Although there is a great deal of research on students with disabilities, there has been little exploration of twice exceptional students, those who have both learning disabilities and gifts and talents. There are even fewer studies of twice exceptional students who are gifted and talented in the arts. This research was based on extensive interviews with eleven twice exceptional students at a public arts-focused high school. This school employed a dual differentiation approach for these students: educational services to address their disabilities as well as school-based enrichment in their artistic talent areas. Discourse analysis and thematic coding of the interviews revealed that despite this school’s positive focus on students’ artistic talents all eleven informants considered themselves academic failures. The study revealed that these students had a strong negative identity as learners: their academic careers were characterized by being bullied, forced to repeat grades, and frequently getting in trouble at school. They expressed feelings such as loneliness, anger, and anxiety. In terms of talent or giftedness, the participants described themselves as talented but not exceptional because of their belief that everyone has a special talent. Most of the students did not describe their own disabilities in terms that are typically used in special education. Nor did they describe their talents in language that teachers would apply to them. In the academic area students described themselves as powerless and their teachers as powerful in determining success. But in their artistic work they claimed greater power than their teachers, taking an expert’s stance

On the continuum of special needs students, gifted students are often under-served. Research suggests the lack of services reported for these learners is similar across gender, grade level and type of school. However, much of the existing literature regarding differentiation of instructional practices for gifted learners is limited to the elementary level. This study sought to identify administrative and teacher practices regarding differentiation for gifted students in the regular education classroom in middle schools. More specifically, quantitative questionnaires were developed to identify the types of differentiated instructional activities classroom teachers utilize, describe programs offered to gifted students and identify factors which school administrators believe to be important to their role in addressing gifted programming. This exploratory study utilized quantitative, non-experimental methodology. The sample included teachers and administrators in public middle schools in Alameda and Sacramento counties in California in which gifted learners are taught in the regular classroom. While middle school teachers who instruct gifted learners in the regular education classroom employ differentiated strategies in the areas of enrichment, curriculum and grouping, teachers also engage in non-differentiated practices in the areas curricular materials, assessment and acceleration. Results reveal that the use and application of the strategies devised for gifted learners is uneven. Differentiation in the instructional program does not occur with consistent frequency and limited opportunities are presented in the areas of enrichment, differentiated curriculum and grouping. Whereas administrators indicate enrichment, self-selected projects, subject acceleration, enrichment and flexible grouping, should be provided to all gifted learners, actual services provided school-wide as reported by both administrators and teachers focuses significantly on enrichment, differentiated curriculum and grouping. Data shows that the activities reported to be beneficial to students by administrators which include participation in enrichment activities, differentiated curriculum and grouping, are generally reported to be in use by teachers. Although administrators report many activities to be essential to their role in addressing gifted programming, limited training hinders administrators from providing adequate support to teachers and conducting appropriate evaluations.

Previous research has documented a link between the self concept and academic achievement of gifted children. The purpose of this study was to examine the relationships between self concept and academic achievement of ninth grade gifted students who participated in two types of gifted programs (gifted classes versus enrichment programs) from fourth to sixth grade. In addition, this study sought to determine whether there are any differences in these relationships by continued participation in gifted programs, ethnic groups, and gender. The target participants were 105 ninth grade students, of which 52 chose to participate in completing the Tennessee Self Concept Scale-2 and to provide additional information. The students' Stanford Achievement Test - 9 scores from eighth grade were obtained as measures of academic achievement. The purpose of the study was fulfilled with an ex-post facto design. The results indicate that students who participated in gifted classes from fourth to sixth grade did not demonstrate a significantly higher total self concept compared to enrichment program students. Students who previously participated in gifted classes obtained higher Moral and Family self concepts and significantly higher total reading scores than enrichment program students. However, it was found that both the gifted class and enrichment program students were underachieving academically at the ninth grade level. Results indicate that students participating in gifted programs at the time of this study, regardless of previous program participation from fourth to sixth grade, obtained significantly higher reading and math scores. No significant differences were found with regard to self concept. A significant correlation was found between reading and Moral self concept. No significant differences in self concept based on gender, ethnicity, or social economic status were found. No significant differences in achievement based on gender or social economic status were found. Hispanic students scored significantly lower than Asian students in math. Implications for gifted education, underachieving gifted, and implications for research in this field are discussed.

Twice Exceptional students, gifted students with learning disabilities, run a higher risk of becoming homebound and leaving primary school without grades. Supporting Twice Exceptional students in their reading development is a tricky track and research results are very limited. It is therefore necessary to contribute to new knowledge in the field. With our research review we aim to help teachers working with Twice Exceptional students, to support their 2E-students in their reading development. Adequate scientific articles were found through systematic searches in the ERIC and ERC databases which we gained access to through Malmö University's library. We have chosen ten peer reviewed articles, all processing results of how Twice Exceptional students learn best. The question for our research review is, How can 2E-students be supported in their reading development? The implementation of a thematic analysis showed themes to compile results from. These themes are: *Identifying Twice Exceptional students *Differences between Especially Gifted and Gifted with reading disabilities (2E) *2E students' need for support and challenges for continued reading development *Cognitive strategies and learning methods that leads to 2E students' reading development There are difficulties identifying Twice Exceptional students and an even bigger challenge to support Twice Exceptional students correctly. A clear majority of the results show that Twice Exceptional students need both support and challenge to benefit their reading development. 2E-students need to be taught learning strategies in their early school years and be able to be a part of the construction of the lessons. Unfortunately, the results also highlight teachers' knowledge gaps. Keywords 2E – Reading disabilities – Reading development - Support - Gifted - Twice Exceptional

According to the Institute for Research and Policy on Acceleration, training in gifted education is inaccessible by teacher candidates in colleges of education in the United States. This study involved the use of questionnaires with 100 teacher candidates enrolled on an introductory course on diversity in education in a Florida university. Teacher candidates responded to a series of items to identify beliefs about giftedness within and outside the context of education as well as the value of training in gifted education for educators. Of the 100 respondents, 79% agreed or strongly agreed with the need for specialized training for educators working with gifted students. 60.6% of respondents agreed or strongly agreed with outcomes with gifted students being positively influenced by research of and experiences with gifted students. The data showed a statistically significant, positive correlation between attitudes towards giftedness within education and agreement with outcomes with gifted students being positively influenced by research of and experiences with gifted students. Results suggest teacher candidates recognize a value in training in gifted education but do not see themselves as gifted educators and are unaware of how to be trained in gifted education.

No description available.

No description available.

No description available.

No description available.

No description available.