Twice-Exceptional Learners: Who Needs to Know What?

Autor/inn/en	Foley-Nicpon, Megan; Assouline, Susan G.; Colangelo, Nicholas
Titel	Twice-Exceptional Learners: Who Needs to Know What?
Quelle	In: Gifted Child Quarterly, 57 (2013) 3, S.169-180 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986213490021
Schlagwörter	Disabilities; Gifted; Special Education; Needs Assessment; Response to Intervention; Expertise; Learning Disabilities; Children; Students; Federal Legislation; Educational Legislation; Electronic Mail + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Begabter, Hoch Begabter; Special needs education; Sonderpädagogik; Sonderschulwesen; Bedarfsermittlung; Expert appraisal; Learning handicap; Lernbehinderung; Child; Kind; Kinder; Student; Schüler; Schülerin; Studentin; Bundesrecht; Bildungsrecht; Schulgesetz; Elektronischer Briefkasten
Abstract	Twice-exceptionality is gaining increasing recognition in the gifted education literature but little is understood about the knowledge and awareness of this concept within the educational and psychological community, or about professionals' experience working with this population of learners. Three-hundred and seventeen individuals completed an online "Twice-Exceptional Needs Assessment", which consisted of 14 questions assessing issues pertaining to twice-exceptionality knowledge and experience, as well as knowledge of policies relevant to both gifted and special education. Results indicated that educators were more familiar with standards within their specific area of expertise (e.g., gifted or special education) and that fewer professionals were familiar with the use of Response to Intervention with twice-exceptional children. Gifted education professionals had significantly more knowledge and experience with twice-exceptionality than did professionals in other domains. We conclude with implications for educators and recommendations for expanding professional understanding of twice-exceptionality outside the field of gifted education to meet twice-exceptional students' multifaceted needs. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10