A single-subject case study of twice exceptionality

2022 ◽  
pp. 026142942110647
Author(s):  
Samed Yenioğlu ◽  
Macid Ayhan Melekoğlu ◽  
Büşra Yılmaz Yenioğlu
Keyword(s):  
School Teacher ◽  
Gifted Student ◽  
Special Education Teacher ◽  
Single Subject ◽  
Social Emotional Development ◽  
Structured Interviews ◽  
Social Emotional ◽  
Twice Exceptional ◽  
And Mathematics

Twice exceptional (2e) individuals are defined as exceptionally talented persons in one or more areas including academic skills, creativity, leadership, and visual arts accompanied by challenges in one or more areas such as reading, writing, and mathematics. This study aimed to present the views on the academic and social-emotional development of a gifted student with learning disabilities. This research was conducted as a case study by using qualitative research methods. The authors conducted semi-structured interviews with the mother, elementary school teacher, special education teacher, and the 2e student himself. The study concluded that the participants emphasized the adaptations that were made in schools for 2e students and the need for support from parents, peers, and teachers for 2e students as well as the necessity for cooperation between school and family.

scholarly journals Early Developmental Support Intervention with A Case at Risk for Autism

2020 ◽  
Vol 8 (18) ◽  
Keyword(s):  
Emotional Development ◽  
Sense Of Self ◽  
Developmental Differences ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Therapeutic Practice ◽  
The Family ◽  
Autistic Symptoms ◽  
Developmental Support

Autism is generally defined in terms of lack of social interaction and communication also presence of repetitive and bizarre behaviors. Developmental differences are commonly seen in social-emotional domain. It is thought that play and art-based psychotherapy will be functional in stimulating social-emotional development (to awaken and to enhance the desire for relationship, to form and to improve the sense of self, to stimulate social communication). This case study is about a 19-month-old boy with early autistic symptoms. 60-session developmental support included an evaluation that begins with the identification of signs of autistic development and play and/or art therapy techniques. Also, psychotherapy sessions with her mother were conducted correspondingly. The therapeutic work was grounded on psychodynamic theory, formulation and techniques. The observations of the family, and especially transformation and improvement in the mother’s holding and containing capacity were evaluated through psychodynamic formulation. At the end of 60 sessions, it was observed that Y.K. was no longer hesitant to make eye connection, he felt desire to express himself, his vocabulary was improved, his plays were elaborated, he made progress on his individuation, also he could express his creative potential which is important for the development of the self. This case study suggests a therapeutic practice, which involves the identification of prodromal autistic symptoms, supporting development through socio-emotional stimulation via play and art through child-therapist interaction and addressing the family in a systematic way. Keywords Autism, early symptoms, social-emotional development, play therapy

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.

scholarly journals Primary-Secondary Transition – Building Hopes and Diminishing Fears Through Drama

2021 ◽  
Vol 5 ◽  
Author(s):  
William D. Barlow
Keyword(s):  
Focus Group ◽  
Secondary School ◽  
School Teacher ◽  
Secondary Transition ◽  
Secondary School Teacher ◽  
Structured Interviews ◽  
The West ◽  
Teacher Observations ◽  
Primary And Secondary School

This case study explores how pupils might address the issues of bullying and friendships during primary-secondary transition through drama conventions. The research was implemented on the west coast of Scotland during the final four weeks of primary education in three associated primary seven classes. Research methods included pupil questionnaires (primary and secondary school), teacher observations, researcher’s diary, semi-structured interviews (teachers) and a focus group (pupils). The data suggest that some pupils conceptualized their primary-secondary transition as ‘moving up’. However, as the drama developed pupils recognized the multiple and multi-dimensional aspects of their transition. In addition, pupil and teachers indicated that when pupils engage with a drama transition curriculum, it supports the promotion of friendships while diminishes fears and provides strategies for those who might encounter bullying.

