This article is part one of a three part series of twice-exceptional learners. The following articles will look at identification and meeting their needs. Stereotype Vs reality Gifted children are often considered part of a homogenous group. The stereotype tends to be of a hard working, 'nerdy' looking male, who rarely plays sport, but excels … Continue reading Twice-exceptional learners – who are they?
Gifted children, friendship and the need for ability grouping
While gifted children are generally as well adjusted, if not better adjusted, than their same age peers, their intellectual precocity, sensitivity and intensity can result in some social and emotional difficulties in regular school settings, particularly for the creative and underachieving (Kroesbergen, Van Hooijdonk, Van Viersen, Middel-Lalleman & Reijnders, 2015). Research indicates that social acceptance … Continue reading Gifted children, friendship and the need for ability grouping
Underachievement – why does it matter?
Underachievement amongst gifted students may seem paradoxical; nevertheless, it is not an uncommon reality. At particular risk are students from low socio-economic backgrounds or minority groups, the twice-exceptional and the creatively gifted. The 2001 Senate inquiry into the education of gifted students found that teachers without training in this area, believed that these students would … Continue reading Underachievement – why does it matter?
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