Literaturnachweis - Detailanzeige
| Autor/inn/en | Owens, Charissa M.; Ford, Donna Y.; Lisbon, April J.; Owens, Michael T. |
|---|---|
| Titel | Shifting Paradigms to Better Serve Twice-Exceptional African-American Learners |
| Quelle | In: Behavioral Disorders, 41 (2016) 4, S.196-208 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0198-7429 |
| DOI | 10.17988/bedi-41-04-196-208.1 |
| Schlagwörter | African American Students; Comorbidity; Academically Gifted; Disabilities; Racial Bias; Males; Case Studies; Student Needs; Talent Identification; Disability Identification; Behavior Disorders; Emotional Disturbances; Student Characteristics |
| Abstract | Existing research on students with twice-exceptional abilities concentrates on strategies to improve the educational experiences of individuals who demonstrate the comorbid presence of a talent for high academic achievement (often considered a strength) and a disability (often considered a weakness). However, this body of work typically excludes the sociocultural context in which these abilities manifest and how the current deficit perspective of ability infringes upon an appropriate education for African-American students with twice-exceptional abilities. Using Hill Collins' (2008) "Interlocking Systems of Oppression" as a framework, we expound on the discourse about twice-exceptional abilities specific to African-American students with a focus on African-American males. We present a case study about the impact deficit perspectives have on identifying and supporting twice-exceptional abilities in African-American students. Recommendations are made to improve the conditions in which twice-exceptional abilities among African-Americans are identified and supported in schools. (As Provided). |
| Anmerkungen | Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications/behavioraldisorders |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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