Homeschooling Gifted Students

2018 ◽  
pp. 151-171 ◽  
Author(s):  
Stacy Kula
Keyword(s):  
Gifted Students ◽  
Great Promise ◽  
Gifted Children ◽  
Traditional Schools ◽  
Focus Attention ◽  
Viable Option ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Optimal Development ◽  
The Past

The homeschooling movement has grown consistently over the past 50 years and is now a viable option for gifted children as well, particularly when traditional schools fail to meet their unique needs. As the educational option offering the greatest flexibility, homeschooling can hold great promise to assist the optimal development of both gifted and twice exceptional children. The purpose of this chapter is to highlight major trends in homeschooling practice for families with gifted children, as well as to focus attention on the need for further research into the topic of homeschooling and giftedness. Ways in which homeschooling can provide a fit for gifted and twice exceptional children, resources utilized by parents in meeting their children's needs, and challenges parents face as they direct their children's education are considered. The importance of flexibility in approach and curriculum, as well as utilizing outside resources, is emphasized.

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.

scholarly journals Bullying and the Unique Experiences of Twice Exceptional Learners: Student Perspective Narratives

2018 ◽  
Vol 42 (1) ◽  
pp. 19-35 ◽  
Author(s):  
Michelle Ronksley-Pavia ◽  
Peter Grootenboer ◽  
Donna Pendergast
Keyword(s):  
Gifted Students ◽  
Student Perspective ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Social Settings ◽  
Being Bullied ◽  
Recommendations For Practice ◽  
Bullying Experiences ◽  
Emotional Effects ◽  
Exceptional Learners

Bullying is known to be prevalent across social settings for children, particularly, for those who have disability and intermittently gifted students. What remains relatively underresearched is the phenomenon of bullying in the lives of twice-exceptional children. This article presents findings about the bullying experiences of eight twice-exceptional children aged 9 to 16 years from a study that explored the lived experiences of these children. Their narratives describe the pervasiveness of bullying. The six themes which emerged from the data about bullying experiences were (a) bullying by peers, (b) bullying by teachers, (c) teachers’ and adults’ responses to bullying, (d) social isolation and bullying, (e) the emotional effects of being bullied, and (f) protective factors. The contribution to the field of twice-exceptionality along with the children’s experiences and consequences of being bullied are discussed. This article concludes with recommendations for practice and further research.

Testing, Identifying, and Serving Gifted Children With and Without Disabilities: A Multi-State Parental Perspective

2021 ◽  
Vol 44 (2) ◽  
pp. 83-92
Author(s):  
Dawn L. Mollenkopf ◽  
Jude Matyo-Cepero ◽  
Joan D. Lewis ◽  
Bailey A. Irwin ◽  
Jennifer Joy
Keyword(s):  
Early Identification ◽  
Gifted Children ◽  
Elementary Grades ◽  
Early Elementary ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Identification Process ◽  
Identification Of Gifted

Early identification of gifted children, including those twice-exceptional, allows schools and parents to support these children’s needs, but little is known about this early identification process and the role parents and teachers play. Parents of gifted children completed a survey which looked at what age their child was tested and identified, whether or not the parent suspected that the child was gifted, who referred the child for testing, and whether or not their child was twice-exceptional. Schools tested, identified, and started services for gifted children in the early elementary grades, usually between 5 and 6 years of age. Most parents identified giftedness in their children by age 2. Parents were also the most frequent person to refer their child for testing, although teachers also placed a strong role. Twice-exceptional children did not differ significantly from gifted children on any of these measures. Implication for further study are included.

Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?

2021 ◽  
pp. 1932202X2110218
Author(s):  
Rachel U. Mun ◽  
Miriam D. Ezzani ◽  
Glorry Yeung
Keyword(s):  
Gifted And Talented ◽  
Parent Engagement ◽  
Critical Role ◽  
Gifted Students ◽  
Educational Leaders ◽  
Vital Role ◽  
Gifted Children ◽  
District Leaders ◽  
Twice Exceptional ◽  
K 12

Parents play a vital role in identifying and cultivating talent for diverse gifted children but their experiences with schools and educational leaders are rarely studied. To examine parent perspectives on identifying and serving diverse gifted students, we conducted six focus groups with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED), and/or identified as twice exceptional (2E). Thematic analysis and its six-phase approach was used to analyze data. We found (a) that the majority of parents advocated for their gifted and talented children, (b) a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, (c) disproportionate communication from district leaders rendered engagement efforts less effective, (d) GT identification remained problematic to some parents, and (e) front line educators served a critical role in the bilateral relationship between school and family. Implications are discussed for researchers and educational leaders.

