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Collaboration, Coteaching, and Coaching in Gifted Education
This must-have resource provides gifted education teachers, specialists, and coordinators with methods and strategies for successful coplanning, coteaching, coaching, and collaboration with a variety of school professionals. At the classroom level, collaboration enables effective management of differentiation and increases educators understanding of gifted students needs. As part of a program of services, effective collaboration can serve as a vehicle for professional learning through a focus on shared responsibility and re lection. Collaboration, Coteaching, and Coaching in Gifted Education provides the tools and how-to steps for facilitating and maintaining collaborative work in order to challenge and support gifted students all day, every day. The book includes considerations for working with special populations, including twice-exceptional students, underachievers, and culturally, linguistically, and economically diverse learners, as well as meeting students social-emotional needs, collaborating with families and communities, and advocating for gifted education.
eBook
Reimagining IDEA using the axiom of brilliance
IDEA provides essential guidance and legal support for students with disabilities, yet its conceptual and systemic framework tends to promote a focus on student deficits. Thus, teachers and IEP team members may have low expectations of students with disabilities and fail to encourage the development of their talents. Lisa DaVia Rubenstein, Charles Sandifer, and Robyn Spoon propose the adoption of a conceptual framework known as the axiom of brilliance, which assumes students are brilliant. To meet students’ needs in their areas of brilliance, they recommend that educators adopt a more holistic approach that purposefully identifies student strengths and uses that information to design appropriate learning experiences.
Journal Article
Twice-Exceptional Students: Review of Implications for Special and Inclusive Education
The purpose of this article is to review recent literature on twice-exceptional students and consider implications for their education in the context of the trend towards increased inclusive education for students with disabilities. The review focused on teachers’ experiences and perceptions and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published between 2000 and 2020, selected according to a systematic protocol from two widely used online databases. Findings indicated that the implications that need to be considered were the importance of teacher preparation, the need for a continuum of special education interventions, the need for collaboration with parents and specialists, and teachers needing to focus on developing strengths as much as remediating difficulties. It was concluded that twice-exceptional students can be taught effectively in inclusive education settings as long as they are able to access appropriate strategies and programs from the fields of special education and gifted education.
Journal Article
Engaging Gifted Learners Through Hydroponics
[...]Data Analysis: AI-powered platforms analyze growth data and provide insights, helping students identify trends and make adjustments. * Virtual Exploration: Augmented reality (AR) tools allow students to visualize internal plant processes or explore advanced hydroponic systems. * Writing Support: AI writing assistants guide students in refining their step-by-step pickle-making guides, improving clarity and structure. * Research Assistance: AI tools suggest peer-reviewed resources and summarize key points to support student research on urban farming or sustainability. Educators can assess student learning through a variety of strategies: * STEM Journals: Evaluate entries for scientific accuracy, detail, and reflection. * Concept Mapping: Use pre- and post-activity maps to assess how students connect plant needs, photosynthesis, and hydroponics. * CER Reflections: Require students to write using the Claim, Evidence, Reasoning (CER) framework to explain their findings, assessing logical reasoning and data use. * Socratic Questioning: Use discussions to gauge understanding of historical and sustainability concepts. * Visual Data Representations: Students create graphs from their data, which are assessed for accuracy and presentation * Reduce classroom stimuli when appropriate, as students with TBI may have difficulty focusing in high-stimuli environments. Some examples of stimuli reduction include being in classes with fewer total students, decreasing noise levels, and minimizing \"loud\" colors, lights, and decorations that could negatively affect students whose visual sensitivities are magnified by TBI. * If students with TBI demonstrate working memory or processing issues, they may require extended testing and task completion time.
Journal Article
A Phenomenological Exploration of Academically Gifted Individuals Who Are Deaf or Hard of Hearing
Academically gifted individuals who are Deaf or hard of hearing (DHH) represent a unique intersection of identities that can significantly affect various aspects of their lives. This qualitative phenomenological study explored the lived experiences of academically gifted DHH individuals to gain insights into their unique challenges and strengths. Semi-structured interviews were conducted with 10 participants (ages 21–85) who self-identified as both academically gifted and DHH. Interpretative phenomenological analysis of the participants’ experiences revealed themes such as resilience, self-acceptance, family support, educational accommodations, and social challenges. The participants demonstrated remarkable adaptability in navigating both academic and social environments, often developing innovative coping strategies. These findings highlight the need for tailored educational approaches and support systems that recognize and nurture the potential of gifted DHH students.
