Teachers’ Perspective of the Experiences of Twice-Exceptional Students in

Balancing Academic and Social/Emotional Needs

Amra Mohammed
College of Educational and Behavioral Sciences
University of Northern Colorado, School of Special Education, Greeley, CO 80639

Abstract Literature Review Methodology

This study examined the experience of twice-
exceptional students (2E) in balancing academic
with social and emotional demands, from the
perspectives of their educators. Using qualitative
methodology, the author interviewed
six participants in gifted education. Findings
demonstrated social, emotional, and academic
issues and pointed out the need for better
implementation of strategies already identified
by this research.
Research Questions
How do 2E
What is the
students
social,
balance emotional
academic and and/or
social/emotion academic
al needs from experiences
their teachers’
of 2E in
perspectives. classroom?
Research Importance
The importance of this study stems from the
need for teachers to have the necessary
expertise and wisdom to guide 2E students
through their academic and social/emotional
needs. Teachers are in unique positions to
observe, understand, and reflect upon their
students. For the twice exceptional, it is even
more important not only to correctly identify
these students, but to gain more
understanding into the ways that these
students attempt to balance academic
demands with social and emotional needs.
The proposed research is designed to gather
this information through the perspectives of
teachers and coordinators of gifted students.
POSTER TEMPLATE BY:
2E students may show great talent in one or
more areas but have great struggles in others.
Asynchronous development may show as
different rates of physical, intellectual, emotional,
social, and skill development. 2E students may
show lack of organization, memorizing, written
response skills, and/or unacceptable behaviors
in learning situations (Schwartz & Worner, 2011).
These children may exhibit negative behaviors
such as self-criticism, disorganization, slowness,
and disruptiveness. Such students can be
difficult for educators to handle and educators
may not see the giftedness. They are often
neglected due to deficits in attention, physical,
cognitive or behaviors, and their achievement
does not fit their capabilities. This can
permanently impair the individual’s ability to
function in society.
Findings
Social
Issues
Themes Emotional
that
Issues
emerged
with these
issues:
Academic
Skills
This treatment may erode children's self-esteem, Theory Framework: This study followed
and subject them to inappropriate treatment constructionist theory and a qualitative
such as a referral for medication that they do not methodology. This allowed the researcher to
need (Baum & Owen, 1988). Bailey & Rose examine the lived experiences of a group of
(2011) studied teachers’ understanding of 2E parents.
students and found that teachers who believed Participants: A purposeful sampling method
in a more inclusive approach were more resulted in six educators of gifted students with
responsive to the need to modify instruction. experience in education ranging from 15-28
Teachers also referred to many problems years.
involving special education teachers and a Data Collection and Analysis: Interviews
feeling of inadequacy from special education were transcribed from recordings and then
teachers about regular education teachers. analyzed using qualitative procedures.
Special education teachers evidenced the most Significant comments were developed into
difficulty in working with twice-exceptional themes that could be exemplified and
students, as they often focused on the student’s supported with verbatim quotes and
disability, rather than their giftedness. Another descriptions of participants’ experiences.
finding was the continuing need for more Trustworthiness: Member checks and peer
information and strategies about 2E students. reviews were utilized to establish
trustworthiness in the study.
Recommendations include future research to
•difficulty making friends examine successful programs for 2E, and in-
•Communication Recommendation depth examination of the failure of
difficulties Services implementation of what has already been
•isolation • Counselor service
learned about education for 2E.
• Psychological
• aggressive behavior
therapy Citations
• mood issues
• Differentiation in Baum, S. M., & Owen, S. V. (1988). Learning disabled students: How
the curriculum are they different?. Gifted Child Quarterly, 32, 321-326.
• overly emotional
• Cooperation Brody, L. E., & Mills, C. J. (1997). Gifted children with learning
disabilities: A review of the issues. Journal of Learning Disabilities, 3,
between educators
• Teacher training
282-297.
Nielsen, M. E. (2002). Gifted students with learning disabilities:
• lack of organizational Coping Strategies: Recommendations for identification and programming.
skills • Friendship Exceptionality: A Special Education Journal, 10(2), 93-111. DOI:
10.1207/S15327035EX1002_4
• perfectionism
• bullying
strategies Schwartz, C., & Worner, M. (2011, December). What do all gifted
• Grouping strategies students need? PowerPoint presented in the online course of Twice-
exceptionalLevel1, Colorado Department of Education.
• Emotional Willard-Holt, C., Weber, J., Morrison, K. L., & Horgan, J.
• lack of curriculum strategies (2013). Twice-exceptional learners' perspectives on effective
• misidentification of 2E learning strategies. Gifted Child Quarterly, 57(4), 247-262. Great!
• lack of teachers Author Contact Information
training Amra Mohammed
moha6309@bears.unco.edu
Phone# (970)3016171

www.PosterPresentations.com