NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1106707
Record Type: Journal
Publication Date: 2016-Aug
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1932-202X
Adversity and Pitfalls of Twice-Exceptional Urban Learners
Mayes, Renae D.; Moore, James L., III.
Journal of Advanced Academics, v27 n3 p167-189 Aug 2016
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A