Twice-exceptional students enrolled in advanced placement classes

• Autores: Susan M. Schultz
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 56, Nº 3, 2012, págs. 119-133
• Idioma: inglés
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• Resumen

  • Twice-exceptional students, those who have disabilities and display areas of gifts or talents, frequently spend their high school years with a focus on their disabilities. Using semistructured interviews, this study explores the perceptions of parents, teachers, and guidance counselors regarding participation of twice-exceptional students in Advanced Placement (AP) and for-college-credit classes. The supports and barriers for students with disabilities participating in AP and for-college-credit classes were identified. Additionally, participants included six college students who had taken AP and/or for-college-credit classes while still in high school. The results of this study indicated that school culture and early placement decisions affect enrollment in AP and for-college-credit classes for the twice-exceptional student. Inconsistencies between students' goals and transition planning and inconsistent implementation of test and environmental accommodations were documented.