problem is how elementary age children must have a good social emotional that is by providing a good environment as well as parenting parents themselves. For this reason the approach used is a qualitative approach with the method of field study with the data collection technique is interview. According to data in the field that the social emotional development of children who are socially emotionally good are parents giving examples, advice and examples from their own environment that show the goodness of kindness. And give examples of examples in daily life such as greeting, being honest and not distinguishing friends. So that children's emotions can be controlled well because they are always careful and not selfish, which later gives birth to good social towards parents, siblings and even peer friends.

scholarly journals The Other Side of the Coin: Perceptions of Twice-Exceptional Students by Their Close Friends

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110222
Author(s):  
María Leonor Conejeros-Solar ◽  
María Paz Gómez-Arizaga ◽  
Robin M. Schader ◽  
Susan M. Baum ◽  
Katia Sandoval-Rodríguez ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Essential Element ◽  
Autism Spectrum ◽  
The Other ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Hyperactivity Disorder ◽  
Common Interests ◽  
Deep Relationship ◽  
Depth Interviews

Friendship can be critical at any age but considering the gifts and challenges of twice-exceptional students, friends can be an essential element in navigating school years. The purpose of this study was to explore the perceptions that close friends of twice-exceptional students have about their friendship, characteristics, and how they relate to classmates and teachers. The sample was comprised of 17 students. Under a qualitative design, in-depth interviews were conducted with friends of students who were gifted with attention deficit hyperactivity disorder or with autism spectrum disorder. Results showed a deep relationship, in which friends of twice-exceptional students were able to make a realistic depiction of them, which was based on empathy, common interests, and a connection that stems from facing adversity. The results are not only a contribution to current research but also take a positive and strengths-based angle not always found in the literature. Implications for practice and research were discussed.

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