Literaturnachweis - Detailanzeige
Autor/inn/en | Mayes, Renae D.; Moore, James L., III. |
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Titel | Adversity and Pitfalls of Twice-Exceptional Urban Learners |
Quelle | In: Journal of Advanced Academics, 27 (2016) 3, S.167-189 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1932-202X |
DOI | 10.1177/1932202X16649930 |
Schlagwörter | African American Students; Gifted Disabled; Urban Schools; Qualitative Research; Semi Structured Interviews; Labeling (of Persons); Student Experience; Special Education; Identification (Psychology); Student Attitudes; Educational Environment; Elementary Secondary Education; Grounded Theory; Questionnaires African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Qualitative Forschung; Labeling-Ansatz; Studienerfahrung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen |
Abstract | Current research provides unique insights into the experiences and context of twice-exceptional students in K-12 schools. However, within this literature, a critical gap exists concerning the voices of twice-exceptional African American students and their families. The current qualitative study examined the perceptions, attitudes, and experiences of eight African American artistically gifted students with disabilities and three parents in a large, urban school district in the Midwest. Three major themes emerged from qualitative interviews: (a) the significance of labels, (b) social and personal experiences of exceptionality, and (c) challenges and strategies in the school environment. To this end, findings indicate that students experience their special education identity much differently from their gifted identity. (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 |