scholarly journals Εκπαιδευτικές παρεμβάσεις που αφορούν στην ομαλή ένταξη χαρισματικών με διάγνωση ΔΕΠΥ

2021 ◽  
Vol 1 (1) ◽  
pp. 91
Author(s):  
Αφροδίτη Μωραΐτη ◽  
Βασιλική Νταλάκα
Keyword(s):  
Twice Exceptional

Οι χαρισματικοί μαθητές με μαθησιακές δυσκολίες και συγκεκριμένα με ΔΕΠΥ είναι μια μοναδική υποομάδα μαθητών που παρουσιάζουν τόσο ανώτερη διανοητική ικανότητα όσο και ειδικά προβλήματα μάθησης. Επίσης, γνωστοί ως "δύο φορές χαρισματικοί" και "διττά χαρισματικοί" (twice exceptional), οι χαρισματικοί μαθητές με ΔΕΠΥ έχουν γνωστικές, ψυχολογικές και ακαδημαϊκές ανάγκες που διαφέρουν από εκείνες είτε των χαρισματικών πληθυσμών είτε εκείνων με ΔΕΠΥ. Συχνά αυτοί οι μαθητές δεν αναγνωρίζονται ούτε ως χαρισματικοί, ούτε ως έχοντες ανάγκη για ειδικές εκπαιδευτικές παρεμβάσεις λόγω του συνδυασμού των προηγμένων δυνατοτήτων και δυσκολιών τους. Η υψηλή πνευματική λειτουργία συχνά αντισταθμίζει τη μαθησιακή δυσκολία, αποκρύπτοντας τόσο το χαρισματικό δυναμικό όσο και τη διαταραχή. Πολλές από τις μέχρι τώρα ισχύουσες πρακτικές υπαγορεύουν ότι ένας μαθητής μπορεί να αναγνωριστεί και να υποβοηθηθεί είτε έχοντας ειδικές εκπαιδευτικές ανάγκες είτε χαρισματικότητα, αλλά όχι και τα δύο. Σύμφωνα με έρευνες, υποστηρίζεται ότι με τις κατάλληλες εκπαιδευτικές πρακτικές ένας μαθητής με ΔΕΠΥ μπορεί να φτάσει στο μέγιστο των δυνατοτήτων του αν το υλικό που θα του δοθεί είναι αρκετά «προκλητικό» ώστε να ξεπεράσει τη διαταραχή του και να αφοσιωθεί στη μάθηση. Σκοπός της παρούσας εισήγησης είναι να εξετάσει την ένταξη των χαρισματικών παιδιών με ΔΕΠΥ στην γενική εκπαιδευτική διαδικασία και  να παρουσιάσει ορισμένες πρακτικές που θα πρέπει να ακολουθηθούν ως προς την επίτευξη αυτού του στόχου.

Changes Over Time in Adaptive Behavior Functioning of Twice-Exceptional Children

2010 ◽  
Author(s):  
Rebecca D. Stinson ◽  
Zachary Sussman ◽  
Megan Foley Nicpon ◽  
Allison L. Allmon ◽  
Courtney Cornick ◽  
...  
Keyword(s):  
Adaptive Behavior ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Changes Over Time ◽  
Over Time

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.

Challenging MCMI-III Results With In-Depth Psychometric Assessment and Lacter & Lehmann (2008) Complex Trauma Guidelines

2016 ◽  
Vol 33 (S1) ◽  
pp. S513-S513
Author(s):  
R. Kurz
Keyword(s):  
Mental Health Professionals ◽  
Complex Trauma ◽  
Psychometric Assessment ◽  
Adult Survivor ◽  
Twice Exceptional ◽  
Work Related ◽  
Ability Tests ◽  
Personality Questionnaires ◽  
Competing Interest ◽  
Related Personality

IntroductionComplex trauma resulting from neglect and abuse in early childhood is frequently misdiagnosed.ObjectiveThis presentation shares emerging “best assessment practices” that help to differentiate complex trauma from Schizophrenia.AimsThe case study demonstrates that a wide-ranging psychometric assessment and the application of Lacter & Lehmann (2008) guidelines provide accurate results while MCMI-III results can be spurious.Method“Unbelievable” disclosures of an adult survivor prompted a search for scientific references, experiences in the survivor scene and historical examples. Work-related personality questionnaires, in-depth ability tests and Lacter & Lehmann (2008) guidelines were deployed to differentiate complex trauma from an erroneous diagnosis based largely on MCMI-III results.ResultsThe research identified measurement issues with the MCMI-III clinical personality questionnaire that generated spurious elevations on Narcissistic, Delusional and Paranoid scales. Work-related personality questionnaires provided much more useful information showing no “personality disorder” risks at all. WAIS results confirmed an earlier “Twice Exceptional” ability pattern with very high verbal IQ (95%ile) and extraordinarily poor auditory working memory (2nd%ile) i.e. a “Dyslexia” performance pattern. Lacter & Lehmann (2008) guidelines showed that none of the 42 schizophrenia indicators applied and only 1/3 of the complex trauma indicators.ConclusionMental health professionals must remain cognizant to the chilling notion that extreme abusers may “frame” victims in order to make them “appear” schizophrenic. As MCMI-III was developed originally for those seeking therapy, its use in forensic settings with the general population should be avoided. Tests do not diagnose people – people do!Disclosure of interestThe authors have not supplied their declaration of competing interest.

Understanding Twice-Exceptional Learners

2021 ◽  
Author(s):  
C. Matthew Fugate ◽  
Wendy A. Behrens ◽  
Cecelia Boswell
Keyword(s):  
Twice Exceptional ◽  
Exceptional Learners
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