Gifted and Twice-Exceptional Children in the South of the World: Chilean Students’ Experiences Within Regular Classrooms

Gómez-Arizaga, María Paz; Conejeros-Solar, María Leonor

doi:10.1007/978-981-13-3041-4_8

Cited by 2 publications

(5 citation statements)

References 52 publications

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“…Also, these intense or sometimes exacerbated reactions were seen as traits that created differences between both friends. However, they did not assign a negative value or saw this as problematic, and they showed to be deeply connected with their 2e friend's needs at the socioaffective level (Gomez-Arizaga & Conejeros-Solar, 2021).…”

Section: Salient Characteristics and Traits Of Twice Exceptional Studentsmentioning

confidence: 94%

“…Regarding teachers, even with the report of positive episodes, their disposition is not always one of acceptance and respect (Gomez-Arizaga & Conejeros-Solar, 2021), showing rigidity and lack of understanding. A plausible explanation is that teachers have an urgent need to control the classroom environment, expecting adherence to certain rules or norms, which can be difficult for 2e students.…”

Section: The Twice Exceptional Student In Context: Friends' Views Of the Educational Settingmentioning

confidence: 99%

“…Close friends were viewed as individuals with whom they could share their interests and that were able to defend them when experiencing intrapersonal or social distress. Finding and approaching these true friends, however, can be difficult because, for gifted/ASD students, emotional expression and social relationships are difficult due to the ASD characteristics that are present in the 2e duality (Gomez-Arizaga & Conejeros-Solar, 2021;Rubenstein et al, 2015).…”

Section: Friendship In Gifted and Twice Exceptional Studentsmentioning

confidence: 99%

“…Findings for this particular group of 2e students regarding friendship seem to be mediated by different factors. Some researchers suggest that 2e/ ADHD students may be more similar to their peers who have an ADHD diagnosis when establishing relationships with friends and are capable of finding and sustaining friendships (Foley-Nicpon, Rickels, et al, 2012;Fosenburg, 2018;Gomez-Arizaga & Conejeros-Solar, 2021). Lovecky (2004) found that this group of students had an adequate social adjustment and could even become leaders among their peers.…”

Section: Friendship In Gifted and Twice Exceptional Studentsmentioning

confidence: 99%

“…Townend and Pendergast (2015) found that gifted/ADHD students had difficulties achieving connectedness with teachers, feeling isolated from school. This situation could be expressed in an unfavorable disposition by the teacher when interacting with this group (Gomez-Arizaga & Conejeros-Solar, 2021).…”

Section: Gifted/attention Deficit Hyperactivity Disorder (Adhd) Studentsmentioning

confidence: 99%

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The Other Side of the Coin: Perceptions of Twice-Exceptional Students by Their Close Friends

et al. 2021

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Friendship can be critical at any age but considering the gifts and challenges of twice-exceptional students, friends can be an essential element in navigating school years. The purpose of this study was to explore the perceptions that close friends of twice-exceptional students have about their friendship, characteristics, and how they relate to classmates and teachers. The sample was comprised of 17 students. Under a qualitative design, in-depth interviews were conducted with friends of students who were gifted with attention deficit hyperactivity disorder or with autism spectrum disorder. Results showed a deep relationship, in which friends of twice-exceptional students were able to make a realistic depiction of them, which was based on empathy, common interests, and a connection that stems from facing adversity. The results are not only a contribution to current research but also take a positive and strengths-based angle not always found in the literature. Implications for practice and research were discussed.

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Section: Salient Characteristics and Traits Of Twice Exceptional Studentsmentioning

confidence: 94%

Section: The Twice Exceptional Student In Context: Friends' Views Of the Educational Settingmentioning

confidence: 99%

Section: Friendship In Gifted and Twice Exceptional Studentsmentioning

confidence: 99%

Section: Friendship In Gifted and Twice Exceptional Studentsmentioning

confidence: 99%

Section: Gifted/attention Deficit Hyperactivity Disorder (Adhd) Studentsmentioning

confidence: 99%

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The Other Side of the Coin: Perceptions of Twice-Exceptional Students by Their Close Friends

et al. 2021

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Using Diverse Picturebooks for Inclusive Practices and Transformative Pedagogies

Garces-Bacsal

Alhosani

Elhoweris

et al. 2022

Advances in Early Childhood and K-12 Education

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Research studies indicate how most teachers lack the capacity to identify diverse books that portray characters with special needs or exceptionalities that can be used in the classroom to promote empathy and kindness towards those who are typically perceived as “the other.” This lack of awareness is alarming since diverse books are found to promote inclusive practices and show students how to be more accepting of individual differences. Based on a research study that examines the use of diverse picturebooks among students enrolled in a teacher-training institute in the UAE, a database of diverse picturebooks that depict an awareness of special needs and the “others” in society have been analyzed and featured in this chapter. Strategies such as discussion questions and activities linking the titles to inclusive practices were shared using the critical multicultural analysis framework. The authors contend that teachers need to effectively use said resources to help implement more inclusive approaches in the classroom and practice transformative and culturally responsive instruction.

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Gifted and Twice-Exceptional Children in the South of the World: Chilean Students’ Experiences Within Regular Classrooms

Cited by 2 publications

References 52 publications

The Other Side of the Coin: Perceptions of Twice-Exceptional Students by Their Close Friends

The Other Side of the Coin: Perceptions of Twice-Exceptional Students by Their Close Friends

Using Diverse Picturebooks for Inclusive Practices and Transformative Pedagogies

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