The characteristics of gifted children with learning disabilities according to preschool teachers

Fırat, Tahsin; Bildiren, Ahmet

doi:10.1080/09575146.2022.2034755

Cited by 7 publications

(11 citation statements)

References 38 publications

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Section: Importance Of Teacher Identification Of the 2ementioning

confidence: 99%

“…The literature highlights the significant role of elementary school teachers in the identification and education of students with both giftedness and learning disabilities (Alsamiri and Aljohni, 2018;Firat and Bildiren, 2022). In this regard, teachers' awareness of the characteristics of students with this combination of traits facilitates early identification and intervention for these students (Firat and Bildiren, 2022). Yet there is limited research on the perceptions of teachers during the elementary school period when the identification and education of students with giftedness and learning disabilities are of critical importance (Akinbote et al, 2017;Alsamiri, 2019).…”

Section: Importance Of Teacher Identification Of the 2ementioning

confidence: 99%

“…If teachers understand that students can be simultaneously gifted and have special education needs, they are better equipped to identify 2e students, recognize their unique learning needs, and modify teaching styles and curricula to accommodate them (Alsamiri and Aljohni, 2018;Maddocks, 2020). Teachers need comprehensive knowledge of the general characteristics of these students to identify them and provide interventions when necessary (Firat and Bildiren, 2022).…”

Section: Importance Of Teacher Identification Of the 2ementioning

confidence: 99%

“…They might have difficulty handling activities that require sequencing and memorization, and some might have spelling, phonics, and computation difficulties (Barnard-Brak et al, 2015;Lee and Ritchotte, 2019;Maddocks, 2020). A significant number of 2e students have poor organizational and handwriting skills (Firat and Bildiren, 2022). Additionally, they often perform poorly on timed tests and may fail to achieve learning objectives and experience difficulties engaging in activities that require focus-including reading and writing (Wormald et al, 2015).…”

Section: Characteristics Of 2e Studentsmentioning

confidence: 99%

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Elementary school teachers’ perceptions of the characteristics of twice-exceptional students

Alsamani¹,

Alsamiri²,

Alfaidi

2023

Front. Educ.

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The current study explored the perceptions and understanding of Saudi elementary school teachers regarding the characteristics of twice-exceptional (2e) students. This qualitative phenomenological study recruited 14 elementary school teachers at schools in Medina City in Saudi Arabia. Data were gathered through in-depth semi-structured interviews to gain insight into participants’ perceptions of this student population. Findings indicated that teachers associate certain characteristics with the giftedness trait of 2e students, including excellent communication skills, problem-solving ability, strong retention, curiosity, creativity, abstract thinking, and leadership skills. Moreover, Saudi elementary school teachers perceive that 2e students experience academic challenges related to their disabilities in reading, writing, and mathematics, as well as are aware that such students tend to struggle with low self-esteem and maintaining concentration. Overall, there is a tendency to view these students as having two independent conditions—giftedness and disabilities that cause academic challenges—rather than identifying these individuals as having a single condition of being twice exceptional that comprises traits that impact their learning in combination.

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Section: Importance Of Teacher Identification Of the 2ementioning

confidence: 99%

Section: Importance Of Teacher Identification Of the 2ementioning

confidence: 99%

Section: Importance Of Teacher Identification Of the 2ementioning

confidence: 99%

Section: Characteristics Of 2e Studentsmentioning

confidence: 99%

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Elementary school teachers’ perceptions of the characteristics of twice-exceptional students

Alsamani¹,

Alsamiri²,

Alfaidi

2023

Front. Educ.

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“…Of course, teachers have information about the abilities and disabilities of students beyond IQ tests. A recent study showed that teachers mainly consider the strengths of students with 2e in terms of cognitive ability (Firat & Bildiren, 2022). If a teacher observed a cognitive deficit in a student, would the teacher nominate/refer the student for gifted services?…”

Section: Limitations and Recommendations For Future Researchmentioning

confidence: 99%

The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality

Atmaca

Baloğlu

2022

Gifted Child Quarterly

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We compared the Wechsler scores of individuals with twice-exceptionality (2e) and giftedness using a three-level Bayesian meta-analysis. Ninety-five effect sizes were calculated from 15 studies ( n = 2,106). Results show that individuals with 2e who have learning disabilities perform lower than individuals with giftedness in Full-Scale Intelligence Quotient (FSIQ; g = −0.62), working memory ( g = −0.79), and processing speed ( g = −0.75). Individuals with 2e who have attention-deficit/hyperactivity disorder have a distinct profile in which only processing speed differs from individuals with giftedness ( g = −0.55). Results suggest that using a single Intelligence Quotient (IQ) score in the identification process will be misleading. Moreover, IQ may mask the strengths or weaknesses of individuals with 2e.

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Öğrenme Güçlüğünden Üstün Yeteneğe Bir Okul Hayatı

BİLDİREN,

FIRAT,

KAVRUK

2024

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Introduction: Can a student with learning disability pass the university exam and get into the faculty of medicine? Number of studies on gifted students with learning disabilities, also known as different students, has increased recently. The aim of the present study was to examine the strengths and weaknesses of Fatih who succeeded in getting into the faculty of medicine despite academic failure and to determine strategies he used against problems. Method: Case study among qualitative research methods was used as the study model. Through family interviews, interviews with Fatih, the drawings of Fatih and result of intelligence test, areas he had difficulties as well as those he was gifted were analyzed. Findings: Results of the study revealed that Fatih has been suffering from learning disability since primary school, he has struggled especially in the Turkish lesson and he has been experiencing academic failure. Despite his academic failure, he performed well in the field of mathematics. In addition, he was gifted in general mental ability and that he is extraordinarily skilled at painting. Discussion: When the strengths and weaknesses of Fatih are taken into consideration, it can be asserted that he is a gifted student with learning disability. The results were discussed within the context of identifying gifted individuals with learning disability.

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The characteristics of gifted children with learning disabilities according to preschool teachers

Cited by 7 publications

References 38 publications

Elementary school teachers’ perceptions of the characteristics of twice-exceptional students

Elementary school teachers’ perceptions of the characteristics of twice-exceptional students

The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality

Öğrenme Güçlüğünden Üstün Yeteneğe Bir Okul Hayatı

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