scholarly journals Designing Science Learning Domains for 2e (Twice Exceptional) Students

2021 ◽  
Vol 4 (3) ◽  
pp. 203-209
Author(s):  
Ümmüye Nur Tüzün
Keyword(s):  
Critical Thinking ◽  
Thought Experiment ◽  
Claim Data ◽  
Quality Level ◽  
Single Subject ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Single Subject Research ◽  
Learning Domains ◽  
Argumentation Quality

2e (twice-exceptional) students are gifted and differently-abled, so they need specific learning domains according to their needs. This research aimed to design science learning domains for a 2e (gifted and blind) student to enhance his critical thinking in his special learning needs in Ankara province in Turkey in the 2020-2021 academic year's first term. Single-subject research was employed. The 2e student was ten years old. Through the application process, the 2e student argued 3D modeled Schrödinger's cat thought experiment. The main application's intervention was conducted to provide the research's internal validity since it was single-subject research. Through the intervention application, the 2e student argued 3D modeled Schrödinger's twin cats thought experiment. We noted both social dialectic argumentation processes as texts, and these texts were used as data collecting tools. Descriptive analysis was utilized to gathered data. The study showed that the 2e student could construct arguments containing claim, data, warrant, and weak rebuttals in the main application, which meant his argumentation quality level was average, so his critical thinking too. In contrast, the 2e student-constructed arguments containing claim, data, weak rebuttal, and rebuttal meant his argumentation quality level enhanced his critical thinking.

scholarly journals Single subject research: Pembelajaran phytagoras pada siswa introvert kelas VIII

2018 ◽  
Vol 11 (1) ◽  
pp. 37-49
Author(s):  
Oktavia Filda Yanti ◽  
Rully Charitas Indra Prahmana ◽  
Fitriyah Fitriyah
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Research Problem ◽  
Rate Of Change ◽  
Interval Length ◽  
Single Subject ◽  
Critical Thinking Ability ◽  
Single Subject Research ◽  
Thinking Ability ◽  
The Subject

[Bahasa]: Penelitian ini bertujuan untuk menganalisis proses pembelajaran siswa introvert pada materi Phytagoras dan hasil perlakuan dengan problem-based learning (PBL) terhadap kemampuan berpikir kritis matematis siswa. Penelitian kuantitatif deskriptif dengan desain Single Subject Research (SSR) A-B digunakan untuk mencapai tujuan penelitian tersebut. Subjek dalam penelitian ini adalah seorang siswa kelas VIII SMP. Data dikumpulkan melalui tes, observasi, dan wawancara.  Selanjutnya, data yang dikumpulkan dianalisis berdasarkan dua kondisi besar selama proses penelitian, yaitu analisis dalam kondisi dan antar kondisi. Analisis dalam kondisi meliputi komponen panjang kondisi (panjang interval), kecenderungan arah, tingkat stabilitas, tingkat perubahan, jejak data, dan rentang. Analisis antar kondisi meliputi jumlah variable yang diubah, perubahan kecenderungan arah dan efeknya, perubahan stabilitas dan efeknya, perubahan level data, serta data yang tumpang tindih (overlap). Hasil penelitian menunjukkan bahwa PBL memiliki peran yang sangat besar selama proses pembelajaran karena mendukung siswa introvert untuk aktif dalam menyelesaikan permasalahan-permasalahan kontekstual yang diberikan, sehingga pada akhir pembelajaran kemampuan berpikir kritis matematis siswa tersebut dapat ditingkatkan. Kata kunci: Berpikir Kritis; Introvert; Single Subject Research; Problem-based Learning [English]: The research aimed to analyze how introvert student learn Phytagoras topic and the result of learning intervention using problem-based learning (PBL) on the student's mathematical critical thinking ability. Descriptive quantitative research with single subject design was used to achieve the aims of the research. The subject was an introvert student of grade VIII. Data was collected through test, observation, and interview. Data analysis was based on two major conditions during the research, i.e. within-conditions and inter-conditions. Within-condition analysis included interval length, direction tendency, stability level, rate of change, data trace, and range. Meanwhile, inter-condition analysis comprised the number of variables changed, changes in direction and effect trends, changes in stability and its effects, changes in data levels, and overlap data. The research showed that PBL has a significant role during the learning process since it supports the subject to be active in solving the contextual problems. In this case, the mathematical critical thinking ability can be developed and improved. Keywords:  Critical Thinking; Introvert; Single Subject Research; Problem-based Learning

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.

Developing Reading Skills in Prelingually Deaf Preschool Children: Fingerspelling as a Strategy to Promote Orthographic Learning

2021 ◽  
Author(s):  
Paul Miller ◽  
Efrat Banado-Aviran ◽  
Orit E Hetzroni
Keyword(s):  
Intervention Program ◽  
Orthographic Knowledge ◽  
Single Subject ◽  
Initial Development ◽  
Semantic Categories ◽  
Single Subject Research ◽  
Phonological Knowledge ◽  
Multiple Probe ◽  
Orthographic Learning ◽  
Prelingually Deaf

Abstract The aim of this study was to clarify whether fingerspelling provides a sophisticated mechanism that promotes the development of detailed orthographic knowledge for deaf individuals even in the absence of paralleling phonological knowledge. An intervention program comprised of various procedures chaining between fingerspelled sequences; their written correlates and meaning were administered in a multiple probe single-subject research design across semantic categories to four children with severe to profound prelingual hearing loss (age 4.2–6 years). Results demonstrate the occurrence of rapid orthographic learning during intervention and reliable retention of it in maintenance checks, despite the participants’ insufficiently developed phonological skills. Observations of the participants’ behavior further suggest fingerspelling to function as an effective mediator in the initial development of robust detailed orthographic lexicon. Analyzes also indicate that “learning through action” and “relevance to the task” provide two key factors in relation to the promotion of orthographic learning, with their absence creating an obvious vacuum in this regard. Insights from the study are discussed with reference to their implication for the development of learning materials and learning environments for prelingually deaf and other novice learners.

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