The same or separate? An exploration of teachers’ perceptions of the classroom assignment of twins in prior to school and kindergarten to Year Two school settings

Abstract

This article investigates the perceptions of 12 teachers from New South Wales, Australia, regarding the classroom assignment of twins. Analysis of semi-structured interviews with each of the teachers revealed four key findings: 1) teachers’ perceptions about the classroom assignment of twins vary according to their previous experience and relationship with twins in their personal life; 2) there are no sector-wide policies regarding the classroom assignment of twins; 3) setting size is a major factor influencing teachers’ perceptions of the classroom assignment of twins; and 4) formal training does not refer to twins and their education. Recommendations and implications for teachers are discussed.

Twins and Kindergarten Separation

“…In the National Organization of Mothers of Multiples Clubs survey, only 15% of surveyed teachers in the United States reported having had the subject of multiples discussed in their college classes (NOMOTC, 2010). This general lack of teacher training and staff development to address issues related to the education of twins was corroborated by both Gleeson and colleagues (1990) and Jones and De Gioia (2010). Hay and Preedy's comprehensive article, "Meeting the Educational Needs of Multiple Birth Children in School" (2006), is a helpful and concise resource that can be shared with teachers.…”

“…Extant research in the area of twins and school separation is limited to one study by Koch in 1966, several parent surveys, anecdotal descriptions, some smaller comparisons, and a few large studies using large foreign data sets. While there is anecdotal evidence that separation of twins, especially in the early grades, can be traumatic (Black, 2001;Bruno, 2008;Dolan, 2012;Grime, 2008;Malmstrom & Davis, 1999;Sipes & Sipes, 1998), many administrators, counselors, and teachers champion the ideals of accelerated twin independence and individuality as overriding and imperative developmental goals (Alt, 2004a;Faulkner, 2009;Friedman, 2008Friedman, , 2010Jones & De Gioia, 2010;Malmstrom, 2001;Nilsson, Leonard, Barazanji, & Simone, 2010;Preedy, 1999) with some insisting on mandatory separation of twins in all grades, starting in kindergarten or even preschool (Amoroso, 2002;Dolan, 2008). Anecdotally, early school separation trauma can sometimes be profound.…”

To separate or not to separate? Parental decision-making regarding the separation of twins in the early years of schooling

“…Although studies have examined the reasons for, and practices regarding, the separation and non-separation of twins from the standpoint of school based professionals (Gleeson et al, 1990; Jones and De Gioia, 2010; Nilsson et al, 2009; Preedy, 2001), the authors are aware of only two studies, both conducted in the early 1990s, that have examined placement decisions from the perspective of the parent (Gleeson et al, 1990; Segal and Russell, 1992). Neither of these studies distinguishes between parents who did or did not have choice in the placement of their twin children.…”