Defining the Undefinable

2015 ◽  
pp. 1-16
Author(s):  
Kimberely Fletcher Nettleton
Keyword(s):  
Performing Arts ◽  
Academic Discipline ◽  
Gifted Students ◽  
Department Of Education ◽  
Gifted Student ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Visual And Performing Arts ◽  
The Usa ◽  
Identification Of Gifted

Gifted students come from every socio-economic level and from every background. Identification of gifted students varies widely from school to school, state to state, nation to nation. In the USA, gifted students are identified in the following areas: visual and performing arts, leadership, talent in a specific academic discipline, creativity, and overall high intellect (U.S. Department of Education, 1993). Twice-exceptional students are gifted students with a learning disability or other special need. Defining characteristics, both intellectual and emotional, are integrated into a cohesive picture of a gifted student. Identification of gifted students is the first step towards providing educational services.

scholarly journals Gifted students with a coexisting disability: The twice exceptional

2015 ◽  
Vol 32 (4) ◽  
pp. 717-727
Author(s):  
Steven I. PFEIFFER
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Performing Arts ◽  
Gifted Students ◽  
Gifted Student ◽  
Students With Learning Disabilities ◽  
Twice Exceptional ◽  
Hyperactivity Disorder ◽  
High Intelligence ◽  
Key Issues

The twice exceptional are students who have both high ability and a disability or disorder. The ability can be in any culturally-valued domain, including high intelligence, academics, the visual or performing arts, and athletics. The co-existing disability can be physical, medical, or psychological. There is a growing literature of scholarly opinion about twice exceptionality; however, there are few well-designed empirical investigations of gifted students with anxiety, depression, bipolar disorder, attention-deficit/hyperactivity disorder, eating disorders, conduct problems, or medical, physical or sensory disabilities. This article examines a few key issues about the twice exceptional student and then discusses what we know about the gifted students with attention-deficit hyperactivity disorder and gifted students with learning disabilities. The article also provides a brief discussion on suicide and the gifted student.

Finding Hidden Potential

2018 ◽  
Author(s):  
Edward R. Amend
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Gifted Students ◽  
Special Education Students ◽  
Comprehensive Assessment ◽  
Gifted Student ◽  
Education Students ◽  
Twice Exceptional ◽  
Individual Education

The talents of twice exceptional (2e) students are often hidden beneath the frustration and pain caused by years of educational misplacement. Finding and identifying them as gifted, in addition to recognizing disabilities and areas needing support, is a challenge. Identifying a gifted student with a disability requires comprehensive assessment with diverse tools that allow the examiner to see both strengths and weaknesses of an individual. Education and experience working with gifted students and special education students is invaluable in understanding the special needs of the 2e population and the unique ways they respond to assessment. With comprehensive assessment by qualified clinicians, more 2e kids will be accurately evaluated, identified, and served.

scholarly journals Twice-Exceptional Gifted Students: Needs, Challenges, and Questions to Ponder

2019 ◽  
Author(s):  
Khlood K Alshareef
Keyword(s):  
Teaching Strategies ◽  
Gifted And Talented ◽  
Test Scores ◽  
Physical Disabilities ◽  
Gifted Students ◽  
Learning Performance ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Learning Abilities ◽  
Conceptual Paper

Gifted students are usually known as students who have exceptional cognitive and learning abilities. This can be made clear through their learning performance or test scores. However, there are other students who have been identified as gifted and talented, yet have some learning and /or physical disabilities, and these are called twice-exceptional students. Identifying this population of gifted students is usually problematic because their disabilities and difficulties may mask their abilities and vice versa. It has been suggested that twice-exceptional students’ skills and abilities cannot be improved simply by working harder. Instead, these students need teachers to understand their strengths and weaknesses, use teaching strategies that fit their disabilities and serve their needs, and include their parents and educators in their learning process. Thus, this conceptual paper provides an extensive overview of the needs, challenges, and teaching strategies related to twice-exceptional students.

Policy for the Identification of Students for Gifted Programs

1996 ◽  
Vol 8 (2) ◽  
pp. 74-86 ◽  
Author(s):  
Karen Evans
Keyword(s):  
School Districts ◽  
State Policy ◽  
Local Level ◽  
Gifted Students ◽  
State Department ◽  
Department Of Education ◽  
Gifted Programs ◽  
Mutual Adaptation ◽  
State Department Of Education ◽  
Identification Of Gifted

