ERIC Number: EJ1113081
Record Type: Journal
Publication Date: 2016-Aug
Abstractor: As Provided
Reference Count: 92
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.
Descriptors: African American Students, Comorbidity, Academically Gifted, Disabilities, Racial Bias, Males, Case Studies, Student Needs, Talent Identification, Disability Identification, Behavior Disorders, Emotional Disturbances, Student Characteristics
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
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A