The office for civil rights and non‐discriminatory testing,policies, and procedures: Implications for gifted education |
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| Authors: | Donna Y Ford Michelle Frazier Trotman |
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| Institution: | 1. Professor of Special Education , The Ohio State University;2. Doctoral student in the special Education Program, College of Education , The Ohio State University |
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| Abstract: | The purpose of this study is to examine the social and self-perceptions of twice-exceptional students, those students who meet criteria for being identified as both gifted and learning disabled. In particular, we focus on how twice-exceptional students are similar to, or different from, students with only a learning disability or who are only identified as gifted. Using data collected from the National Longitudinal Study of Adolescent Health, we identified a group of 90 twice-exceptional adolescents as well as three matched comparison groups. Overall, twice-exceptional adolescents had less positive perceptions of maternal relationships and self-concept than did gifted or nonidentified adolescents. Further, perceptions of maternal relationships mediated and moderated group differences in self-concept. Implications for adults working with twice-exceptional adolescents are discussed. |
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| Keywords: | adolescents gifted learning disability parent relationships peer relationships propensity score matching school belonging self-concept social perceptions twice-exceptional |
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