Bullying and the Unique Experiences of Twice Exceptional Learners: Student Perspective Narratives

Bullying is known to be prevalent across social settings for children, particularly, for those who have disability and intermittently gifted students. What remains relatively underresearched is the phenomenon of bullying in the lives of twice-exceptional children. This article presents findings about the bullying experiences of eight twice-exceptional children aged 9 to 16 years from a study that explored the lived experiences of these children. Their narratives describe the pervasiveness of bullying. The six themes which emerged from the data about bullying experiences were (a) bullying by peers, (b) bullying by teachers, (c) teachers’ and adults’ responses to bullying, (d) social isolation and bullying, (e) the emotional effects of being bullied, and (f) protective factors. The contribution to the field of twice-exceptionality along with the children’s experiences and consequences of being bullied are discussed. This article concludes with recommendations for practice and further research.

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Homeschooling Gifted Students

Curriculum Development for Gifted Education Programs - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3041-1.ch007 ◽

2018 ◽

pp. 151-171 ◽

Cited By ~ 4

Author(s):

Stacy Kula

Keyword(s):

Gifted Students ◽

Great Promise ◽

Gifted Children ◽

Traditional Schools ◽

Focus Attention ◽

Viable Option ◽

Exceptional Children ◽

Twice Exceptional ◽

Optimal Development ◽

The Past

The homeschooling movement has grown consistently over the past 50 years and is now a viable option for gifted children as well, particularly when traditional schools fail to meet their unique needs. As the educational option offering the greatest flexibility, homeschooling can hold great promise to assist the optimal development of both gifted and twice exceptional children. The purpose of this chapter is to highlight major trends in homeschooling practice for families with gifted children, as well as to focus attention on the need for further research into the topic of homeschooling and giftedness. Ways in which homeschooling can provide a fit for gifted and twice exceptional children, resources utilized by parents in meeting their children's needs, and challenges parents face as they direct their children's education are considered. The importance of flexibility in approach and curriculum, as well as utilizing outside resources, is emphasized.

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

MAP Social Sciences ◽

10.53880/2744-2454.2021.1.1.13 ◽

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.

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