Twice-Exceptional Students

Young people who present with concomitant high ability and disabilities represent one of education's greatest conundrums. While on one hand they appear capable of superior academic performance, on the other hand they struggle as students. Consequently, identification and educational services for the twice-exceptional student population remain bewildering and elusive as the combination of seemingly paradoxical traits puts them at great risk for identification and consequently this population of students is rarely served appropriately. This chapter explores the complexities of the twice-exceptional (2e) population, how they should be viewed, how schools and homes can accommodate what seem to be dichotomous needs, and how ultimately they can be successful and contented. Case examples amplify understanding of this challenging group of young people.

PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR AN EXCEPTIONAL CHILD IN AN INCLUSIVE CLASS: COMPARISON OF WESTERN AND RUSSIAN REFLECTION

A comparative analysis of theoretical and conceptual ideas in the organization and further implementation of psychological and pedagogical support for an exceptional student in an inclusive educational process is carried out. Psychological and pedagogical methods for emphatic comfort initiation for each child in an inclusive educational environment are highlighted. Practical examples of such techniques are creating social success situations for an exceptional person in an inclusive group, introducing elements of creativity to solve possible issues. The principles of psychological and pedagogical support that contribute to the success of an exceptional child in an inclusive class are the following: resistance, cooperation between all participants, reliance on the potential of the student’s personality, and others. Pedagogical modifications that optimize the process of inclusive learning are the following: change of motives for inclusive education, consolidation of positive behavioral forms of communication in an inclusive group, and other modifications. The types of adaptability formed due to effective psychological and pedagogical support of an exceptional child in an inclusive environment are considered: epistemological, perceptual, sociocommunicative, and semiotic adaptation.

Oral Assessment as a Culminating Activity for Faculty Development

This paper describes the oral assessment activity we designed and used as a culminating activity for faculty participants in a professional academic development program. The program offers multiple certificates, and the goal of each certificate is to enhance participants’ abilities to design and deliver exceptional student learning experiences. We describe the unique nature of the assessment activity and provide details on the process of implementing oral assessment. The process enabled faculty to demonstrate achievement of the program learning outcomes and consider next steps in their professional development. Three key ideas discussed in this paper are: oral assessment, folio thinking, and dialogic curriculum. Dans cet article, nous présentons l’activité d’évaluation orale que nous avons conçue comme le point culminant d’un programme de perfectionnement professionnel universitaire pour les enseignants. Ce programme comprend plusieurs certificats visant chacun à renforcer la capacité des participants à créer des expériences d’apprentissage exceptionnelles pour les étudiants. Nous montrons en quoi l’évaluation orale est unique et nous fournissons des précisions au sujet du processus de mise en œuvre de cette activité. Grâce à l’évaluation, les enseignants ont été à même de montrer qu’ils avaient atteint les objectifs d’apprentissage du programme et d’envisager la suite de leur perfectionnement professionnel. Voici en somme les trois idées clés dont traite cet article : l’évaluation orale, la pensée organisée sous forme de dossier (folio thinking) et le programme d’étude dialogique.

PENGGUNAAN METODE MIND MAPPING SEBAGAI UPAYA UNTUK MENINGKATKAN KOMPETENSI WRITING TEKS DESCRIPTIVE SISWA PADA MTsN LANGSA

This is evidenced by the results of the study, which showed differences in results, before and after the action was taken. That's why researchers try mind mapping methods to overcome them. This method is quite interesting, because it uses images created by students, which can be colored and decorated as students want and can come up with ideas in writing. The results of observation during the study, showed that students looked enthusiastic once the mind mapping method was introduced to be applied to writing. When doing any task, all can collect tasks. From the results of data processing, the percentage of mastery learning obtained in Cycle I was 39%, in Cycle II it was 100%,. These results indicate an increase in each cycle. Based on these results, the researcher suggests that MTs English teachers try to use the mind mapping method for learning aspects of writing as well as other aspects of learning. Researchers believe that exceptional student creativity will be seen in the results or mind mapping picture. Besides being able to foster creativity and interest, this method also contains various methods and can generate ideas.

Transformative Role Of Education: An Autoethnographic Reflection

This study appraised my momentarily missing twelve years of formal education life (1990-2002) and thoughtful higher education life (2002 to onward). Through this appraisal, I explored how I have been experiencing transformative role of education since my school education life. In so doing, I applied auto ethnography methodology and narrative imagination method for interpreting narrative information. While exploring my experiences, I found I was worry to improve my economic condition in the beginning. Thereby, I applied vocational rehabilitation therapy and resiliency against my frustration and engaged in working life that implicitly encouraged me to embark in higher educational voyage. However, later wards, I started worrying with poor socio-cultural and economic structures of own society and nation. Even my involvement in higher education/training and academic journeys in ever changing environment made me more critical, reflective and transformative because of my resilient will and inner urges. I successfully transformed my identity from rural development graduate to educationist and academician. Finally, this study also revealed that I was/am an exceptional student because of my good educational achievement. Hence, my reflections on transformative role of education are equally important to the students, teachers and development stakeholders for plying institutional agentic role to mobilize rural development graduates in local levels.

