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ERIC Number: EJ1113081
Record Type: Journal
Publication Date: 2016-Aug
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0198-7429
Shifting Paradigms to Better Serve Twice-Exceptional African-American Learners
Owens, Charissa M.; Ford, Donna Y.; Lisbon, April J.; Owens, Michael T.
Behavioral Disorders, v41 n4 p196-208 Aug 2016
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.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A