Students with Special Needs Who Are Gifted and Talented (Twice Exceptional)

2020 ◽  
Author(s):  
Nina Yssel ◽  
Kristie Speirs Neumeister ◽  
Virginia Burney
Keyword(s):  
Students With Disabilities ◽  
Gifted And Talented ◽  
Time Management ◽  
Study Skills ◽  
Masking Effect ◽  
Full Potential ◽  
Social Emotional ◽  
Students With Special Needs ◽  
Twice Exceptional ◽  
Academic Challenges

Twice-exceptional (2e) students demonstrate both high ability and a disability. With their unique combination of advanced abilities and academic challenges, 2e learners do not fit neatly into a single category and often tend to get lost in the system. In spite of the fact that 2e students have been estimated to make up 2–9% of students with disabilities, they often remain unidentified due to the masking effect, in which one exceptionality masks the other, as well as their remarkable ability to compensate for areas of weakness. Once identified, programming presents challenges; for example, remediation may become the focus and the learner’s strengths ignored. In addition to providing enrichment and remediation, teachers have to consider the social-emotional needs of 2e students and how they learn. Problems with time management, organizational, and study skills not only result in frustration for students, parents, and teachers but also have a direct effect on 2e students’ academic performance. These students are characterized by a pattern of strengths and weaknesses, and programming should include support in their areas of need and validation of their strengths. When both exceptionalities are addressed successfully, 2e learners can reach their full potential.

The Masking Effect

2016 ◽  
pp. 220-231
Author(s):  
Jessica Cannaday
Keyword(s):  
Gifted And Talented ◽  
Masking Effect ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Identification Methods ◽  
Gifted And Talented Education ◽  
Exceptional Student ◽  
Multiple Differentiation ◽  
Intelligence Theory ◽  
Identification Practices

Twice exceptional students, those who are both gifted and have learning or behavioral difficulties, are an often under-served population. This chapter recommends approaching twice exceptional student needs holistically using a Response to Intervention model. The chapter defines the twice exceptional learner, and discusses intelligence theory in relation to both giftedness and twice exceptionality. The chapter further recommends a combination of RtI universal screening identification practices and traditional gifted and talented education identification methods, as well as multiple differentiation techniques to support the needs of this special population.

scholarly journals Twice-Exceptional Students: Review of Implications for Special and Inclusive Education

2021 ◽  
Vol 11 (2) ◽  
pp. 85
Author(s):  
Marcin Gierczyk ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Gifted Education ◽  
School Experiences ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Online Databases ◽  
Teachers Experiences ◽  
Education Interventions

The purpose of this article is to review recent literature on twice-exceptional students and consider implications for their education in the context of the trend towards increased inclusive education for students with disabilities. The review focused on teachers’ experiences and perceptions and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published between 2000 and 2020, selected according to a systematic protocol from two widely used online databases. Findings indicated that the implications that need to be considered were the importance of teacher preparation, the need for a continuum of special education interventions, the need for collaboration with parents and specialists, and teachers needing to focus on developing strengths as much as remediating difficulties. It was concluded that twice-exceptional students can be taught effectively in inclusive education settings as long as they are able to access appropriate strategies and programs from the fields of special education and gifted education.

scholarly journals Understanding procrastination: A case of a study skills course

2021 ◽  
Author(s):  
T. Hailikari ◽  
N. Katajavuori ◽  
H. Asikainen
Keyword(s):  
Academic Success ◽  
Time Management ◽  
Self Efficacy ◽  
Study Skills ◽  
Psychological Flexibility ◽  
Well Being ◽  
Management Skills ◽  
Study Skills Course ◽  
Being There ◽  
Academic Self Efficacy

AbstractProcrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

scholarly journals Entrepreneurship Education and Entrepreneurial Intention among Disability Students in Higher Education

2020 ◽  
Author(s):  
Ernita Maulida ◽  
Esty Nurbaity ◽  
Vera Utami G. P
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Case Study Research ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
State University ◽  
Students With Special Needs ◽  
Tertiary Institutions

Entrepreneurship education helps to form appropriately entrepreneurial mindsets and behaviors in students. This is not only for normal students but also students with special needs in tertiary institutions. This study aims to identify the entrepreneurial intention of students with special needs (disability) at Jakarta State University (UNJ). This research used the case study research method, where the casesare students with disabilities at UNJ who are registered as active students. Data was collected using unstructured interviews. The research revealed three core indicators of student entrepreneurial intention. These are 1) elements of intention (cognition, emotions and conations), 2) characteristics of an entrepreneur and 3) business ethics. The results of this study state that students with disabilities know about entrepreneurship (cognition) and have a desire to become an entrepreneur (emotion) and have experience in trying entrepreneurship (conations). In addition, the students with disabilities also know what needs to be prepared to become an entrepreneur such as the readiness of the risks to be faced and how to run a good business. Keywords: entrepreneurship education, disability student, higher education, entrepreneurial intention