The Masking Effect

Twice exceptional students, those who are both gifted and have learning or behavioral difficulties, are an often under-served population. This chapter recommends approaching twice exceptional student needs holistically using a Response to Intervention model. The chapter defines the twice exceptional learner, and discusses intelligence theory in relation to both giftedness and twice exceptionality. The chapter further recommends a combination of RtI universal screening identification practices and traditional gifted and talented education identification methods, as well as multiple differentiation techniques to support the needs of this special population.

Public Administrators, School Safety, and Forms of Surveillance

In 2012, three minority students with disabilities died under a school district's watch. These tragedies placed the education, care and safety of students with disabilities on the public agenda. It put a high profile and an award-winning school superintendent on defense. What occurred in Tampa, Florida raises questions about school safety and equity across the country because it is located in the nation's largest school district. The public discourse shifted from performance to surveillance of a school district's most vulnerable population. In special education, surveillance includes a federally mandated process outlined in the 1975 Individuals with Disability Education Act (IDEA) where students with disabilities are identified, categorized and placed. Florida calls this Exceptional Student Education (ESE). Once eligible, school districts are required to monitor these students through an Individual Educational Program (IEP). This is a legal document that should reflect a school district's effort to provide a “free and appropriate education” (FAPE) in the “least restrictive environment” (LRE).

Public Administrators, School Safety, and Forms of Surveillance

In 2012, three minority students with disabilities died under a school district's watch. These tragedies placed the education, care and safety of students with disabilities on the public agenda. It put a high profile and an award-winning school superintendent on defense. What occurred in Tampa, Florida raises questions about school safety and equity across the country because it is located in the nation's largest school district. The public discourse shifted from performance to surveillance of a school district's most vulnerable population. In special education, surveillance includes a federally mandated process outlined in the 1975 Individuals with Disability Education Act (IDEA) where students with disabilities are identified, categorized and placed. Florida calls this Exceptional Student Education (ESE). Once eligible, school districts are required to monitor these students through an Individual Educational Program (IEP). This is a legal document that should reflect a school district's effort to provide a “free and appropriate education” (FAPE) in the “least restrictive environment” (LRE).

Letter from the Editors-in-Chief

An issue of USURJ takes form through case-by-case selection of exceptional student work, without consideration for theme; this is in keeping with the nature of a multidisciplinary journal. It is a pleasant inadvertency that, although issue 2.1 is penned by a diverse academic community, it yields notable thematic cohesion.In fact, cohesion is itself variously focused upon by issue 2.1, through its authors' research into issues of personal and societal well being. One researcher supports the incorporation of culturally meaningful healing processes into mainstream medical care. Another highlights the importance of the patientdoctor relationship and long-term, consistent health care, by proposing a tool for improving continuityof-care during medical professionals' residency training. We learn about the potential of combining GIS mapping, soil test data, and socioeconomic survey results to boost West African smallholder farmers' profitability and community well-being, by enabling efficient enrichment of nutrient-deficient soil. Finally, the politically and socially unifying power of music with a cause is demonstrated, through punk band D.O.A.'s part British Columbia's labour movement in the 1980s.We hope you will be as delighted as we are by the work of our featured visual artist, Stephanie Mah, as she explores breaks and connections between human and nature, and delicately twists them into powerful moments for us to experience.The knowledge and ideas shared in issue 2.1 certainly demonstrate the relevance and power of publicly engaged undergraduate research. Similarly, as the collaborative product of student editors, researchers, faculty, and reviewers, USURJ represents our desire to improve, to disseminate knowledge, and to contribute meaningfully to a larger community of research.Thanks to the diligence and initiative of our contributors, USURJ has established itself as part of the University of Saskatchewan academic community. Consequently, both volunteers and research submissions are increasing in number and, for the first time, we are now able to release two issues in one academic year.We have many contributors to thank for building up USURJ, and we do so with genuine appreciation. We hope that our hardworking authors, reviewers, and editors are as proud as we are of their promotion of valuable undergrad research! Thanks are particularly due to Liv Marken (staff advisor) and Kathleen James-Cavan (faculty advisor), who have been with USURJ since its inception, providing stability and expertise to the journal and its volunteers.Happy reading!Nicole Haldoupis, Graduate Editor-in-Chief& Caitilin Terfloth, Undergraduate Editor-in-Chief