Critical issues in servicing twice exceptional students : socially, emotionally, and culturally framing learning experiences / Fernanda Hellen Ribeiro Piske, Kristina Henry Collins, Karen B. Arnstein, editors.
Piske, Fernanda Hellen Ribeiro, editor.; Collins, Kristina Henry, editor.; Arnstein, Karen B., editor.
2022
LC3993.2
Available Online

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Title
Critical issues in servicing twice exceptional students : socially, emotionally, and culturally framing learning experiences / Fernanda Hellen Ribeiro Piske, Kristina Henry Collins, Karen B. Arnstein, editors.
ISBN
9783031103780 (electronic bk.)
3031103785 (electronic bk.)
9783031103773
3031103777
DOI
https://doi.org/10.1007/978-3-031-10378-0
Published
Cham : Springer, [2022]
Copyright
©2022
Language
English
Description
1 online resource (xvi, 201 pages) : illustrations
Item Number
10.1007/978-3-031-10378-0 doi
Call Number
LC3993.2
Dewey Decimal Classification
371.95
Summary
This 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.
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Access limited to authorized users.
Source of Description
Online resource; title from PDF title page (SpringerLink, viewed October 19, 2022).
Added Author
Piske, Fernanda Hellen Ribeiro, editor.
Collins, Kristina Henry, editor.
Arnstein, Karen B., editor.
Available in Other Form
Print version: 9783031103773
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Intro
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

Leveraging 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

Misconceptions 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

Cause 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

The 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

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