![]() ![]() What are their experiences in school and outside school, and what are the implications for educators? This research is concerned with the participation and equity of gifted children with disability, within the social structures where their lives are lived. This presentation will expound the PhD research findings from a current Griffith University study, investigating the lived experiences of children identified as twice exceptional. The majority of research into twice-exceptionality has been carried out in North America where empirical research has focused on academic achievement, intervention and classroom strategies for the twice-exceptional, with a focus on addressing the needs of gifted students with learning disability rather than the full spectrum of twice-exceptionality as encompassing all disability, and that these individuals are children first and foremost. Research concerning the needs of twice-exceptional children in Australia is limited. Gifted children with disability need to work continuously in finding ways to situate themselves inside and outside the discursive categories of disability, giftedness and special needs, yet relatively little is known about how this occurs in relation to children who are twice exceptional. How we define these terms in education and how we differentiate instruction, will be briefly examined with a view to exploring equitable educational practices for these children. This presentation will examine the apparent paradoxical notion of children who are both gifted and have a disability, the twice exceptional.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |