This book addresses critical issues related to appropriately servicing gifted students with other learning exceptionalities, also known as twice exceptional (2e) students. Utilizing a social, emotional, and cultural lens, it extends beyond the historical cognitive discussion within the domains of special and gifted education and draws on a variety of interpreted perspectives, featuring leading authors, experts, and specialists from several countries and from different academic disciplines and backgrounds. The collection offers a balance between theoretical/methodological and empirical chapters to provide a discourse for operationalization and implementation of services that best serve the educational and individualized needs for a diverse group of students.This work demonstrates the importance of knowing and attending to the social, emotional and cultural dimensions of 2e students while simultaneously fostering the appropriate cognitive skill development for whole-child well-being.
ForewordMarc Smolowitz, Los Angeles, California, USA
Introduction
Kristina Henry Collins, San Marcos, Texas, USA
Fernanda Hellen Ribeiro Piske, Curitiba, Brazil
Karen Arnstein, Houston, Texas, USA
Context and Social Constructs (Macrosystem)
1. The Intersectionality of Twice-Exceptionality: Historic, Current, and Future Perspectives
Karen Arnstein, Houston, Texas, USA
2. The Complexity of Twice Exceptionality and its Educational Implications
Fernanda Hellen Ribeiro Piske, Curitiba, Brazil
Kristina Henry Collins, San Marcos, Texas, USA
3. Bibliographic Review of 2e Literature and Application in Argentina: The Children´s Area of the Neuropsychology Service
Paula Irueste, Cordoba, Argentina
Martina Gianola, Cordoba, Argentina
Person (Microsystem & Individuality)
4. Atypical Development and Giftedness: The Advantageous Side of the Neurological Based Achievement Difficulties
Eva Gyarmathy, Budapest, Hungary
5. Supporting Gifted Students with Anxiety, Dyslexia, or Attention Deficit/Hyperactivity Disorder (ADHD) in School Settings
Wendy A. Behrens, Minneapolis, MN, USA
C. Matthew Fugate, Houston, Texas, USA
Cecelia Boswell, Austin, Texas, USA
6. Supporting the Emotional Well-Being of Twice-Exceptional Students Using Literature
Thomas P. Hébert, Columbia, South Carolina, USA
Person (Exosystem & Socialized Structures)
7. Gifted Trauma and Twice-Exceptionality: Preventing Psychological Injury in the Classroom
Kate Bachtel, SoulSpark Learning, Boulder, CO, USA
Rachel Fell, Fe, LLC, Cudahy, Wisconsin, USA
8. Twice or Thrice? Identification Issues and Possibilities Related to Twice Exceptionality in Australian Schools
Mary-Anne Haines, Armidale, Australia
Genevieve Thraves, Armidale, Australia
Linley Cornish, Armidale, Australia
9. Strength-Based Approaches to Recognize and Develop Talent in Twice-Exceptional Learners
Todd Kettler, Waco, Texas, USA
Tracey N. Sulak, Waco, Texas, USA
10. Comprehensive Social Emotional Learning: Embedding Skill Development Program-wide
Carl Sabatino, Studio City, CA, USA
Chris Wiebe, Studio City, CA, USA
Process (Mesosystem & Intersectionality)
11. The Social Emotional Impact of Living 2e: It is Not Just a School Thing
Joanna L. Haase, Pasadena, California, USA
Lisa Hancock, Torrance, California, USA
12. See Me! Addressing the Invisibility of Gifted Black Girls with other Learning Exceptionalities
Carlita R. B. Cotton, New Britain, Connecticut, USA
Joy Lawson Davis, Studio City, CA, USA
Kristina Henry Collins, San Marcos, Texas, USA
Time (Chronosystem: Cross-Sectional vs Longitudinal Changes over Time)
13. Reframing The Future of 2e Research: An Introduction to Arnstein’s Spiral Theory of Development
Karen B. Arnstein, Houston, Texas, USA
Afterword
Kristina Henry Collins, San Marcos, Texas, USA
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