A single-subject case study of twice exceptionality

Twice exceptional (2e) individuals are defined as exceptionally talented persons in one or more areas including academic skills, creativity, leadership, and visual arts accompanied by challenges in one or more areas such as reading, writing, and mathematics. This study aimed to present the views on the academic and social-emotional development of a gifted student with learning disabilities. This research was conducted as a case study by using qualitative research methods. The authors conducted semi-structured interviews with the mother, elementary school teacher, special education teacher, and the 2e student himself. The study concluded that the participants emphasized the adaptations that were made in schools for 2e students and the need for support from parents, peers, and teachers for 2e students as well as the necessity for cooperation between school and family.

Three C’s conception of giftedness: A call for paradigm shift

Most conceptions of giftedness overly focus on the gifted “individual” and leave out the social and global context in which the individual grows. However, human lives are intricately interconnected. An individual’s actions can have large effects on other individuals, societies, and nature. In this article, I argue a paradigm shift is needed in the way giftedness is construed today. I draw on the three C’s conception of giftedness in which gifted behaviors are seen as an interplay of competence in action, commitment to task, and concern for others. I discuss seven profiles of gifted behaviors: Profile 1—competent (high competence); Profile 2—committed (high commitment); Profile 3—concerned (high concern); Profile 4—indifferent expert (high competence and commitment); Profile 5—amateur altruist (high commitment and concern); Profile 6—uncommitted thinker (high competence and concern); and Profile 7—fully developing talent (high competence, commitment, and concern). Further, I discuss how this taxonomy can inform education and identification practices in gifted education.

Giftedness in Brazil: To what extent does terminology really matter?

For more than 90 years, terminology related to giftedness in Brazil has evolved, proliferating terms used to describe gifted individuals. Terms such as superdotado (the common translation of gifted into Portuguese) may lead lay people to think of gifted students as only those with extremely high ability or extraordinary capabilities and is often used in a way that carries a negative connotation. On the other hand, terms such as high ability student, which is associated with academics, and talented, which suggests artistic endeavors, may not capture the full range of possible areas in which a student can be gifted. We argue that because terminology is important and can influence policy and practice, it is crucial to have clear definitions, but it is even more important to go beyond terms to clarify the phenomenon of giftedness, disseminate relevant research, and inform parents of gifted students and professionals working with these students.

The Blunting of Occam’s Razor: Omnicompetent Reductionism Distorting Conceptions of Giftedness

Theoretical and practical work in gifted education has been dominated by mechanistic precision in measurements designed to select students for gifted programs and guide them through their development. Too much faith in mechanistic precision can become a form of dogmatism that obscures very important, less-measurable dimensions of human ability. This interdisciplinary analysis explores this form of dogmatism while illustrating some ways in which it misaligns gifted education with turbulent, complex 21st-century trends and issues.

Supporting elementary gifted learners during the COVID-19 pandemic: A survey of teaching practices

The present mixed methods study aimed to understand the challenges faced by teachers of the gifted and how elementary gifted learners were supported and taught during the COVID-19 pandemic. A survey was administered to 310 elementary school teachers of the gifted across the United States between March and June 2021, one year after initial school closings. Focus groups were utilized to further explore how the COVID-19 pandemic impacted the work of teachers of the gifted in their schools. Educators shared lessons learned from this experience related to (a) a better understanding of how to utilize remote instruction, (b) reimagining the gifted education classroom, and (c) use of a variety of strategies to provide more student choice, differentiation, and individualized pace. Results from this study provide insights that can guide educators, curriculum specialists, and school administrators to improve online instruction for gifted learners in the future.

Experiences of gifted students during the COVID-19 pandemic in Turkey

COVID-19 began to spread all over the world in the Spring of 2020. All schools, including the institutions serving students with special needs, were closed to decrease the spread of the virus. The schools had to shift to online education, which was a new experience for most students. In addition to the negative effects of the pandemic itself, the new learning format required extra effort from students. Gifted and talented students as a special group with special educational and socio-emotional needs may have experienced the pandemic differently. In the present study, we aimed to explore gifted and talented students’ subjective well-being, feelings of hope, and stress coping strategies with a quantitative method. In addition, we used a qualitative method and asked a few open-ended questions to dig deeper into these students’ experiences during the pandemic. We found a statistically significant correlation among subjective well-being, hope, and stress coping strategies. Effective stress coping strategies are used more frequently than negative ones. We revealed that although there are some positive sides to the process, the students described some difficulties with social interaction, access and use of technology, motivation, and physical health. Based on the findings, we suggested some important implications and recommendations for parents, educators, and policymakers.

Remote learning through a mobile application in gifted education

During the school closure in the COVID-19 pandemic, students with special needs including gifted students faced many challenges in terms of educational support. The Turkish Ministry of National Education released a mobile app named “I am special, I am in education” to overcome these challenges. This study aimed to explore how gifted children perceived the experience of learning through this mobile app. Using a phenomenological design, the data were collected from 10 gifted students through focus group interviews and student journals. An inductive approach was used to analyze the data. The findings indicated that although gifted students referred to this experience as weird and different, they also stated that using the app helped their learning. They foregrounded that the app needed improvements and a section for live interaction with other gifted students and teachers to increase their motivation. This study suggests some implications for mobile app developers, educators, and parents.

Expanding the Conception of Giftedness to Talent Development

To determine if a person is gifted or not, the government sets the criteria of identification since giftedness is an abstract concept. However, the standard has always been decided and affected by the attitudes of the education authority and the allocation of resources. The opportunities for some potential learners to participate in gifted programs are often closed because of high identification criteria on standardized tests, especially intelligence tests. To bridge the achievement and the opportunity gaps between regular and gifted students with disabilities or different cultural backgrounds, educators are encouraged to apply the talent development model to develop hidden potential rather than focus on identification or labeling students as “gifted.” Every child is unique and has strengths and weakness. It is time to change the rigid concept of giftedness and expand the concept to discover multiple talents. The most important aspect is no longer defining intelligence merely as g or IQ.

Evaluating online education for gifted students: Parents’ views

Due to the effects of a worldwide outbreak of COVID-19, as in many countries, students in Turkey started to have online education since March 2020. Factors such as their motivation and need for learning, and higher cognitive arousal would make it more difficult for gifted students to become away from schools. In this context, this research aimed to examine the experiences of gifted students during the online education process from their parents’ viewpoint. The data, obtained from 15 parents via telephone interviews, were analyzed by descriptive interpretive approach, one of the qualitative research methods. The validity and reliability of the data were ensured. According to the results, seven categories emerged: reflections on education, advantages, disadvantages, psychological impacts, solutions, observed emotions, and suggestions. The results were discussed in terms of gifted students’ characteristics, previous online education practices, and suggestions for future use of online education for gifted children after the pandemic period.

Online learning, classroom quality, and student motivation: Perspectives from students, teachers, parents, and program staff

The purpose of this concurrent mixed-methods study was to assess the quality of online learning with a focus on student motivation in the context of a talent development program. Data were collected from 221 Indian students from fifth to tenth grades for three academic years during their participation in 14 online and 10 in-person courses. Students, teachers, and parents responded to a measure of classroom quality assessing five constructs—appeal, meaningfulness, academic self-efficacy, challenge, and choice. In addition, 41 online sessions were observed by program staff using an additional measure of instructional quality. Participants rated online learning to be highly supportive of learning motivation. No significant differences were observed in student motivation by program format, gender, or program level. Qualitative analysis revealed specific affordances and challenges in supporting student motivation in online learning. Implications in the context of out-of-school programs for students with intellectual gifts and talents are discussed.