The paradox of twice-exceptional children: perceptions of disabilities, giftedness and underachievement
Who are twice-exceptional children? Despite over twenty years of empirical research into twice-exceptionality this question remains relatively unanswered. Twice-exceptional children as acknowledged in the literature, appear to overlap the characteristics of both students with disabilities and those identified as gifted, many of whom underachieve in their schooling. Research focusing on children with disabilities, particularly learning disabilities , has suggested that these students encounter significant social disadvantage and can be perceived negatively by those around them. Additionally research into gifted children signifies they are often viewed as having social difficulties. This is suggestive of twice-exceptional students being stigmatised twofold, raising important equity issues for this population of children. My research aims to operationalise the definitions of twice-exceptionality and underachievement related to this population of students, in order to provide an educational base commensurate with both their exceptionalities.
GU Research Student Conference: Re-search, Re-imagine, Re-fresh
Specialist Studies in Education