Elements of Strength-Based Plans for 2e Students

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

doi:10.4324/9781003236160-13

Cited by 6 publications

(18 citation statements)

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“…Many high-potential and academically talented students have disabilities, and many students with disabilities are intelligent and have academic strengths and interests. Often, these students' talents overshadow their disabilities, so they are not identified as needing special education services until later in school (Baum et al, 2017;Reis et al, 1997). In other cases, students' disabilities mask their talents and they are never identified as gifted, recommended for enrichment programs, or even recognized as having talents (Assouline et al, 2006;Reis et al, 1997Reis et al, , 2014.…”

Section: Research Reviewmentioning

confidence: 99%

“…Students who are 2E are a diverse group, usually defined as having advanced ability in one or more academic content areas while simultaneously displaying deficits in one or more other areas such as reading, writing, mathematics, hearing, attention, and in some cases, interaction with others (Baum et al, 2017;Foley-Nicpon et al, 2011;Reis et al, 2014). The ability of 2E students to learn effectively and efficiently depends on both the nature and the interaction of their disabilities, their academic talents and interests, and other noncognitive factors (e.g., motivation, executive function, social and emotional traits) and on their ability to learn to compensate for their learning disabilities (Reis et al, 1997(Reis et al, , 2000.…”

Section: Defining 2e Studentsmentioning

confidence: 99%

“…Because 2E students are often caught between the nexus of talent and disability, determining how many of these students are identified as gifted or as needing special education services can be difficult. Current estimates by the National Association for Gifted Children and scholars who conduct research in this area suggest that as many as 3 million school-age children in the United States are identified as academically talented (Baum et al, 2017;National Association for Gifted Children, 2013). The number of students identified as having disabilities in American schools continues to increase: Between 2011-2012 and 2017-2018, the population of students who received special education services grew from 6.4 million to 7.0 million and the percentage served increased from 13% to 14% of total public school enrollment (National Center for Education Statistics, 2019).…”

Section: Prevalence Of 2e Studentsmentioning

confidence: 99%

“…In light of the fact that services for 2E students offered by their teachers are often remedial (Baum et al, 2014;Reis et al, 1997), the findings of Crim and colleagues (2008) may not be surprising, perhaps because some teachers and even parents consider unidentified 2E students lazy and describe them as underachievers (Baum et al, 2017;Reis et al, 2014). Their strengths may be ignored or subsumed by the negative traits that their teachers document in classrooms, when in reality, these students may be underchallenged and frustrated (Reis et al, 1997).…”

Section: Moving Beyond Remediation: Current Academic Focus For 2e Stu...mentioning

confidence: 99%

“…We summarize some of the learning, social, and emotional challenges these students may face and we offer suggestions about how school counselors can support, engage, and challenge these students. Recent strengths-based strategies and resources can help school counselors assist 2E students and help them develop their academic talents (Baum et al, 2017).…”

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confidence: 99%

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Leadership Roles for School Counselors in Identifying and Supporting Twice-Exceptional (2E) Students

Renzulli

Gelbar

2019

Professional School Counseling

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School counselors have a variety of opportunities to serve as advocates and leaders for students identified as twice exceptional (2E). We explore these opportunities and discuss the academic and social/emotional challenges 2E students face and current operational definitions for this population. We also discuss strategies school counselors can use to help students increase their academic and social success. We introduce strengths-based educational approaches as a best practice for working with this unique population, including the use of support strategies, enrichment clusters, and extracurricular activities.

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Section: Research Reviewmentioning

confidence: 99%

Section: Defining 2e Studentsmentioning

confidence: 99%

Section: Prevalence Of 2e Studentsmentioning

confidence: 99%

Section: Moving Beyond Remediation: Current Academic Focus For 2e Stu...mentioning

confidence: 99%

mentioning

confidence: 99%

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Leadership Roles for School Counselors in Identifying and Supporting Twice-Exceptional (2E) Students

Renzulli

Gelbar

2019

Professional School Counseling

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Talent denied: Equity and excellence gaps in STEMM

Ziegler,

Stoeger

2023

Annals of the New York Academy of Sciences

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In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development. We propose an educational framework model for analyzing equity gaps in STEMM talent development that identifies and systematizes the unequal and inequitable distribution of resources and opportunities as the proximal cause of the emergence of such equity gaps. Furthermore, we discuss important aspects for closing equity gaps in STEMM talent development. We argue that—similar to public health approaches—the focus in establishing equity in STEMM talent development should be on prevention rather than intervention. We discuss the importance of the cooperation of societal subsystems and argue for the use of adequate methods of disparity detection for creating equal opportunities. We also outline why preventive strategies are crucial for the creation of resource parity and explain why outcome standards should be considered obligatory.

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Gifted and Talented LGBTQ+ Students With Disabilities: A Queer Crip Analysis

Friedrichs

2024

Journal for the Education of the Gifted

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Two types of critical theories have increasingly been used to understand LGBTQ+ individuals and persons with disabilities: Queer and Crip theories. Queer Crip theory can be used to analyze elements (e.g., traits, behaviors, contexts, and skills) of the lives of gifted and talented LGBTQ+ youth who also have disabilities, as those elements have recently appeared in the professional literature, the popular press, and the LGBTQ+ press. This piece reviews the definitions of Queer and Crip theories as well as the prevalence and challenges of persons who are gifted and LGBTQ+ with disabilities. The article critically examines eight different groups of frequently seen gifted LGBTQ+ students with disabilities. Gifted LGBTQ+ youth with learning, emotional/behavioral, hearing, vision, orthopedic, health, speech/language, and autism spectrum challenges are examined for these groups’ distinctive definitions, constituent groups, famous individuals, educational masks and solutions, and social-emotional solutions emanating from students’ queer identities. In the spirit of Queer Crip theory, conclusions encourage gifted LGBTQ+ youth with disabilities and their educators to consider carefully the future challenges—and joys—that may be involved in implementing the suggested educational and queer identity approaches.

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Elements of Strength-Based Plans for 2e Students

Cited by 6 publications

References 0 publications

Leadership Roles for School Counselors in Identifying and Supporting Twice-Exceptional (2E) Students

Leadership Roles for School Counselors in Identifying and Supporting Twice-Exceptional (2E) Students

Talent denied: Equity and excellence gaps in STEMM

Gifted and Talented LGBTQ+ Students With Disabilities: A Queer Crip Analysis

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