scholarly journals Utility of Psychometric and Dynamic Assessments for Identifying Cognitive Characteristics of Twice-Exceptional Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Anies Al-Hroub
Keyword(s):  
Assessment Tool ◽  
Dynamic Assessment ◽  
Exceptional Students ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Math Assessment ◽  
Public Elementary Schools ◽  
Strengths And Difficulties ◽  
Perceptual Characteristics ◽  
Specific Learning

The purpose of this research was to examine the utility of psychometric and dynamic assessment for the identification of a twice-exceptional (2E) group of students who showed both mathematical high abilities and specific learning disabilities. Of a population of 800 students, 30 (14 boys and 16 girls) ages 10 to 12 years were selected and identified as twice-exceptional at three public elementary schools in Amman, the capital of Jordan. A combination of three psychometric tests and one dynamic math assessment tool was used to recognize the cognitive and perceptual characteristics strengths and difficulties among students. Both psychometric and dynamic assessment models were found important and complementary to one another for the identification of cognitive and perceptual characteristics of twice-exceptional children. The findings were reported and discussed.

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

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.

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 The Importance of L.S. Vygotsky’s and A.R. Luria’s Ideas in the Study of ‘Twice Exceptional’ Children

2018 ◽  
Author(s):  
Y Babaeva ◽  
A Korneev ◽  
A Krichevets
Keyword(s):  
Writing Skills ◽  
Learning Difficulties ◽  
Functional System ◽  
Original Method ◽  
Writing Quality ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Mental Functions ◽  
Neuropsychological Characteristics ◽  
Specific Learning

The article highlights the importance of ‘twice exceptionality’ studies and the significance of L.S. Vygotsky and A.R. Luria’s ideas for this research. Twice exceptional children combine the signs of giftedness with one or several mental disabilities, specific learning difficulties, etc. In our research, we analyzed the developmentof writing skills in three groups of school children with different variants of mental functions development, distinguished on the basis of neuropsychological characteristics. The use of the original method of recording movements while writing, combined with a neuropsychological assessment of children allowed revealing the dependence of writing parameters and their dynamics on the strength and weakness of the components involved in the functional system of writing. According to the results obtained, each group has its own pattern of the following parameters: time, writing quality and errors, explained by the primary weakness in the child’sfunctional system of writing and compensatory restructuring. A comparative analysis of analytical and holistic strategies use in reading was also conducted. Keywords: ‘twice-exceptional children’, mental functions development desynchrony, neuropsychological analysis, difficulties and specific errors in writing.

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.

Strengths and Difficulties in Children with Specific Learning Disabilities

2021 ◽  
Author(s):  
Ganime Ayar ◽  
Sıddıka Songül Yalçın ◽  
Özge Tanıdır Artan ◽  
Hasan Tahsin Güneş ◽  
Esra Çöp
Keyword(s):  
Learning Disabilities ◽  
Specific Learning Disabilities ◽  
Strengths And Difficulties ◽  
Specific Learning
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