Year: 2018
Type: dissertation
Abstract: Gifted and talented students with coexisting learning disabilities, also known as twiceexceptional, are increasingly recognized in U.S. schools.This increasing awareness needs to be met with improved legal protection, better methods for identification and optimized teaching strategies for the unique needs of these students.For this thesis, literature from a range of disciplines including education, cognitive science, and psychology regarding twiceexceptionality is examined, with a specific focus on gifted students with language-based learning disabilities like dyslexia, along with commonly comorbid factors such as ADHD and anxiety.The challenges of these students are also modeled using human centered design tools.Personas of archetypal twice-exceptional students are presented to create empathy for them and awareness of their unmet needs.Design frameworks are examined that aim to improve education universally for all students.Research strongly suggests that twiceexceptional students are under-identified and underserved in our schools and that comprehensive, individualized teaching strategies are necessary in order for them to reach their full potential.Teaching methods are outlined that simultaneously highlight strengths and accommodate the challenges of this important group of gifted learners.
Author: John Francis Stillman
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2900610997