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001450118 020__ $$a9783031103780$$q(electronic bk.)
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001450118 0247_ $$a10.1007/978-3-031-10378-0$$2doi
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001450118 050_4 $$aLC3993.2
001450118 08204 $$a371.95$$223/eng/20221019
001450118 24500 $$aCritical issues in servicing twice exceptional students :$$bsocially, emotionally, and culturally framing learning experiences /$$cFernanda Hellen Ribeiro Piske, Kristina Henry Collins, Karen B. Arnstein, editors.
001450118 264_1 $$aCham :$$bSpringer,$$c[2022]
001450118 264_4 $$c©2022
001450118 300__ $$a1 online resource (xvi, 201 pages) :$$billustrations
001450118 336__ $$atext$$btxt$$2rdacontent
001450118 337__ $$acomputer$$bc$$2rdamedia
001450118 338__ $$aonline resource$$bcr$$2rdacarrier
001450118 5050_ $$aIntro -- Foreword -- Introduction -- Contents -- About the Editors -- Part I: Introduction: Context and Social Constructs (Macrosystem) -- The Intersectionality of Twice-Exceptionality: Historic, Current, and Future Perspectives -- Historical Overview: Defining Giftedness and Twice-Exceptionality -- Barriers to Proper Identification and Services -- What Is Multi-exceptionality? -- A New Social and Emotional Perspective: Thrice Exceptional (3e) -- Socially Framing Twice Exceptionality: Bronfenbrenner's Bioecological Model and Theoretical Framework
001450118 5058_ $$aLeveraging Family-School Relationship to Strengthen Interdependent Systems -- Conclusion -- References -- The Complexity of Twice Exceptionality and Its Educational Implications -- Framing Twice Exceptionality's Educational Implications -- Social and Emotional Context -- More Recent Research About Twice Exceptionality -- Dominant Exceptional Abilities and Minimized Exceptional Disabilities -- Dominant Exceptional Disabilities and Minimized Exceptional Abilities -- Adequately Identified Exceptional Abilities and Exceptional Disabilities -- Common Traits of Twice Exceptional Students
001450118 5058_ $$aMisconceptions and Misdiagnosis of Twice Exceptional Students -- Final Considerations -- References -- Bibliographic Review of 2e Literature and Application in Argentina: The Children's Area of the Neuropsychology Service -- Gaps with Conceptual Definitions -- Bibliographical and Systematic Review of the Foundational Literature -- Major Characteristics of Twice Exceptionality -- Differential Diagnosis and Misdiagnosis -- Scholar Context -- Relational Contexts -- Emotional Contexts: Socio-affective and Self-perception -- Identification and Interventions
001450118 5058_ $$aCause for Implementing a Psychological Approach -- Identification -- Interventions -- Conclusion -- SNPI Plans for Further Research -- References -- Part II: Introduction: Person (Microsystem & Individuality) -- The Upside of Being Atypical: Twice-Exceptional Gifted with Neurologically Based Achievement Difficulties -- Meet Peter, Anna, Andrew and Sarah -- The Exceptionality of Giftedness: An Historical Depiction within Gifted Education -- Normality -- Atypical Development -- Exceptional Cognitive Structures and Giftedness: ADHD, Autism, and Learning Difficulties
001450118 5058_ $$aThe Danger in Deficit Lens: Implications for Researchers and Practitioners -- Persistent and Obsessive Practice -- An Imbalanced Ability-Profile -- Atypical Development, Giftedness, and the Executive Functions -- The Complex Development of Atypically Developing Gifted Individuals -- Conclusion -- References -- Supporting Gifted Students with Anxiety, Dyslexia, or Attention Deficit/Hyperactivity Disorder (ADHD) in School Settings -- Anxiety Disorders -- Referral -- Gifted and Dyslexia -- Recommendations -- Attention Deficit Hyperactive Disorder -- Conclusion -- References
001450118 506__ $$aAccess limited to authorized users.
001450118 520__ $$aThis book addresses critical issues related to appropriately servicing gifted students with other learning exceptionalities, also known as twice exceptional (2e) students. Utilizing a social, emotional, and cultural lens, it extends beyond the historical cognitive discussion within the domains of special and gifted education and draws on a variety of interpreted perspectives, featuring leading authors, experts, and specialists from several countries and from different academic disciplines and backgrounds. The collection offers a balance between theoretical/methodological and empirical chapters to provide a discourse for operationalization and implementation of services that best serve the educational and individualized needs for a diverse group of students. This work demonstrates the importance of knowing and attending to the social, emotional and cultural dimensions of 2e students while simultaneously fostering the appropriate cognitive skill development for whole-child well-being.
001450118 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed October 19, 2022).
001450118 650_0 $$aGifted children$$xEducation.
001450118 650_0 $$aEducational psychology.
001450118 655_0 $$aElectronic books.
001450118 7001_ $$aPiske, Fernanda Hellen Ribeiro,$$eeditor.
001450118 7001_ $$aCollins, Kristina Henry,$$eeditor.
001450118 7001_ $$aArnstein, Karen B.,$$eeditor.
001450118 77608 $$iPrint version: $$z3031103777$$z9783031103773$$w(OCoLC)1322810566
001450118 852__ $$bebk
001450118 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-10378-0$$zOnline Access$$91397441.1
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001450118 980__ $$aBIB
001450118 980__ $$aEBOOK
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001450118 983__ $$aOnline
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