Adversity and Pitfalls of Twice-Exceptional Urban Learners

Abstract

Current research provides unique insights into the experiences and context of twiceexceptional students in K-12 schools. However, within this literature, a critical gap exists concerning the voices of twice-exceptional African American students and their families. The current qualitative study examined the perceptions, attitudes, and experiences of eight African American artistically gifted students with disabilities and three parents in a large, urban school district in the Midwest. Three major themes emerged from qualitative interviews: (a) the significance of labels, (b) social and personal experiences of exceptionality, and (c) challenges and strategies in the school environment. To this end, findings indicate that students experience their special education identity much differently from their gifted identity.

Counselors and Psychologists Mentoring Gifted Black Males With Disabilities to Foster College and Career Readiness

“…Despite challenges of being properly identified and served in either setting, gifted Black males with disabilities can be successful. This is particularly true when Black males are able to achieve strong identities (Mayes & Moore, 2016a, 2016bOwens et al, 2016) and receive the appropriate supports needed to reach their potential. For example, strong cultural identities can allow for Black boys to harness the strength necessary to navigate the negative messages and experiences they may face regarding their masculinity, giftedness, and disability.…”

“…For example, strong cultural identities can allow for Black boys to harness the strength necessary to navigate the negative messages and experiences they may face regarding their masculinity, giftedness, and disability. This strong identity may allow for gifted Black boys with disabilities to persist and excel in spite of less than optimal educational settings (Mayes & Moore, 2016a, 2016b. Conley (2011) defined CCR "as the level of preparation a student needs to enroll and succeed in a credit-bearing general education course at a post-secondary institution, without remediation" (p. 1).…”

“…Gifted Black boys with disabilities may need support in securing accommodations for college admission tests to ensure that their performance is a better reflection of their abilities. Finally, navigating academic and social support at postsecondary educational institutions may be challenging as gifted Black boys with disabilities may be unaware of cultural offices, offices of disabilities support services, and academic support offices (Mayes & Moore, 2016b).…”

Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth

“…Most notably, when “pull out” practices that provide reading support do so at the expense of allowing students access to interesting elective courses, students can lose motivation and connection to school. Especially for students with reading challenges, classes like art and physical education, where these students may be able to demonstrate strengths and derive enjoyment, are important (Mayes & Moore, 2016). Additionally, use of “response to intervention” (RTI) models allows students to be taught in inclusive environments for as much of their time as possible.…”

An Online Survey on Challenges and Needs for Identifying and Nurturing Twice Exceptional Learners

“…Most of time, teachers are hesitated to modify the assessment process or reluctant to adapt appropriate teaching strategies or differentiate the curriculum to provide better support for special learning needs (Reis et al, 2004). The lack of sufficient knowledge, comprehensive understanding, and recognition of 2E students causes challenges to teachers in terms of identification (Mayes & Moore, 2016; Willard-Holt et al, 2014). On the other side, gifted education opportunity is also important to the future of the twice exceptional, if lack of opportunity, the achievement gap of 2E students will be widen.…”