NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1079095
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0278-3193
Twice-Exceptionality: Parents' Perspectives on 2e Identification
Dare, Lynn; Nowicki, Elizabeth Agnes
Roeper Review, v37 n4 p208-218 2015
Twice-exceptional students have high abilities and coexisting learning difficulties. Abilities and difficulties tend to mask each other, and these underidentified students often struggle in school and express their frustrations at home. However, few studies have examined how parents experience the identification of their children's multiple exceptionalities. In this study, we used purposeful maximum variation sampling and interviewed parents of twice-exceptional children who were identified with attention issues, learning disabilities, autism spectrum disorder, and emotional/behavioral disorder. We illustrate parents' experiences through member-checked vignettes. The results show unique experiences as well as commonalities among parents of twice-exceptional students. We conclude that parents play a critical advocacy role for their twice-exceptional children, yet they need support to fulfill this role.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada