Two, Four, Six, Eight: Educating Twins, Triplets and More

Hay, David; Preedy, Pat

doi:10.1375/twin.5.6.582

Cited by 9 publications

(6 citation statements)

References 0 publications

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“…Assignment to separate classes also encourages the teacher to compare each child's progress with their peer group (rather than their co-twin) allowing for a more accurate assessment of their progress (Hay and Preedy, 2006). Separation can be the more appropriate solution in some situations, particularly if the twins' abilities are greatly different, the children may alter their abilities so that they can remain together, their behaviour becomes disruptive, or if they become overly competitive (Hay and Preedy, 2007c). However, the appropriateness of separation must be determined for individual twin pairs (Hay and Preedy, 2004).…”

Section: Separatementioning

confidence: 99%

“…Separation allows twins to develop independence (Webbink et al, 2007), engage in activities that cater for each child's interests and abilities (Segal, 2005), express their individuality and develop their own social networks (Hay and Preedy, 2006). It also enables teachers to cater for differing abilities (Hay and Preedy, 2007c), and compare each of the twins with their peer group rather than each other (Hay and Preedy, 2006). Gleeson et al (1990) and Tully et al (2004) suggested that the decision to separate should be carefully considered before being implemented.…”

Section: or Separate?mentioning

confidence: 99%

“…The Australian Bureau of Statistics states that between 1980 and 2001, the rates of twin births have increased by 71 percent (Australian Bureau of Statistics, 2001). More recent Australian research (Hay and Preedy, 2007a) shows that in 2007, one in every 33 children born was a twin or higher multiple.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The same or separate? An exploration of teachers’ perceptions of the classroom assignment of twins in prior to school and kindergarten to Year Two school settings

Jones

Gioia

2010

Journal of Early Childhood Research

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This article investigates the perceptions of 12 teachers from New South Wales, Australia, regarding the classroom assignment of twins. Analysis of semi-structured interviews with each of the teachers revealed four key findings: 1) teachers’ perceptions about the classroom assignment of twins vary according to their previous experience and relationship with twins in their personal life; 2) there are no sector-wide policies regarding the classroom assignment of twins; 3) setting size is a major factor influencing teachers’ perceptions of the classroom assignment of twins; and 4) formal training does not refer to twins and their education. Recommendations and implications for teachers are discussed.

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Section: Separatementioning

confidence: 99%

Section: or Separate?mentioning

confidence: 99%

See 1 more Smart Citation

The same or separate? An exploration of teachers’ perceptions of the classroom assignment of twins in prior to school and kindergarten to Year Two school settings

Jones

Gioia

2010

Journal of Early Childhood Research

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“…Fundamental to recruiting families and keeping them engaged have been our resources targeted at families with twins in the age group most likely to be involved in ATAP. The booklet Twins in School based on our surveys of parents and teachers of twins (Gleeson et al, 1990) has been around for many years and was replaced in 2001 with our website (Hay & Preedy, 2002. This allows much easier access by families and agencies and enables us to update information and to include details of new research as they emerge.…”

Section: Support For Families and Professionalsmentioning

confidence: 99%

The Australian Twin ADHD Project: Current Status and Future Directions

Bennett¹,

Hay

Piek

et al. 2006

Twin Res Hum Genet

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This article describes the Australian Twin Attention-deficit/hyperactivity disorder (ADHD) Project (ATAP), the results of research conducted using this database and plans for future studies. Information has been actively collected from Australian families with twin children since 1991 for the ATAP database. The value of assessing siblings as well as twins is emphasized. Much work has gone into continuing the involvement of families in the study though this does become more difficult when twins reach maturity. The main focus of the project is ADHD in children and adolescents plus comorbid conditions including conduct disorder, oppositional defiant disorder, and generalized anxiety disorder. A major challenge has been how to retain continuity in the assessments, while at the same time covering changes in psychiatric classification, such as the move to Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV; American Psychiatric Association, 1994). Changes in the scale can affect the reports of twin similarity. Over the years, these twins have become part of other twin studies and future plans include linking different twin databases to investigate the relationships between childhood behavior and adult conditions. Recruitment, assessment and retention of twin families require a major commitment but create a significant resource for collaboration in areas outside the original aim.

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“…The booklet Twins in School based on our surveys of parents and teachers of twins (Gleeson et al, 1990) has been around for many years and was replaced in 2001 with our website (Hay & Preedy, 2002. This allows much easier access by families and agencies and enables us to update information and to include details of new research as they emerge.…”

Section: Support For Families and Professionalsmentioning

confidence: 99%