Social-Emotional Curriculum With Gifted and Talented Students

2021 ◽  
Author(s):  
Joyce L. VanTassel-Baska ◽  
Tracy L. Cross ◽  
F. Richard Olenchak
Keyword(s):  
Gifted And Talented ◽  
Social Emotional ◽  
Talented Students

Online Learning as a Form of Accommodation

2011 ◽  
pp. 2906-2910
Author(s):  
Terence Cavanaugh
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Adult Population ◽  
Department Of Education ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
General Education Teacher ◽  
The Past ◽  
Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Teaching Strategies for Performers with Special Needs

2011 ◽  
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Entry Point ◽  
Fifth Grade ◽  
Students With Special Needs ◽  
Beginning Band ◽  
Choral Ensemble ◽  
Point Of Entry ◽  
School Career ◽  
Conducting Students

Because of previously discussed changes in philosophy and policy, the demographics of our performing ensembles are constantly changing. Many school districts have moved toward a policy of full inclusion of students with special needs. This has led to an increased number of students with special needs in performing ensembles and has challenged many conductors to find ways to include many students with disabilities who were not previously a part of performing ensembles. In addition, this has forced many conductors to reexamine their underlying philosophy of what it means to be a successful ensemble conductor. The purpose of this chapter is to offer techniques for choral and instrumental conductors who teach performers with special needs and to suggest ideas for consideration for those who are preparing to conduct performing ensembles. These strategies come from extensive work researching, consulting with ensemble conductors, and working with parents of performers with special needs. This chapter is designed to alleviate any anxieties conductors and conducting students may have and to provide confidence when teaching students with disabilities. Typically the percentage of students with disabilities in performing ensembles is far less than the overall percentage of students with disabilities in a school. This is anecdotal data, however; the open challenge exists to those who teach performing ensembles to truly examine this phenomenon throughout their school system (Pre-K through 12). Band, choir, and orchestra directors can inadvertently discourage participation of students with special needs in their ensembles in many ways. For example, many band and orchestra programs have an entry point in or around fifth grade. However, after that point, students are not allowed to join. Unfortunately, many students with special needs are not developmentally ready to join an instrumental or choral ensemble in fifth grade. Many of these same students would be extremely successful if given another point of entry later in their school career. Small curricular nuances such as a floating entry point to beginning band, choir or orchestra can make a meaningful difference in developing an inclusive performing ensemble program in a public school.

University Students’ Self-Motivated Blogging and Development of Study Skills and Research Skills

2010 ◽  
pp. 149-179 ◽  
Author(s):  
Shailey Minocha ◽  
Lucinda Kerawalla
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Time Management ◽  
Study Skills ◽  
Online Community ◽  
Thinking Skills ◽  
University Education ◽  
Structured Interviews ◽  
Research Skills ◽  
Academic Events

This chapter presents and analyzes an empirically grounded investigation into the self-motivated course-related blogging activities of undergraduate and Master’s-level students, and research-related blogging of doctoral students. It focuses on how blogging may help students to develop their study skills and research skills. Analysis of students’ blogs and semi-structured interviews with the participants shows that writing in the public domain can encourage networking, commitment to goals, articulation of research ideas, development of confidence in writing, and facilitation of critical and reflective thinking skills. The blog can be a useful repository of ideas and resources, and can be a public platform for the synthesis of ideas. Blogging can facilitate the creation and membership of an online community where academic events are flagged, resources are shared, research is advertised, and ideas and comments are exchanged. The authors conclude with a discussion of the ways in which blogging can support the development of key study and research skills, such as time management, academic writing, and effective communication. It is hoped that the findings will help in guiding students, educators, and institutions considering the use of blogging in university education.

Assistive Technology to Help Students With Disabilities

2020 ◽  
pp. 240-267
Author(s):  
Mark Viner ◽  
Ajay Singh ◽  
Michael F. Shaughnessy
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
High Tech ◽  
Learning Needs ◽  
Students With Special Needs ◽  
Multiple Resources ◽  
Service Programs ◽  
National Organizations ◽  
History Of ◽  
Special Learning Needs

This chapter reviews some of the low-tech as well as the high-tech devices available for a wide variety of students with special learning needs. A history of assistive technology devices is explored and defined. Assistive technology has increased in use in recent decades due to accessibility of computers and the digital age. Digital devices such as hand held scanners, online learning environments, and digital resources have changed the educational experiences for students with special needs and disabilities. In response, teacher in-service programs and ongoing professional development programs need to be involved to understand and develop appropriate 21st-century learning opportunities and curricula. Future trends, such as virtual reality (VR) environments, allow opportunities for safe, effective learning. To assist in understanding and choosing the appropriate devices, multiple resources, such as global and national organizations, and online resources are provided.

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