2e Students and Learning

Baum, Susan M.; Schader, Robin M.; Owen, Steven V.

doi:10.4324/9781003236160-8

Cited by 2 publications

(3 citation statements)

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“…Studies revealed that 2e students should be supported by their families, teachers, and peers to be successful in the school environment (Dare & Nowicki, 2015; Foley-Nicpon & Assouline, 2015; Foley-Nicpon & Assouline, 2015; Lo & Yuen, 2014; Wang & Neihart, 2015; Wormald et al, 2015). It is stated that when educators implement comprehensive programs to identify and develop students’ abilities, 2e students' social skills improve (Baum & Owen, 2004). In other words, as educators focus on strengths and gifts and overlook shortcomings, 2e students become more engaged in school and succeed in creative activities based on their personal preferences and interests.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

A single-subject case study of twice exceptionality

Yenioğlu

Melekoğlu

Yenioğlu

2022

Gifted Education International

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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.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

A single-subject case study of twice exceptionality

Yenioğlu

Melekoğlu

Yenioğlu

2022

Gifted Education International

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“…The consultant elaborated on the significance of adopting a strength-based perspective and its connection to individual variations in terms of learning: According to Baum and Owen [ 56 ], Gardner [ 54 ], and Silverman [ 57 ], the way in which second language learners organize their lives and process information is influenced by style distinctions. Because adopting a strengths-based perspective necessitates paying close attention, the team makes use of the students’ profiles in order to appropriately align educational goals [ 58 ].…”

Section: Methodsmentioning

confidence: 99%

“…The consultant stressed the significance of the family context, stating the following: families of children with autism spectrum disorder typically have a history of having contentious interactions with the communities of their children’s schools; because of a parent’s nervousness, lack of confidence in communicating with instructors and staff, and general worry about their child’s future success, a student’s academic performance and their ability to adjust to their new environment at school may suffer [ 56 ]. A further potential source of contention is when a parent’s expectations and those of the school are at odds with one another.…”

Section: Methodsmentioning

confidence: 99%

Examining Conjoint Behavioral Consultation to Support 2e-Autism Spectrum Disorder and Gifted Students in Preschool with Academic and Behavior Concerns

Kahveci

Güneyli

2023

Behavioral Sciences

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Conjoint behavioral consultation (CBC), as adjusted for 2e children with academic and behavioral difficulties, was the focus of this single-subject design study. Three young children from a preschool participated, together with their parents and teachers. Academic enablers for students—intervention, maintenance, and generalization phases; academic and behavioral competencies—intervention, maintenance, and generalization phases; and teachers’, parents’, and students’ perceptions of the intervention’s social validity data were collected among the outcome measures. Findings from multiple participant-related probes pointed to constructive improvements in the phases of intervention, maintenance for listening behavior, and improved on-task skill in intervention, maintenance, and generalization. Additionally, during the consultation, parents and teachers noted improvements in the outcomes of the target behavior such as rhythm keeping, picture–word matching, writing the pictured concept in Turkish, writing the pictured concept in English, short personal story writing, short personal story telling, and verbal math problem solving, and each stakeholder gave the intervention a grade for its social validity. Limitations, potential routes for future study, and implications for preschool CBC intervention are highlighted.

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2e Students and Learning

Cited by 2 publications

References 0 publications

A single-subject case study of twice exceptionality

A single-subject case study of twice exceptionality

Examining Conjoint Behavioral Consultation to Support 2e-Autism Spectrum Disorder and Gifted Students in Preschool with Academic and Behavior Concerns

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