Student voice: What can we learn from twice-exceptional students about the teacher’s role in enhancing or inhibiting academic self-concept
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Academic self-concept relates to students' perceptions of their academic accomplishments, and academic competence and expectations of academic success or failure. Academic self-concept has been identified as being critical for academic success in school as it underpins educational aspirations, academic interest, course selection, and achievement over time. Twice-exceptional students are intellectually gifted with a coexisting disability and hence present as a dual paradox for education systems, both in terms of being gifted and having a disability. The paradox of two, or one, or neither of the exceptionalities being visible in a child in school is due primarily to outward behaviours, lack of community knowledge, and challenges with identification (Vail, 1989). Despite over twenty years of empirical research on twice-exceptional students, the influences on academic self-concept remains virtually unexplored. This research investigates teachers' influences on the school experience of twice-exceptional students and how these influences shape academic self-concept. A case study research design includes both quantitative instrument data and interview data. Findings provide new understandings about teachers' influences on academic self-concept for twice-exceptional students. This research contributes to a gap in the field and leads to a better understanding that can be applied to policy and practice for gifted education.
Australasian Journal of Gifted Education
© 2015 Australian Association for Gifted and Talented Children. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Special Education and Disability