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Teachers Perceived Ability to Identi...

Lewis, McKenna L.,

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Teachers Perceived Ability to Identify Culturally Diverse Twice-Exceptional Students /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers Perceived Ability to Identify Culturally Diverse Twice-Exceptional Students // McKenna L Lewis.
Author:	Lewis, McKenna L.,
Description:	1 electronic resource (222 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29991797
ISBN:	9798357529688

Teachers Perceived Ability to Identify Culturally Diverse Twice-Exceptional Students /
Lewis, McKenna L.,

Teachers Perceived Ability to Identify Culturally Diverse Twice-Exceptional Students /McKenna L Lewis. - 1 electronic resource (222 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Twice-exceptional learners are students who meet the criteria of both gifted and having a disability as defined by the Individuals with Disabilities Education Act. Most of the previous research on identifying twice-exceptionality does not address teachers' perceptions regarding their ability to identify culturally diverse twice-exceptional students. This qualitative descriptive study was an exploration of teachers in a district outside of Washington, DC, who were certified in general education, gifted education, and special education and their preparation to identify twice-exceptionality in culturally diverse students based on training, experience, knowledge, and beliefs. Data collection was via semi-structured interviews with open-ended questions to gain information regarding teachers' perceptions of their abilities to identify culturally diverse 2e students. Interview participants were invited to participate in a focus group where they were presented with vignettes. Findings from this study suggest that despite teachers' desire to support all learners, most did not have the necessary training, experience, or knowledge of the gifted identification process for 2e culturally diverse learners. Another finding was that the teachers most knowledgeable about the identification process for gifted or twice-exceptional identification were gifted certified, taught in TAG in the Regular Classroom programs or the rigorous Excellence in Gifted and Talented Education process, both programs require professional development. The special education teachers had the least knowledge regarding gifted education or twice-exceptionality. This dissertation compares this study's findings to previous research related to research on twice exceptionality.

English

ISBN: 9798357529688Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Culturally diverse gifted students

Teachers Perceived Ability to Identify Culturally Diverse Twice-Exceptional Students /
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520 $a Twice-exceptional learners are students who meet the criteria of both gifted and having a disability as defined by the Individuals with Disabilities Education Act. Most of the previous research on identifying twice-exceptionality does not address teachers' perceptions regarding their ability to identify culturally diverse twice-exceptional students. This qualitative descriptive study was an exploration of teachers in a district outside of Washington, DC, who were certified in general education, gifted education, and special education and their preparation to identify twice-exceptionality in culturally diverse students based on training, experience, knowledge, and beliefs. Data collection was via semi-structured interviews with open-ended questions to gain information regarding teachers' perceptions of their abilities to identify culturally diverse 2e students. Interview participants were invited to participate in a focus group where they were presented with vignettes. Findings from this study suggest that despite teachers' desire to support all learners, most did not have the necessary training, experience, or knowledge of the gifted identification process for 2e culturally diverse learners. Another finding was that the teachers most knowledgeable about the identification process for gifted or twice-exceptional identification were gifted certified, taught in TAG in the Regular Classroom programs or the rigorous Excellence in Gifted and Talented Education process, both programs require professional development. The special education teachers had the least knowledge regarding gifted education or twice-exceptionality. This dissertation compares this study's findings to previous research related to research on twice exceptionality.
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