top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 15 December 2022

Conceptual Analysis of Twice Exceptionality

Şener Şentürk, İdil Kefeli, Banu İlhan Emecan

Ondokuz Mayıs University (Turkey), Ministry of National Education (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.04.650

Pages: 644-655

Keywords: Twice Exceptionality, Gifted and Talented, Specific Learning Disability, Asperger's Syndrome, Attention Deficit and Hyperactivity Disorder

Abstract

The concept of twice-exceptional is used to define individuals who are gifted or talented in one or more domains while having disability, disorder or difficulty in certain areas. This situation has made the definition and acceptance of the concept difficult since giftedness and disability are mentioned together. In order to clarify current understanding of the concept, a conceptual analysis of the term "twice-exceptional" was conducted in this study using Rodgers' evolutionary concept analysis method. Firstly, the epistemological and ontological structure of the concept was discussed. It was seen that the concept was used in different terms in literature such as "twice exceptional", "dual exceptionality", "gifted with learning difficulties", "gifted handicapped". Instead of looking for an alternative term for the concept, existing studies were reviewed and the characteristics of the concept were tried to be revealed. Although the concept has been used for almost four decades, its implications date back to gifted studies addressing learning difficulties a century ago. It was later associated with Asperger's Syndrome, Attention Deficit and Hyperactivity Disorder, Autism Spectrum Disorder and other deficits. It was concluded that definition and characteristics of relevant concepts of twice exceptionality such as giftedness and disability have changed over time, which has also affected the evolution of twice exceptionality. Therefore, a clear definition or sharp boundary of the concept cannot be claimed, but its importance has been revealed by the field studies which also contributes to the further development of the concept.

References

  1. Alamer, H. A. (2017). Exploring the experiences and insights of a twice-exceptional student finishing a college teacher preparation program: A case study. (Publication No. 10276156). [Doctoral dissertation, University of Northern Colorado]. ProQuest Dissertations and Theses database.

  2. Antshel, K. M. (2008). Attention-deficit hyperactivity disorder in the context of a high intellectual quotient/giftedness. Developmental Disabilities Research Reviews, 14, 293– 299.

  3. Assouline, S. G., Nicpon, M. F., & Doobay, A. (2009). Profoundly gifted girls and autism spectrum disorder: a psychometric case study comparison. Gifted Child Quarterly, 53(2), 89–105. https://doi.org/10.1177/0016986208330565

  4. Assouline, S. G. & Whiteman, C. S. (2011). Twice-exceptionality: Implications for school psychologists in the post-IDEA 2004 era. Journal of Applied School Psychology, 27(4), 380–402. https://doi.org/10.1080/15377903.2011.616576

  5. Baldwin, L., Baum, S., Pereles, D., & Hughes, C. (2015). Twice-exceptional learners: The journey toward a shared vision. Gifted Child Today, 38(4), 206–214. https://doi.org/10.1177/1076217515597277.

  6. Baum, S., & Owen, S. (2004). To be gifted and learning disabled: Strategies for helping bright students with LD, ADHD, and more. Creative Learning Press.

  7. Bolat, M. (2015). The effect of music education on the development of gifted and talented students' social abilities. [Doctoral dissertation, Marmara University]. https://tez.yok.gov.tr/UlusalTezMerkezi/

  8. Brody, L.E. & Mills, C. (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities, 30, 282-297. https://doi.org/10.1177/002221949703000304

  9. Buică-Belciu, C., & Popovici, D. V. (2014). Being twice exceptional: Gifted students with learning disabilities. Procedia-Social and Behavioral Sciences, 127, 519-523. https://doi.org/10.1016/j.sbspro.2014.03.302

  10. Büyükünal Göyçek, E. E. (2019). Effects of social emotional development program on the social and emotional skills of gifted children. [Master’s thesis, Aydın University]. https://tez.yok.gov.tr/UlusalTezMerkezi/

  11. Chae, P. K., Kim, J. & Noh, K. (2003). Diagnosis of ADHD among gifted children in relation to KEDI-WISC and TOVA performance. Gifted Child Quarterly, 47, 192-201. https://doi.org/10.1177/00169862030470

  12. Chamberlain, J. (2015). Prebriefing in nursing simulation: A concept analysis using Rodger's methodology. Clinical Simulation in Nursing. 11 (7). https://doi.org/10.1016/j.ecns.2015.05.003

  13. Demirel, Ş., & Sak, U. (2011). Talent Hierarchy: A Research Study on the Social Value of Talent Types. Turkish Journal of Giftedness and Education,1(1) 61-76. ttps://www.researchgate.net/publication /264672065_Yetenek_Hiyerarsisi_Ustun_Yetenek_Turlerinin_Toplumsal_Degerleri_Uzerine_Bir_Arastirma_Talent_Hierarchy_A_Research_Study_on_the_Social_Value_of_Talent_Types

  14. Duman, M. (2013). Gifted and talented individuals, educational models and instructional practices. [Master’s thesis, Okan University]. https://tez.yok.gov.tr/UlusalTezMerkezi/

  15. Ercan, F. (2013). Proposal for a model development in diagnosing of gifted students in the field of science. [Doctoral dissertation, Abant İzzet Baysal University]. https://tez.yok.gov.tr/UlusalTezMerkezi/

  16. Erdem, B. (2013). The socialization conditions of gifted and talented children who study in science and art center:The sample of West Mediterranean region. [Master’s thesis, Süleyman Demirel University]. https://tez.yok.gov.tr/UlusalTezMerkezi/

  17. Foley-Nicpon, M., Allmon, A., Sieck, B. & Stinson, R. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55, 3-17. https://doi.org/10.1177/0016986210382575