Adversity and Pitfalls of Twice-Exceptional Urban Learners

Autor/inn/en	Mayes, Renae D.; Moore, James L., III.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01