UB the director: Utilizing digital book trailers to engage gifted and twice-exceptional students in reading

2012 ◽  
Vol 28 (2) ◽  
pp. 146-160 ◽  
Author(s):  
Glenda A. Gunter ◽  
Robert F. Kenny
Keyword(s):  
Student Performance ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Academic Ability ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Regular Classrooms ◽  
Digital Book ◽  
Research Initiatives ◽  
Matching Familiar Figures Test

Attempts to increase motivation in reluctant readers have been the focus of many local, state and federal reading research initiatives. Only recently have researchers and educators come to understand that many of these same issues also face teachers of gifted and talented learners. Frequently, students who are bright and talented but do not perform to their academic ability are categorized as being underachievers or unmotivated. In this article, the authors explore some reasons why gifted students struggle with reading and why they, like those in regular classrooms, are reluctant to read and write. This study uses a computerized version of the Matching Familiar Figures Test as an identifier and predictor of student performance. An instructional intervention (UB the Director Model) is also utilized to determine if these instructional practices help to overcome these students’ reluctance and lack of motivation.

scholarly journals Twice-Exceptional Gifted Students: Needs, Challenges, and Questions to Ponder

2019 ◽  
Author(s):  
Khlood K Alshareef
Keyword(s):  
Teaching Strategies ◽  
Gifted And Talented ◽  
Test Scores ◽  
Physical Disabilities ◽  
Gifted Students ◽  
Learning Performance ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Learning Abilities ◽  
Conceptual Paper

Gifted students are usually known as students who have exceptional cognitive and learning abilities. This can be made clear through their learning performance or test scores. However, there are other students who have been identified as gifted and talented, yet have some learning and /or physical disabilities, and these are called twice-exceptional students. Identifying this population of gifted students is usually problematic because their disabilities and difficulties may mask their abilities and vice versa. It has been suggested that twice-exceptional students’ skills and abilities cannot be improved simply by working harder. Instead, these students need teachers to understand their strengths and weaknesses, use teaching strategies that fit their disabilities and serve their needs, and include their parents and educators in their learning process. Thus, this conceptual paper provides an extensive overview of the needs, challenges, and teaching strategies related to twice-exceptional students.

Classroom Practices Used with Gifted Third and Fourth Grade Students

1993 ◽  
Vol 16 (2) ◽  
pp. 103-119 ◽  
Author(s):  
Francis X. Archambault ◽  
Karen L. Westberg ◽  
Scott W. Brown ◽  
Bryan W. Hallmark ◽  
Wanli Zhang ◽  
...  
Keyword(s):  
Public Schools ◽  
Gifted And Talented ◽  
Classroom Practices ◽  
Gifted Students ◽  
Fourth Grade ◽  
Classroom Teachers ◽  
Regular Classrooms ◽  
Fourth Grade Students ◽  
High Concentrations ◽  
Talented Students

The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Six samples of third and fourth grade teachers in public schools, private schools and schools with high concentrations of four types of ethnic minorities were randomly selected to participate in this research. The major finding of this study is that third and fourth grade classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for all types of schools sampled. It also holds for classrooms in different parts of the country and for different types of communities. Implications of these findings for researchers and gifted education specialists are discussed.

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 Dvojno izjemni učenci: glasbeno talentirani učenci s posebnimi potrebami / Twice-exceptional students: musically gifted special needs students

2020 ◽  
Vol 16 (32) ◽  
pp. 59-74
Author(s):  
Andreja Marčun Kompan
Keyword(s):  
Music Education ◽  
Special Needs ◽  
Gifted Students ◽  
Exceptional Students ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Music Schools ◽  
Twice Exceptional ◽  
Doctoral Research ◽  
The One

The article focuses on twice-exceptional students; that is, to those students who, on the one hand, face either obstacles or deficiencies or disorders and are mostly referred to as students with special needs, and on the other hand are musically gifted. In order to get a slightly clearer insight into the music education of twice-exceptional students, some foreign and domestic studies are presented, focusing on different groups of musically gifted students who are also special needs students. Furthermore are summarized the basic findings of case studies from Slovenian music schools, conducted as part of a doctoral research. These show how basic music education is experienced by teachers, parents and students who have successfully showed musical talent by passing the preliminary exam, and at the same time have a variety of special needs.

