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| Autor/in | Ronksley-Pavia, Michelle |
|---|---|
| Titel | A Model of Twice-Exceptionality: Explaining and Defining the Apparent Paradoxical Combination of Disability and Giftedness in Childhood |
| Quelle | In: Journal for the Education of the Gifted, 38 (2015) 3, S.318-340 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3532 |
| DOI | 10.1177/0162353215592499 |
| Schlagwörter | Academically Gifted; Disabilities; Comorbidity; Children; Models; Definitions; Foreign Countries; Educational Policy; Federal Legislation; Educational Legislation; Equal Education; Disability Discrimination; Theories; Social Attitudes; Cultural Influences; Social Influences; Australia |
| Abstract | The 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. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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