The purpose of this investigation into local level implementation of state policy for the identification of gifted students was to gain insight into how local school districts interpret the state department of education policy. Using the mutual adaptation model (Berman, 1980; McLaughlin, 1987, 1991), data from school districts were analyzed to determine the relative degree to which school districts were programmed in their implementation of state guidelines and to develop a beginning understanding of how state policy and guidelines for the identification of gifted students are understood at the local level. School districts are in compliance with state department of education guidelines and use a programmed approach to implementation when identifying students for gifted programs. They understand them as a defined format which must be followed with mandated and prescribed guidelines. These are not viewed as a framework but as a prescription. Implemented as a prescription, policy translation across districts is very uniform in consideration of individual school district differences. Implications for the field of gifted education include constructing identification processes at the local level that take into account the inherently subjective nature of determining who and what is “gifted”; implementing an identification process which acknowledges differences and diversity of school districts; and moving forward to a multi-dimensional process of assessment and identification to select students based on need.

scholarly journals Dvojno izjemni učenci: glasbeno talentirani učenci s posebnimi potrebami / Twice-exceptional students: musically gifted special needs students

2020 ◽  
Vol 16 (32) ◽  
pp. 59-74
Author(s):  
Andreja Marčun Kompan
Keyword(s):  
Music Education ◽  
Special Needs ◽  
Gifted Students ◽  
Exceptional Students ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Music Schools ◽  
Twice Exceptional ◽  
Doctoral Research ◽  
The One

The article focuses on twice-exceptional students; that is, to those students who, on the one hand, face either obstacles or deficiencies or disorders and are mostly referred to as students with special needs, and on the other hand are musically gifted. In order to get a slightly clearer insight into the music education of twice-exceptional students, some foreign and domestic studies are presented, focusing on different groups of musically gifted students who are also special needs students. Furthermore are summarized the basic findings of case studies from Slovenian music schools, conducted as part of a doctoral research. These show how basic music education is experienced by teachers, parents and students who have successfully showed musical talent by passing the preliminary exam, and at the same time have a variety of special needs.

Individuals with a gifted/attention deficit/hyperactivity disorder diagnosis

2014 ◽  
Vol 31 (3) ◽  
pp. 185-199 ◽  
Author(s):  
Kelly M Lee ◽  
F Richard Olenchak
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Current Literature ◽  
Attention Deficit ◽  
Gifted Students ◽  
Exceptional Students ◽  
Future Directions ◽  
Twice Exceptional ◽  
Hyperactivity Disorder ◽  
Dual Diagnoses ◽  
Students With Adhd

This paper reviews the current literature on twice-exceptional students who are dual diagnosed as having giftedness and attention deficit/hyperactivity disorder (ADHD). This area of research is warranted because giftedness and ADHD present similarly but have different ramifications for performance and outcomes. In addition, research inquiry and intervention can ease the frustration of those individuals who have both of these strengths and weaknesses. Giftedness and ADHD are examined in terms of identification of individual and dual diagnoses; performance of gifted students with ADHD, including underachievement and creativity; psychosocial outcomes; and interventions for students with giftedness/ADHD. Gaps in the literature and future directions are discussed.

The State of the Art of identification of Gifted Students in the United States

1985 ◽  
Vol 3 (1) ◽  
pp. 47-51 ◽  
Author(s):  
E. Susanne Richert
Keyword(s):  
United States ◽  
Teacher Training ◽  
Gifted And Talented ◽  
State Of The Art ◽  
Gifted Students ◽  
The United States ◽  
The State ◽  
National Report ◽  
The Usa ◽  
Identification Of Gifted

This paper summarizes the main points from a national report on the identification of gifted and talented youth in the USA. The report stresses the importance of linking recent research with practice and offers detailed guidance for comprehensive and unbiased procedures for the identification of potential. The need for adequate teacher training is underlined together with the need for a multiplicity of programmes and systematic public advocacy.

Who Goes to Shows? Race-ethnicity and the Visual and Performing Arts

2020 ◽  
Vol 14 (1) ◽  
pp. 22-41
Author(s):  
Nile DeGray Patterson
Keyword(s):  
Performing Arts ◽  
College Education ◽  
Social Institutions ◽  
Western Society ◽  
Colonial Era ◽  
Visual And Performing Arts ◽  
The Arts ◽  
The Usa ◽  
Race Ethnicity ◽  
Using Data

Using data from the 2012 Survey of Public Participation in the Arts, I investigate whether education’s influence on the likelihood of visual and performing arts attendance in the USA varies by race-ethnicity. The results reveal that education increases the odds of attendance for both Whites and non-Whites, but it has a stronger impact upon the former than the latter. Unlike Whites, education’s effect on attending visual and performing arts activities for non-Whites is insignificant for high school diploma recipients when compared to their counterparts with some college education. These findings suggest a racial-ethnic bias in visual and performing arts attendance net of education that connects to the European roots of “legitimate” art in modern western society and the history of US racial discrimination. European Americans have dominated the USA’s social institutions for centuries and have held prejudices against minorities’ artistic capabilities since the colonial era. Consequentially, they could determine which arts genres provide valuable cultural capital. Conversely, minority art communities have only recently acquired the resources for self-sustainability. This likely limited their ability to develop formal institutions within their own communities to support the arts.

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