Twice-Exceptional Learners’ Perspectives on Effective Learning Strategies

Abstract

This mixed-methods study investigates the perspectives of twice-exceptional students on learning strategies that have been recommended for them in the literature. Have the strategies recommended in the literature been implemented? Do students perceive the strategies to be beneficial in helping them learn? Participants represented a broad range of coexisting exceptionalities and ranged in age from 10 to 23 years. While mainly qualitative, this study was informed by a survey adapted from the Possibilities for Learning survey. Qualitative in-depth interviews provided rich descriptions of which learning strategies were facilitators and barriers. Findings indicated that participants perceived that their overall school experiences failed to assist them in learning to their potential, although they were able to use their strengths to circumvent their weaknesses. Implications for teachers included allowing twice-exceptional learners more ownership over their learning and more choice and flexibility in topic, method of learning, assessment, pace, and implementation of group collaboration.

Doble excepcionalidad: análisis exploratorio de experiencias y autoimagen en estudiantes chilenos

“…Sin embargo, esto puede explicarse debido a que la mayoría de los estudiantes han recibido apoyo adicional por parte de especialistas por un largo período de tiempo y por lo tanto manifiestan sentimientos de autoeficacia en su desempeño escolar. Otra posible explicación es que las estrategias asociadas a su alta capacidad han compensado los problemas que emanan de las dificultades asociadas a su doble excepcionalidad, tal como ha sido descrito en la literatura (Willard-Holt et al, 2013).…”

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).…”

Adversity and Pitfalls of Twice-Exceptional Urban Learners

“…To this end, the lack of experience and comprehensive understanding of twice-exceptionality may lead to potential errors in identification and educational placement of twice-exceptional students. In addition, twice-exceptional students may fail to learn to their potential, due to lack of equitable school supports (Willard-Holt et al, 2014).…”