Understanding Twice-Exceptional Learners

Fugate, C. Matthew; Behrens, Wendy A.; Boswell, Cecelia

doi:10.4324/9781003239345

Cited by 1 publication

(3 citation statements)

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“…Baum et al (2017) described how a talent-focused and strength-based approach appeared to be a successful way of addressing the needs of 2e learners. Similar suggestions have been proposed by Fugate (2020) and Trail (2022) and were reflected in this multiple-case study support their observations.…”

Section: Realizing Appropriate Interventionssupporting

confidence: 92%

“…The need for change was explored by describing how each (f)actor in the ecological system influenced the learner's barriers to learning. Although focusing first on what was problematic brings with it the risk of a deficit-oriented approach, an phenomenon reported by the teachers in this study (Baum et al, 2017;Fugate, 2020;Speirs Neumeister et al, 2013). The teachers described a growing awareness among the educational partners of what contributed to barriers, while simultaneously excluding a response to the learner's extraordinary talents in the original need for change.…”

Section: Discovering a (Rephrased) Need For Changementioning

confidence: 64%

“…RtI assumes educators and stakeholders use a positive approach and seek opportunities for improvement (Pameijer & Van Beukering, 2007). When plannig for a potential 2e learner, care must be taken to avoid shifting the emphasis to the disability or disregarding the pupil's giftedness (Fugate, 2020;Ronksley-Pavia, 2015).…”

Section: Response To Interventionmentioning

confidence: 99%

See 2 more Smart Citations

Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners

van Gerven

2023

Journal for the Education of the Gifted

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This article provides a strategy developed for teachers in the Netherlands who participated in a 2-year course to become specialists in twice-exceptional learners. They were taught to use the Systemic Support Program for designing customized interventions for twice-exceptional learners. The aims guiding this research were to develop a better understanding of how teachers experienced the use of the Systemic Support Program and if that increased their success. To address the research aims, 78 teacher created videos presented their case studies and reflected on their competency development were analyzed. Teachers considered themselves able to design tailored interventions and enhanced their chances for success by using the strategy. The rigorous instruction and coaching sessions during their learning process were seen as significant contributors to their success.

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Section: Realizing Appropriate Interventionssupporting

confidence: 92%

Section: Discovering a (Rephrased) Need For Changementioning

confidence: 64%