Transition and Students with Twice Exceptionality

Autor/in	Prior, Susan
Titel	Transition and Students with Twice Exceptionality
Quelle	In: Australasian Journal of Special Education, 37 (2013) 1, S.19-27 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1017/jse.2013.3
Schlagwörter	Gifted Disabled; Transitional Programs; Literature Reviews; Special Education; Inclusion; Mainstreaming; Educational Research + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Bildungsforschung; Pädagogische Forschung
Abstract	"Twice exceptional" is one of the terms used to describe students who have giftedness and a disability. This is a small heterogeneous population of individual learners who are underserved in special, gifted, and mainstream education settings. Despite the availability of research on transition for students with disabilities, there is little research or literature available on transition for students who experience twice exceptionality (2E). This paper provides a review of the literature available on 2E, taking a lifespan perspective and a school transitions context for students experiencing 2E. Finally, the synthesis of 2E and transition highlights a potential way forward in the research across special, gifted, mainstream and inclusive education to transform student profiling, identification and transition. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/JSE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10