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dc.contributor.authorRonksley-Pavia, Michelle
dc.date.accessioned2017-09-01T04:41:53Z
dc.date.available2017-09-01T04:41:53Z
dc.date.issued2015
dc.identifier.issn0162-3532
dc.identifier.doi10.1177/0162353215592499
dc.identifier.urihttp://hdl.handle.net/10072/167548
dc.description.abstractThe literature on twice-exceptionality suggests one of the main problems facing twice-exceptional children is that there is no consensus on the definition of the terms disability or giftedness and, consequently, the term twice-exceptional. Endeavoring to define these specific terms loops back on itself to legislation based on the medical model of disability and the defining of giftedness in a limited way, frequently through high achievement and performance, which contradicts the generally accepted notion of giftedness in Australia. It appears that a model is needed to define the apparent paradoxical term, not only for scholars within the field but also for educators and the wider community of students and parents/guardians. This article examines the contextual contributing factors in the creation of a model of twice-exceptionality, creating a preliminary point for discourse on disability, giftedness, and twice-exceptionality on which it is anticipated that future research can be grounded.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSage Publications
dc.publisher.placeUnited States
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto23
dc.relation.ispartofjournalJournal for the Education of the Gifted
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSpecial education and disability
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390411
dc.titleA model of twice-exceptionality: Explaining and defining the apparent paradoxical combination of disability and giftedness in childhood
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2015 SAGE Publications. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorRonksley-Pavia, Michelle


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