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 Using Student Voice to Identify Promising Practices in Social Emotional Learning

2021 ◽  
Author(s):  
◽  
Susan Ward-Roncalli
Keyword(s):  
Emotional Support ◽  
Large Scale ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Promising Practices ◽  
Social Emotional Development ◽  
Structured Interviews ◽  
Social Emotional ◽  
Diverse Student ◽  
Policies And Practices

This qualitative study used responses to a large-scale survey on school experiences to identify schools where the students themselves reported above average scores on constructs of social emotional learning. The study looked at schools where the students reported above average results for several years in an attempt to answer the following questions: 1.What are the policies and practices of these schools specifically related to providing social emotional supports to students? 2.How do leaders in these schools describe their approach to providing social emotional support for their students? How do leaders assess their own perspectives, attitudes, decision-making and actions toward diverse student populations? To what do they attribute their schools' higher than average SEL scores? 3.What does an analysis of student responses in these schools show in terms of social emotional support provided by their schools? What do students report of their experience? The study looked at schools where students reported above average positive responses to survey questions on four social emotional learning (SEL) constructs for 4 years. Of the 10 schools that qualified, four agreed to participate. In order to examine the policies and practices of these schools, the researcher analyzed public documents from each school and conducted 21 semi-structured interviews with teachers and school leaders. The findings show that the administrators and teachers at the schools supported students' social emotional development by leveraging resources and acknowledging the need to promote equity. They incorporated SEL into the school culture through ongoing professional development, school wide practices, and intentional instruction in the competencies.

scholarly journals TEACHERS' AWARENESS OF SOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES IN STATE PRIMARY SCHOOLS IN MALTA: A CASE STUDY

2020 ◽  
pp. 300-315
Author(s):  
Victor Martinelli ◽  
◽  
Mario Cutajar ◽  
Martina Debattista ◽  
Amira Mangion ◽  
...  
Keyword(s):  
Primary Schools ◽  
Further Training ◽  
Structured Interviews ◽  
Social Emotional ◽  
Good Relationship ◽  
Daily Routines ◽  
Behavioural Difficulties ◽  
Training Opportunities ◽  
Emotional And Behavioural Difficulties

This study explores teachers' awareness of social, emotional and behavioural difficulties (SEBD) in primary schools. Data was collected through questionnaires, and semi-structured interviews carried out with teachers teaching Years 2, 3, and 4. This study revealed that teachers who supported students with SEBD were more aware of strategies to be used in the classroom than those who never supported such students. However, the strategies adopted were largely self-devised. These included establishing a good relationship with the student and keeping daily routines consistent. All respondents expressed the desire to be provided with further training opportunities. Training would help teachers gain a deeper understanding of SEBD and develop strategies to manage such challenges more effectively.

scholarly journals Exploring the use of a dynamic online software programme in the teaching and learning of trigonometric graphs

Pythagoras ◽  
2014 ◽  
Vol 35 (2) ◽  
Author(s):  
Jayaluxmi Naidoo ◽  
Reginald Govender
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Easy Access ◽  
Structured Interviews ◽  
Kwazulu Natal ◽  
Overall Performance ◽  
And Mathematics ◽  
Meaningful Interaction ◽  
Online Software

Trigonometry is an important section in mathematics that links algebraic, geometric and graphical reasoning. Many secondary school learners are not familiar with these types of reasoning; thus, trigonometry presents a challenge for these learners. The traditional ‘chalk and talk’ method of teaching trigonometry is used by many teachers; however, this article is based on a case study that explores the innovative use of a dynamic online software program in the teaching and learning of Grade 10 trigonometric graphs. The participants in this study were 25 Grade 10 mathematics learners from one school in the south of Durban, KwaZulu-Natal, South Africa. Data were collected by using two trigonometry worksheets, semi-structured interviews with selected learners and lesson observations. The worksheets were constructed based on the following focus areas: behaviour of graphs, interpretation of graphs, modelling and overall performance of the learner. In all focus areas, the participants’ scores improved significantly when working within the dynamic online environment. Further analysis revealed the following five themes: easy access, learners in control, technology is the future, motivation and meaningful interaction. These findings would be of interest to mathematics teachers, learners, curriculum developers and mathematics teacher educators.