Defining the Undefinable

2015 ◽  
pp. 1-16
Author(s):  
Kimberely Fletcher Nettleton
Keyword(s):  
Performing Arts ◽  
Academic Discipline ◽  
Gifted Students ◽  
Department Of Education ◽  
Gifted Student ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Visual And Performing Arts ◽  
The Usa ◽  
Identification Of Gifted

Gifted students come from every socio-economic level and from every background. Identification of gifted students varies widely from school to school, state to state, nation to nation. In the USA, gifted students are identified in the following areas: visual and performing arts, leadership, talent in a specific academic discipline, creativity, and overall high intellect (U.S. Department of Education, 1993). Twice-exceptional students are gifted students with a learning disability or other special need. Defining characteristics, both intellectual and emotional, are integrated into a cohesive picture of a gifted student. Identification of gifted students is the first step towards providing educational services.

Individuals with a gifted/attention deficit/hyperactivity disorder diagnosis

2014 ◽  
Vol 31 (3) ◽  
pp. 185-199 ◽  
Author(s):  
Kelly M Lee ◽  
F Richard Olenchak
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Current Literature ◽  
Attention Deficit ◽  
Gifted Students ◽  
Exceptional Students ◽  
Future Directions ◽  
Twice Exceptional ◽  
Hyperactivity Disorder ◽  
Dual Diagnoses ◽  
Students With Adhd

This paper reviews the current literature on twice-exceptional students who are dual diagnosed as having giftedness and attention deficit/hyperactivity disorder (ADHD). This area of research is warranted because giftedness and ADHD present similarly but have different ramifications for performance and outcomes. In addition, research inquiry and intervention can ease the frustration of those individuals who have both of these strengths and weaknesses. Giftedness and ADHD are examined in terms of identification of individual and dual diagnoses; performance of gifted students with ADHD, including underachievement and creativity; psychosocial outcomes; and interventions for students with giftedness/ADHD. Gaps in the literature and future directions are discussed.

scholarly journals Twice-Exceptional, Half-Noticed: The Recognition Issues of Gifted Students with Learning Disabilities

2021 ◽  
pp. 13-22
Author(s):  
Uma Hamzić ◽  
Senad Bećirović
Keyword(s):  
Learning Disabilities ◽  
Gifted Students ◽  
Specific Learning Disabilities ◽  
Gifted Children ◽  
Exceptional Students ◽  
Students With Learning Disabilities ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Specific Learning

Gifted children with learning disabilities are known as twice-exceptional. Both the identification and the classification of twice-exceptional children are a matter for practical ingenuity, as these children tend to fall upon extremes of a scale, resulting in either the child with both obvious giftedness and a learning disability or in the child where the giftedness effectively masks the disability. The latter results in a child that tests as average upon surface-level assessments. In this article, a new direction of the identification of twice-exceptional students is proposed in terms of specific learning disabilities, specifically in terms of the latter form of students who go through education undiagnosed. In addition to this direction, we provide a condensed understanding of both giftedness and specific learning disabilities in students, as well as how they interact in twice-exceptionality, and how teachers might best navigate the issue of masking within the classroom.

Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?

2021 ◽  
pp. 1932202X2110218
Author(s):  
Rachel U. Mun ◽  
Miriam D. Ezzani ◽  
Glorry Yeung
Keyword(s):  
Gifted And Talented ◽  
Parent Engagement ◽  
Critical Role ◽  
Gifted Students ◽  
Educational Leaders ◽  
Vital Role ◽  
Gifted Children ◽  
District Leaders ◽  
Twice Exceptional ◽  
K 12

Parents play a vital role in identifying and cultivating talent for diverse gifted children but their experiences with schools and educational leaders are rarely studied. To examine parent perspectives on identifying and serving diverse gifted students, we conducted six focus groups with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED), and/or identified as twice exceptional (2E). Thematic analysis and its six-phase approach was used to analyze data. We found (a) that the majority of parents advocated for their gifted and talented children, (b) a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, (c) disproportionate communication from district leaders rendered engagement efforts less effective, (d) GT identification remained problematic to some parents, and (e) front line educators served a critical role in the bilateral relationship between school and family. Implications are discussed for researchers and educational leaders.

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