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

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110370
Keyword(s):  
The Other ◽  
Exceptional Students ◽  
Twice Exceptional

Twice-Exceptional Students

2022 ◽  
pp. 20-38
Author(s):  
Susan Baum ◽  
Richard Olenchak
Keyword(s):  
Academic Performance ◽  
Young People ◽  
Great Risk ◽  
The Other ◽  
Educational Services ◽  
High Ability ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Case Examples ◽  
Exceptional Student

Young people who present with concomitant high ability and disabilities represent one of education's greatest conundrums. While on one hand they appear capable of superior academic performance, on the other hand they struggle as students. Consequently, identification and educational services for the twice-exceptional student population remain bewildering and elusive as the combination of seemingly paradoxical traits puts them at great risk for identification and consequently this population of students is rarely served appropriately. This chapter explores the complexities of the twice-exceptional (2e) population, how they should be viewed, how schools and homes can accommodate what seem to be dichotomous needs, and how ultimately they can be successful and contented. Case examples amplify understanding of this challenging group of young people.

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.

Screening Twice Exceptional Students Within a RTI Model

2012 ◽  
Author(s):  
R. Steve McCallum ◽  
Sherry M. Bell ◽  
Jeremy T. Coles
Keyword(s):  
Exceptional Students ◽  
Twice Exceptional ◽  
Rti Model

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.

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