Supporting Thrice Exceptional Gifted Students
Many educators are familiar with twice exceptional (2e) students who are identified as exceptionally bright with disabilities such as dyscalculia, ADHD, dysgraphia, or another learning or behavioral challenge and require specialized attention in school. A common challenge facing educators is making...
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| Veröffentlicht in: | Teaching for high potential 2024-08, p.4-5 |
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| creator | Floyd, Erinn Fears |
| description | Many educators are familiar with twice exceptional (2e) students who are identified as exceptionally bright with disabilities such as dyscalculia, ADHD, dysgraphia, or another learning or behavioral challenge and require specialized attention in school. A common challenge facing educators is making sure culturally different gifted students who also have learning challenges receive appropriate and equitable services to meet their varying needs whether academic, social/emotional, affective, psychological, or otherwise (Davis et al., 2020; Davis and Robinson, 2018; Trotman Scott, 2012). The dichotomy of 2e students' abilities makes it challenging for the average classroom teacher to provide an effective and appropriate education. |
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A common challenge facing educators is making sure culturally different gifted students who also have learning challenges receive appropriate and equitable services to meet their varying needs whether academic, social/emotional, affective, psychological, or otherwise (Davis et al., 2020; Davis and Robinson, 2018; Trotman Scott, 2012). The dichotomy of 2e students' abilities makes it challenging for the average classroom teacher to provide an effective and appropriate education.</description><identifier>ISSN: 2333-5076</identifier><language>eng</language><publisher>Washington: National Association for Gifted Children</publisher><subject>Academic Ability ; Academically Gifted ; African American Students ; Cultural Differences ; Educational Experience ; Educational Needs ; Empowerment ; Family Involvement ; Gifted education ; Individual Needs ; Instructional Leadership ; Learning ; Learning Disabilities ; Learning Problems ; Minority Groups ; Periodicals ; Racial Differences ; Students ; Teacher Leadership ; Teachers ; Teaching</subject><ispartof>Teaching for high potential, 2024-08, p.4-5</ispartof><rights>Copyright National Association for Gifted Children Aug 2024</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.proquest.com/docview/3101306857?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,776,780,21368,21369,21370,21371,23236,33509,33682,33723,33984,34293,43638,43766,43784,43932,44046,64361,64365,72215</link.rule.ids></links><search><creatorcontrib>Floyd, Erinn Fears</creatorcontrib><title>Supporting Thrice Exceptional Gifted Students</title><title>Teaching for high potential</title><description>Many educators are familiar with twice exceptional (2e) students who are identified as exceptionally bright with disabilities such as dyscalculia, ADHD, dysgraphia, or another learning or behavioral challenge and require specialized attention in school. 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| subjects | Academic Ability Academically Gifted African American Students Cultural Differences Educational Experience Educational Needs Empowerment Family Involvement Gifted education Individual Needs Instructional Leadership Learning Learning Disabilities Learning Problems Minority Groups Periodicals Racial Differences Students Teacher Leadership Teachers Teaching |
| title | Supporting Thrice Exceptional Gifted Students |
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