Twice-Exceptional Students

2022 ◽  
pp. 20-38
Author(s):  
Susan Baum ◽  
Richard Olenchak
Keyword(s):  
Academic Performance ◽  
Young People ◽  
Great Risk ◽  
The Other ◽  
Educational Services ◽  
High Ability ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Case Examples ◽  
Exceptional Student

Young people who present with concomitant high ability and disabilities represent one of education's greatest conundrums. While on one hand they appear capable of superior academic performance, on the other hand they struggle as students. Consequently, identification and educational services for the twice-exceptional student population remain bewildering and elusive as the combination of seemingly paradoxical traits puts them at great risk for identification and consequently this population of students is rarely served appropriately. This chapter explores the complexities of the twice-exceptional (2e) population, how they should be viewed, how schools and homes can accommodate what seem to be dichotomous needs, and how ultimately they can be successful and contented. Case examples amplify understanding of this challenging group of young people.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

The Impact of Harmful Habits on Academic Performance and Sports Activities among Young People

2021 ◽  
Vol 9 (3) ◽  
pp. 267-273
Author(s):  
Victoria Yermilova ◽  
◽  
Natalia Stroiteleva ◽  
Zhanna Egorova ◽  
Ekaterina Vanina
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Alcohol Consumption ◽  
Young People ◽  
The Other ◽  
Control Group ◽  
The Third ◽  
The One ◽  
The Impact ◽  
Sports Activities

Smoking and alcohol consumption is a growing trend among young people worldwide. The purpose of this study was to provide students with a comparative analysis of adherence to harmful habits (smoking and alcohol) on the one hand and the frequency of sports and academic performance on the other, taking into account gender differences. The research was conducted in 2019-2020 in 5 cities of Russia; the sample included 1500 people aged 18.4 ± 1.1 years, divided into three equal groups. The control (first) group had students who are not engaged in sports, and the second group comprised students practicing sports but not professionally. The third group was made up of student-athletes. All participants were surveyed to determine the frequency of adherence to harmful habits. In the control group, boys smoked 50% more often than girls (p ≤ 0.05), while in the third group, smoking among boys was registered 70 times less often (p ≤ 0.001). Alcohol consumption in controls was 0.5 times more likely among boys (p ≤ 0.05). Harmful habits affect young people's free time and reduce their academic performance and ability to practice sports.

scholarly journals A critical discussion of the use of film in participatory research projects with homeless young people: an analysis based on case examples from England and Canada

2020 ◽  
pp. 146879412096537
Author(s):  
Alastair Roy ◽  
Jacqueline Kennelly ◽  
Harriet Rowley ◽  
Cath Larkins
Keyword(s):  
Young People ◽  
Participatory Research ◽  
Research Process ◽  
Critical Discussion ◽  
The Other ◽  
Symbolic Violence ◽  
Research Projects ◽  
Case Examples ◽  
Key Aspects ◽  
Distinct Role

The focus of this paper is on the complex and sometimes contradictory effects of generating films with and about young people who have experienced homelessness, through participatory research. Drawing on two projects – one in Ottawa, Canada, and the other in Manchester, UK – we scrutinise two key aspects of participatory research projects that use film: first, how to appropriately communicate the complexity of already-stigmatised lives to different publics, and second, which publics we prioritise, and how this shapes the stories that are told. Through a theoretical framework that combines Pierre Bourdieu’s account of authorised language with Arthur Frank’s socio-narratology, we analyse the potential for generating justice versus reproducing symbolic violence through participatory research and film with homeless young people. In particular, we scrutinise the distinct role played by what we are calling first, second and third publics – each with their own level of distance and relationship to the participatory research process.

The Masking Effect

2016 ◽  
pp. 220-231
Author(s):  
Jessica Cannaday
Keyword(s):  
Gifted And Talented ◽  
Masking Effect ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Identification Methods ◽  
Gifted And Talented Education ◽  
Exceptional Student ◽  
Multiple Differentiation ◽  
Intelligence Theory ◽  
Identification Practices

Twice exceptional students, those who are both gifted and have learning or behavioral difficulties, are an often under-served population. This chapter recommends approaching twice exceptional student needs holistically using a Response to Intervention model. The chapter defines the twice exceptional learner, and discusses intelligence theory in relation to both giftedness and twice exceptionality. The chapter further recommends a combination of RtI universal screening identification practices and traditional gifted and talented education identification methods, as well as multiple differentiation techniques to support the needs of this special population.

The Impact of Vulnerabilities and Strengths on the Academic Experiences of Twice-Exceptional Students: A Message to School Counselors

2006 ◽  
Vol 10 (1_suppl) ◽  
pp. 2156759X0601001 ◽  
Author(s):  
Susan G. Assouline ◽  
Megan Foley Nicpon ◽  
Dawn H. Huber
Keyword(s):  
School Counselors ◽  
Learning Difficulties ◽  
Academic Experiences ◽  
Federal Legislation ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
College Planning ◽  
Case Examples ◽  
The Impact ◽  
Exceptional Learners

The ever-broadening roles of school counselors range from traditional (advisor for college planning) to novel (advocating for students with learning difficulties or giftedness). A newly recognized group of learners, with both learning difficulties and academic strengths, known as twice-exceptional learners, has emerged. After a synopsis of federal legislation that has shaped the field of twice-exceptionality, the authors use two case examples to highlight the contribution of prevailing educational myths to the lack of attention to twice-exceptional students. They conclude with comprehensive recommendations.

How Should Districts Serve Twice Exceptional Students?

1998 ◽  
Vol 21 (4) ◽  
pp. 38-40 ◽  
Author(s):  
Jim Ingleheart
Keyword(s):  
High School ◽  
Special Education ◽  
School District ◽  
Second Grade ◽  
Exceptional Students ◽  
Special Education Services ◽  
Twice Exceptional ◽  
Education Services ◽  
Rural School District ◽  
Exceptional Student

In a small Texas rural school district with a high school campus of fewer than 200 students in grades 9 to 12, a professional team of educators discovered a twice exceptional student. The student we will call Rich had been identified as needing special education services at the second grade in his academic journey.

scholarly journals The Other Side of the Coin: Perceptions of Twice-Exceptional Students by Their Close Friends

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110222
Author(s):  
María Leonor Conejeros-Solar ◽  
María Paz Gómez-Arizaga ◽  
Robin M. Schader ◽  
Susan M. Baum ◽  
Katia Sandoval-Rodríguez ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Essential Element ◽  
Autism Spectrum ◽  
The Other ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Hyperactivity Disorder ◽  
Common Interests ◽  
Deep Relationship ◽  
Depth Interviews

Friendship can be critical at any age but considering the gifts and challenges of twice-exceptional students, friends can be an essential element in navigating school years. The purpose of this study was to explore the perceptions that close friends of twice-exceptional students have about their friendship, characteristics, and how they relate to classmates and teachers. The sample was comprised of 17 students. Under a qualitative design, in-depth interviews were conducted with friends of students who were gifted with attention deficit hyperactivity disorder or with autism spectrum disorder. Results showed a deep relationship, in which friends of twice-exceptional students were able to make a realistic depiction of them, which was based on empathy, common interests, and a connection that stems from facing adversity. The results are not only a contribution to current research but also take a positive and strengths-based angle not always found in the literature. Implications for practice and research were discussed.

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