Hidden in Plain Sight

Abstract

Twice-exceptional students are characterized by the almost paradoxical combination of giftedness accompanied by learning difficulties that hinder their ability to reach their potential in a traditional academic setting. This qualitative study examined the experiences of three twice-exceptional students during transfer to a New Zealand high school. Successful transfer has been shown to be dependent on factors such as the timely handover of accurate and complete student records. Barriers to successful transfer result in disruption in curriculum continuity, which can be especially detrimental for learners with special needs. Using student voice data from interviews and journal entries, the participants’ lived experiences of the transfer process were revealed. Findings suggest that the way in which the twice-exceptional students experienced transfer influenced the development of their personal capabilities as learners in the education setting.

Transition From Primary to Secondary School From the Perspectives of Students With Autism Spectrum Disorder and Concomitant Intellectual Giftedness

“…The limited research on the transition experiences of students with ASD and concomitant IG presented challenges in comparing the current findings with existing research; therefore, research relating to the transition of students with ASD was considered. Contrary to findings from these studies that suggested that moving between classrooms, navigating the secondary school campus, and the use of lockers heightened levels of anxiety (Dewrang & Sandberg, 2011;Mitchell & Beresford, 2014;Ng et al, 2016), these aspects were considered as more of an inconvenience than a challenge by participants in the current research. Instead, participating students indicated that not being equipped with the skills required for secondary school left them feeling overwhelmed by the expectations of multiple teachers and an increased workload, which heightened levels of anxiety.…”

“…These outcomes are concurrent with research by Ronksley-Pavia (2020) that students with disabilities (including ASD) and concomitant IG in schools across Australia remain underserved. This might explain the seeming lack of evidence-based programs to support transition to secondary school for this specific cohort of students (Dixon & Tanner, 2013;Ng et al, 2016;Prior, 2013;Ronksley-Pavia, 2020;Rossiter et al, 2018). Research and dialogue surrounding ASD and concomitant IG is further confounded by the complexity, uniqueness, and varying developmental trajectories of overlapping traits specific to this cohort of students (Assouline et al, 2012;Boschi et al, 2016;Doobay et al, 2014;Foley-Nicpon et al, 2017;Ronksley-Pavia, 2020;Ronksley-Pavia et al, 2019).…”

A Pragmatic Analysis of How North Carolina School Districts Aim to Differentiate for Gifted High School Students

“…Nonetheless, it is reasonable to assume that gifted high school students could struggle with social and emotional issues during their development (Yeager, 2017). High school is a time of fast development, growth, adaptation, and transition (Auerbach et al, 2011; Cross et al, 2016; Go-Miller, 2018; Ng et al, 2016). Students may experience a loss of a familiar, nurturing one-teacher classroom (Cross et al, 2016).…”

Inclusão educacional: estudo de caso de um aluno com dupla excepcionalidade

“…De maneira geral, as investigações abordam a questão da dupla condição envolvendo a superdotação em conjunto com outras subpopulações especiais, ou seja, transtornos comportamentais e emocionais, transtorno de déficit de atenção e hiperatividade, dificuldades visuais e auditivas, dificuldades de aprendizagem, transtorno do espectro autista, transtorno de Asperger (Arizaga et al, 2016;Besnoy et al, 2015;Foley--Nicpon et al, 2013;Ng et al, 2016;Park et al, 2018;Rubenstein et al, 2015;Willard-Holt et al, 2013).…”