Experiences of Teachers Handling Students with Twice-exceptionality (74758)

Session Information: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
Session Chair: Tengku Elmi Azlina Tengku Muda

Thursday, 23 November 2023 09:25
Session: Session 1
Room: Room 708
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

The study was conducted to investigate experiences of teachers handling students with twice- exceptionality. The identified students with twice- exceptionality fit in the operational definition of Gallagher (2006) as all three were diagnosed with Asperger’s Syndrome but showed giftedness in the areas of languages and Science. A qualitative single case study was employed which used the transcribed interviews from the respondents for thematic analysis. The researcher looked into their successes along the process and sought to identify the issues and challenges that the teachers encountered along the journey. The findings included: (a) teachers handling students with twice-exceptionality had positive and challenging experiences; (b) teachers handling students with twice-exceptionality found effective strategies based on their experiences; (c) teachers handling students with twice-exceptionality encountered challenges and issues which were recorded in this study. The positive experiences of teachers handling students with twice-exceptionality included: teacher improvement and inspiring experience. The negative experiences included: required effort and no prior experience. The recorded successes of the teachers included: identification of the child’s strength and constant communication; encouragement; follow-up works; communication with parents and use of Montessori Method. Moreover, the challenges and issues and problems by the teachers included: social or peer relationship, accepting defeats and teachers’ lack of experience. The recommendations of this study are: for teachers to have training programs related to twice- exceptionality, an available recommended checklist on the characteristics of students with twice- exceptionality, specific policy/cies and other laws intended for students with twice-exceptionality, and for strengthened parent-teacher partnership to be continued.

Authors:
Mary Nholl Flores, Maya School, Vietnam


About the Presenter(s)
Mary Nholl T. Flores completed a Master's Degree in Special Education in the University of Southeastern Philippines. She currently works as a Montessori teacher at Maya School, Vietnam.

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00