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

scholarly journals EWAS Data Hub: a resource of DNA methylation array data and metadata

2019 ◽  
Vol 48 (D1) ◽  
pp. D890-D895 ◽  
Author(s):  
Zhuang Xiong ◽  
Mengwei Li ◽  
Fei Yang ◽  
Yingke Ma ◽  
Jian Sang ◽  
...  
Keyword(s):  
Dna Methylation ◽  
Complex Traits ◽  
Cell Types ◽  
Great Promise ◽  
Methylation Array ◽  
Array Data ◽  
The Past ◽  
Comprehensive Collection ◽  
Dna Methylation Array ◽  
Brain Parts

Abstract Epigenome-Wide Association Study (EWAS) has become an effective strategy to explore epigenetic basis of complex traits. Over the past decade, a large amount of epigenetic data, especially those sourced from DNA methylation array, has been accumulated as the result of numerous EWAS projects. We present EWAS Data Hub (https://bigd.big.ac.cn/ewas/datahub), a resource for collecting and normalizing DNA methylation array data as well as archiving associated metadata. The current release of EWAS Data Hub integrates a comprehensive collection of DNA methylation array data from 75 344 samples and employs an effective normalization method to remove batch effects among different datasets. Accordingly, taking advantages of both massive high-quality DNA methylation data and standardized metadata, EWAS Data Hub provides reference DNA methylation profiles under different contexts, involving 81 tissues/cell types (that contain 25 brain parts and 25 blood cell types), six ancestry categories, and 67 diseases (including 39 cancers). In summary, EWAS Data Hub bears great promise to aid the retrieval and discovery of methylation-based biomarkers for phenotype characterization, clinical treatment and health care.

Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field

2002 ◽  
Vol 25 (3) ◽  
pp. 269-289 ◽  
Author(s):  
Margie K. Kitano ◽  
Katie S. Pedersen
Keyword(s):  
Action Research ◽  
Staff Development ◽  
Secondary Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Gifted Children ◽  
Content Integration

This article describes the attempt of 2 staff-development practitioners to understand—through practical inquiry—elementary and secondary teachers' multicultural goals and implementation experiences with gifted students in a diverse district. An informal survey of teachers participating in an in-service course on gifted education suggested that many of these teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived. Teachers' stories describing their practice were gathered through observations, written reports, and videotapes. Findings offer several implications for guiding teachers' implementation of content related to diversity.

Providing Services for Rural Gifted Children

1984 ◽  
Vol 50 (4) ◽  
pp. 326-331 ◽  
Author(s):  
Gayle Haywood Gear
Keyword(s):  
Rural Schools ◽  
Gifted Students ◽  
Financial Resources ◽  
Gifted Children ◽  
Community Resources ◽  
Standard Procedures ◽  
Comprehensive Programs ◽  
Special Classes

Small numbers of gifted students in rural schools inhibit programming by special classes or hiring of additional staff. Inadequate financial resources also frequently impede the development of comprehensive programs. Because rural schools vary in capacity and commitment to respond, there are no standard procedures for programming for gifted students. This article develops a foundation for program efforts which acknowledges the diversity among rural schools and respects the capacity of their staff to innovate and use existing community resources.

scholarly journals Mexican Teachers’ Knowledge about Gifted Children: Relation to Teacher Teaching Experience and Training

2020 ◽  
Vol 12 (11) ◽  
pp. 4474
Author(s):  
Pedro Antonio Sánchez-Escobedo ◽  
Angel Alberto Valdés-Cuervo ◽  
Guillermo Alfonso Contreras-Olivera ◽  
Fernanda Inéz García-Vázquez ◽  
María Fernanda Durón-Ramos
Keyword(s):  
Elementary School Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Teaching Experience ◽  
Basic Knowledge ◽  
Gifted Children ◽  
Educational Strategies ◽  
Screening Criteria ◽  
Teachers Training ◽  
And Training

Gifted students are important for the development of knowledgeable societies. The present study examined Mexican elementary-school teachers’ knowledge about gifted students, specifically on screening criteria, educational strategies, and their social value. The relationships between teachers’ knowledge, teaching experience, and training in gifted education was analysed. A total of 1002 teachers (M age = 37.5, SD = 9.6 years old) from the 33 states of Mexico, 365 men and 510 females with 13.5 years of teaching experience, of whom 32% were trained in gifted education, completed an anonymous questionnaire. K-means cluster analysis revealed two clusters. Cluster 1 comprised teachers (61.2%) with poor knowledge, while Cluster 2 included teachers (38.8%) with basic knowledge and more teaching experience and training. Overall, the findings had implications for teachers’ training and educational policy.

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