Journal Article
Academic Success of General Education College Students Compared to those Screened as Twice-Exceptional and Gifted
In this study, the high school and college GPAs of college students who were screened as twice-exceptional were compared to college students screened as gifted and average college students. From a sample of 32,741 college students, those screened as gifted earned significantly higher means than students screened as twice-exceptional (2e) and the general college population on both high school and college GPA (
p
< .05); students screened as 2e earned high school and college GPA means higher than those from the general college population (
p
< .05). No mean college GPA differences were found between students screened as 2e with STEM majors and those with non-STEM majors GPA (
p
> .05), but STEM majors had higher high school mean GPAs than those with non-STEM majors (
p
< .001). Additionally, 2e students screened as having a reading learning disability (LD) yielded higher mean high school and college GPAs than 2e students screened as having a math LD (
p
< .001). Implications for advising are discussed.
Journal Article
A Model of Twice-Exceptionality : Explaining and Defining the Apparent Paradoxical Combination of Disability and Giftedness in Childhood
The literature on twice-exceptionality suggests one of the main problems facing twice-exceptional children is that there is no consensus on the definition of the terms disability or giftedness and, consequently, the term twice-
exceptional. Endeavouring to define these specific terms loops back on itself to legislation based on the medical model of disability and the defining of giftedness in a limited way, frequently through high achievement and performance,
which contradicts the generally accepted notion of giftedness in Australia. It appears that a model is needed to define the apparent paradoxical term, not only for scholars within the field but also for educators and the wider community
of students and parents/guardians. This article examines the contextual contributing factors in the creation of a model of twice-exceptionality, creating a preliminary point for discourse on disability, giftedness, and twice-
exceptionality on which it is anticipated that future research can be grounded. [Author abstract]
Journal Article
The Other Side of the Coin: Perceptions of Twice-Exceptional Students by Their Close Friends
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.
Journal Article
A Qualitative Investigation into the Experiences of Students with Developmental Coordination Disorder (DCD/Dyspraxia) in Higher Education
Developmental coordination disorder (DCD/Dyspraxia) is a commonly misunderstood and under-recognized specific learning difficulty (SpLD) in educational settings. This lifelong condition affects fine and gross motor coordination and significantly interferes with many activities of daily living, academic achievement, and employment opportunities. However, most Higher Education Institutions (HEIs) are unaware of its prevalence within their context, even though 5% of the general population have DCD and the enrolment of students in UK Higher Education with a known disability has increased by 42.4% between 2018 and 2023. Thus, understanding the lived experiences of students with DCD within Higher Education in the UK remains a considerable gap in knowledge. Through the use of focus groups, the lived experiences of 10 students with DCD at two UK HEIs were investigated. The thematic analysis identified four main themes: ‘Awareness of DCD’, ‘Participation in Higher Education for individuals with DCD’, ‘Wellbeing’, and ‘Everyday living’. Students shared that HEIs appeared to lack awareness of DCD and felt they had an inability to specify the correct support at university. Importantly, whilst the students in the study were not always confident in identifying the specific support they needed, they shared the strategies they used to aid their university experience. The students described the physical toll that many everyday living tasks can take, which subsequently negatively impact academic participation and wellbeing. On a positive note, many of the students discussed positive experiences at university, such as enjoying their own autonomy (and flexibility) to be independent and inform strategies for their own learning. Importantly, the findings from this work highlight the complexity and heterogeneity of DCD and the need for a tailored approach to supporting individuals with this condition. Given the importance of educational qualifications to enter the workplace, and the contribution of employment to quality of life, these findings help signpost areas where HEIs can improve the experiences of students with DCD that may also enhance academic success.
Journal Article