Abstract
In the chapter, the complex nature of giftedness and twice-exceptionality is being addressed, with the emphasis given on the challenges these two conditions pose upon the whole age spectrum of these individuals (i.e., from childhood to adolescence and adulthood). More precisely, as the literature suggests, these children often demonstrate socioemotional difficulties or challenging behaviours in classroom settings. Hence, the emphasis in the current chapter is given to several intervention strategies that teachers might utilize for effectively dealing with challenging behaviours of gifted and twice-exceptional children with specific reference to the school environment.
TopIntroduction
Various definitions of 'giftedness' have been provided in the relevant literature, which shares the underlying conception that “gifted” students manifest high intelligence or a specific talent (or both), either in a specific domain or across a whole range of domains (Monks et al., 2000). In earlier years, giftedness was diagnosed based on a high level of Intelligence (Spearman's 'g' factor of general intelligence) (Simonton, 1997). More recent definitions of giftedness have incorporated various other domains of intelligence or personality characteristics. Examples of such 'multi-dimensional' models are; Gardner's (1983) 'Multiple Intelligences Model', Renzulli's (1978, 2005) 'Three Ring Model' of high ability, and Gagne's (2004) 'Differentiated Model of Giftedness and Talent' (Beckmann & Minnaert, 2018). Finally, the following variables have also been included in more recent conceptualizations of giftedness: 1) superior intelligence level, 2) superiority in the academic field, 3) leadership skills, 4) creativity and 5) artistic skills (Eren et al, 2018).
Alternatively, the UAE Inspection Framework (2015-2016) described gifted students as 'students who own untrained and spontaneously-expressed exceptional natural ability in one or more domains of human ability” (e.g. intellectual, creative, social or physical abilities). In addition, a talented student is described as “a student who has been able to transform his/her ‘giftedness’ into exceptional performance”, who may also “demonstrate exceptional levels of competence in the specific domains of human ability” (p. 119).
However, up to date, there is a consensus among researchers that gifted and/or talented (g/t) students constitute a severely heterogeneous population, who manifest high intellectual abilities and/or talent in several domains (e.g. cognitive, creative, artistic, etc.), but might also exhibit multiple interpersonal characteristics (Monks and Mason, 2000).
Although g/t students usually possess exceptional potential, they may often underachieve. Therefore, recently, a newly recognized group of learners, with both learning difficulties and academic strengths or talents, known as ‘twice-exceptional’ learners, has emerged. These students have co-existing diagnoses of both Special Education Needs and, at the same time, they have been formally identified as Gifted/Talented. As with the concept of giftedness, the status of twice-exceptionality has also puzzled researchers in terms of how it should be defined (Gilman et al, 2013, as cited in Grigorenko, 2020). Baldwin (2015) has proposed one of the definitions that have received substantial consensus among twenty-six organizations supporting the research and educational needs of this population. According to this working definition, “Twice-exceptional individuals evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; each may mask the other so neither is recognized or addressed” (p. 212).
Key Terms in this Chapter
Intervention Strategies for Twice-Exceptional Learners: A dual approach to teaching and learning, which means that the educators need to focus on both the student’s strengths or talents, and their disability. The ultimate goal of intervention is to utilize appropriate pedagogical approaches that will provide a clear understanding of the potential impact on student outcomes both at an academic as well as at a social and emotional level.
Whole Age Spectrum: The period from early childhood to adolescence and to adulthood. Empirical evidence suggests that giftedness and/or neurodevelopmental disorders (e.g., SLD) continue to affect the individual’s well-being and functionality in all life domains adults (e.g., personal, interpersonal, social, academic, and occupational), throughout his/her life span.
Gifted/Talented Children: Students who manifest high intelligence or are in possession of untrained and spontaneously expressed exceptional specific talent (or both), either in a specific domain or across a whole range of domains of human ability (e.g., intellectual, creative, social, or physical abilities).
Twice-Exceptional Children: Students who have co-existing diagnoses of both Special Education Needs and, at the same time, they have been formally identified as Gifted/Talented.
Specific Learning Disorder (SLD): SLD constitutes a heterogeneous group of disorders characterized by persistent difficulties with learning foundational academic skills and are manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities, albeit with a normal IQ level and with adequate learning experiences.
Challenging Behaviors: Various 'externalized' behaviours (e.g., impulsivity, hyperactivity, aggression, conduct problems and/or antisocial features) or 'internalized' behaviours (e.g., withdrawal, dysphoria, and anxiety), often caused by the co-existence of a neurodevelopmental disorder and giftedness. The overburdened psychosocial functioning of these individuals can also be evidenced through social and emotional difficulties and/or delinquency. These conditions often cause deficits in the overall social and school functioning of these children.
Educational Inclusion: Inclusion is the practice or policy of providing equal access to opportunities and resources for people who might otherwise be excluded or marginalized, such as those who have physical or mental disabilities and members of other minority groups. Educational Inclusion is a term used to describe the right of children and parents to access mainstream education alongside their peers. An inclusive school setting works towards providing effective planning and different activities (differentiation) in order to meet individual needs.