Gifted Students with Disabilities: "Twice Exceptionality" in the Music Classroom

Autor/in	Abramo, Joseph Michael
Titel	Gifted Students with Disabilities: "Twice Exceptionality" in the Music Classroom
Quelle	In: Music Educators Journal, 101 (2015) 4, S.62-69 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/0027432115571367
Schlagwörter	Music Education; Music Teachers; Academically Gifted; Learning Disabilities; Student Needs; Teaching Methods; Thinking Skills; Student Participation; Skill Development; Self Control; Interpersonal Relationship; Student Characteristics; Classroom Techniques; Classroom Environment + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstbeherrschung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klassenführung; Klassenklima; Unterrichtsklima
Abstract	Many music educators teach students who are both gifted and possess a learning disability--what is commonly referred to as "twice exceptionality." This article describes some characteristics of twice-exceptional students, the challenges these students often face in school, and some strategies music educators can use to properly differentiate instruction and curricula. The strategies offered include highlighting strengths and mitigating areas of challenge; emphasizing integrative thinking and deemphasizing dispersive thinking; allowing students flexibility of choice; overtly teaching organizational skills, self-regulation, and compensation strategies; and building relationships. While the differentiation strategies suggested are specifically for twice-exceptional students, they can benefit all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01