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ERIC Number: ED549225
Record Type: Non-Journal
Publication Date: 2011
Pages: 116
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-6434-0
ISSN: N/A
The Academic and Social Implications of Virtual Learning Environments for Gifted High School Students with an Autism Spectrum Disorder
Bryant, Lorna Elizabeth
ProQuest LLC, Ed.D. Dissertation, University of Arkansas at Little Rock
In public schools today, students who are identified as individuals with gifts and talents are generally confronted with education that is not fitted to their learning needs and self-regulatory potentials (Colangelo, Assouline, & Gross, 2004). The mismatch between needs and services is particularly true of those students who, in addition to their giftedness, are faced with the challenges of a developmental disability such as autism or Asperger's Syndrome. In the face of such challenges to appropriate services for twice-exceptional students, a new approach to public education is attracting an increasing amount of attention. The term twice-exceptional was coined by James J. Gallagher to denote students who are both gifted and have a disability. A growing body of research indicates that online learning is effective in meeting the unique needs of these students. This study gathered information from students with gifts and talents with an Autism Spectrum Disorder who are enrolled in a full-time Virtual Learning Environment (VLE). The study utilized in-depth interviews with three to four each of students and parents. The data collected was analyzed using a Grounded Theory approach. The purpose of the study was to examine the participants' reasons for enrolling in a virtual high school, to assess the extent to which students, their parents, and teachers feel the virtual learning environment accommodates each child's particular academic, behavioral and social needs, and to determine whether the participants perceive VLEs as capable of fostering acceptance and socialization among gifted autistic students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A