scholarly journals Investigation of cognitive, psychomotor and social emotional progress in primary schools by directors’ ideas

2020 ◽  
Vol 7 (1) ◽  
pp. 32-46
Author(s):  
Huseyin Tehdit
Keyword(s):  
Primary Schools ◽  
Cognitive Domain ◽  
Psychomotor Development ◽  
Fifth Grade ◽  
Ministry Of Education ◽  
Social Emotional Development ◽  
Structured Interviews ◽  
Social Emotional ◽  
Teaching Programme ◽  
Education Data

The aim of this study was to identify the ideas of the directors about the progress of cognitive, psychomotor and social-emotional skills of the primary fifth-grade teaching programme. This study is qualitative and it is conducted by case study and intertwined case patterns. A total of 12 directors (7 principals and 5 assistant principals) participated in this study who are working in schools in Nicosia district. These schools are linked to the Ministry of Education. Data were collected by semi-structured interviews and were analysed by content analysis. According to the results of this study, students studying in the fifth grade reached the teaching programme’s aims, i.e., 59.83% in the cognitive domain, 42.2% in the psychomotor domain and 76.52% in the social-emotional progress domain. The negative reasons of these results respectively are teachers, individual differences, teaching programme, curriculum incompatibility, lack of infrastructure and college exams.     Keywords: Cognitive development, teaching programme, psychomotor development (motor), social-emotional development (affective).

scholarly journals Adoption of TBLT at a primary school in Vietnam: A case study

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Le Diem Trang Bui
Keyword(s):  
Data Analysis ◽  
Primary School ◽  
Language Teaching ◽  
School Teacher ◽  
Primary School Teacher ◽  
Structured Interviews ◽  
Inductive Approach ◽  
School Classroom ◽  
Field Notes

This case study provides an account of how a Vietnamese primary school teacher carried out the task-based versions of the presentation, practice and production (PPP) speaking lessons in an authentic primary school classroom. Data were collected from digital recordings of the lessons, semi-structured interviews, and field notes. Detailed descriptions were made of each of the phases of the videoed lesson and then compared with the field notes. The interview data were analysed manually following an inductive approach to data analysis. The results indicated that the teacher and her students successfully carried out the two redesigned PPP speaking lessons in her normally scheduled classroom. The results point to the feasibility of redesigning the PPP lessons to reflect task-based language teaching (TBLT) principles and of implementing the task-based versions of the PPP speaking lessons in real classrooms.

scholarly journals Language development and social emotions in children with speech delay: case study of 9 year olds in elementary school

2019 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Fitriyani Fitriyani ◽  
Mohamad Syarif Sumantri ◽  
Asep Supena
Keyword(s):  
Early Detection ◽  
Language Development ◽  
Emotional Behavior ◽  
Intervention Programs ◽  
Language Delay ◽  
Major Influence ◽  
Speech Delay ◽  
Social Emotional Development ◽  
Social Emotional

This research was conducted to describe language development and social-emotional behavior that affect children with speech delays, ranging from early detection of language and speech problems, intervention programs, academic development in schools and social-emotional development and accompanying factors. children with late talk. This study is based on observations of a 9-year-old child, conducted from September 2018 to January 2019, with several data acquisitions since 2012 when early detection of language disorders and speech. It conducted the study using a qualitative approach with a case study method. Collecting data through observation, interviews and document studies. This study describes develop children with problems with speech and language delay (speech delay), seen from the cognitive, affective and psychomotor aspects and the influence of their social-emotional behavior. The findings in this study are social-emotional behaviors that have a major influence on develop children with language delay disorders, which require intervention programs suitable with the support of the family and the surrounding environment.

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