International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2020, Vol. 16(2) 279-296

Academically Gifted & Albino: A Narrative Study of a Twice-Exceptional

Seyma Sengil-Akar & İbrahim Akar

pp. 279 - 296   |  DOI: https://doi.org/10.29329/ijpe.2020.241.19   |  Manu. Number: MANU-1909-10-0002.R1

Published online: April 02, 2020  |   Number of Views: 378  |  Number of Download: 846

Save PDF

Abstract

This research focuses on the educational and daily life of a gifted individual with albinism. The purpose of this current research was to determine the difficulties faced by this twice-exceptional individual in his education life and how these difficulties have been overcome. The study has been conducted by narrative study design of the qualitative method. Research data were collected through semi-structured interviews conducted with the individual himself, his mother and one of his friend. Data analyses revealed four different themes, such as: difficulties due to visual impairment and strategies to cope with these difficulties, difficulties experienced due to physical disadvantages and ways of overcoming them, being gifted and socio-emotional difficulties. More specifically, the twice-exceptional individual, who has visual impairment due to albinism (90%), continued his formal education throughout the whole education life without attending inclusion classes, and encountered many difficulties specific to those who see little, such as having difficulty in following the course and course notes. In addition to these, the twice-exceptional individual is an unrecognized gifted student (academically) who exhibited early development in the childhood period and who has achieved outstanding academic success at undergraduate and postgraduate level after having been in the 0.01% portion among the students taking the university entrance exam. As gifted, he has not received any special support in the education system. It is seen that the support of his family throughout his education life is an effective factor playing an important role in the shaping of the education life of the twice-exceptional individual, who has been confronted with many social-psychological difficulties because his difference from others as a gifted individual with albinism.  

Keywords: Giftedness, Albinism, Gifted and Disadvantaged, Twice-Exceptionality, Dual Exceptionality

How to Cite this Article?

APA 6th edition
Sengil-Akar, S. & Akar, I. (2020). Academically Gifted & Albino: A Narrative Study of a Twice-Exceptional . International Journal of Progressive Education, 16(2), 279-296. doi: 10.29329/ijpe.2020.241.19

Harvard
Sengil-Akar, S. and Akar, I. (2020). Academically Gifted & Albino: A Narrative Study of a Twice-Exceptional . International Journal of Progressive Education, 16(2), pp. 279-296.

Chicago 16th edition
Sengil-Akar, Seyma and Ibrahim Akar (2020). "Academically Gifted & Albino: A Narrative Study of a Twice-Exceptional ". International Journal of Progressive Education 16 (2):279-296. doi:10.29329/ijpe.2020.241.19.
References
  1. Anderson, K. (2000). Gifted and talented students: meeting their needs in New Zealand schools. Wellington: Learning Media. [Google Scholar]
  2. Assouline, S. G., & Whiteman, C. S. (2011). Twice-exceptionality: Implications for school psychologists in the post–IDEA 2004 era. Journal of Applied School Psychology, 27(4), 380-402. [Google Scholar]
  3. Assouline, S. G., Nicpon, M. F., & Doobay, A. (2009). Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison. Gifted child quarterly, 53(2), 89-105. [Google Scholar]
  4. Baldwin, L., Baum, S., Pereles, D., & Hughes, C. (2015). Twice-exceptional learners: The journey toward a shared vision. Gifted Child Today, 38(4), 206-214. [Google Scholar]
  5. Barber, C., & Mueller, C. T. (2011). Social and self-perceptions of adolescents identified as gifted, learning disabled, and twice-exceptional. Roeper Review, 33(2), 109-120. [Google Scholar]
  6. Baum, S. M., Cooper, C. R., & Neu, T. W. (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities. Psychology in the Schools, 38(5), 477-490. [Google Scholar]
  7. Bianco, M. (2005). The effects of disability labels on special education and general education teachers' referrals for gifted programs. Learning Disability Quarterly, 28(4), 285-293. [Google Scholar]
  8. Bianco, M., & Leech, N. L. (2010). Twice-exceptional learners: Effects of teacher preparation and disability labels on gifted referrals. Teacher education and special education, 33(4), 319-334. [Google Scholar]
  9. Brody, L. E. & Stanley, J. C. (2005). Youths who reason exceptionally well mathematically and/or verbally: Using the MVT:D4 model to develop their talents. In Sternberg, R. J. & Davidson, J. E. (Eds). Conceptions of giftedness (2nd ed.) (pp. 20-37). Cambridge: Cambridge University Press. [Google Scholar]
  10. Corn, A. L., & Lusk, K. E. (2018). Reports from parents about medical and low vision services for their children with albinism: An analysis. Journal of Visual Impairment & Blindness, 112(6), 655-666. [Google Scholar]
  11. Dare, L., & Nowicki, E. A. (2015). Twice-exceptionality: Parents’ perspectives on 2e identification. Roeper Review, 37(4), 208-218. [Google Scholar]
  12. Davis, G. A., Rimm, S. B., & Siegel, D. (2013). Education of the gifted and talented (6th Ed.). Pearson, USA. [Google Scholar]
  13. Elkind, J. (1973). The gifted child with learning disabilities. Gifted Child Quarterly, 17(2), 96-97. [Google Scholar]
  14. Feldhusen, J. F. (2005). Giftedness, talent, expertise and creative achievement. In Sternberg, R. J. & Davidson, J. E. (Eds). Conceptions of giftedness (2nd ed.) (pp.64-79). Cambridge: Cambridge University Press. [Google Scholar]
  15. Foley-Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going?. Gifted Child Quarterly, 55(1), 3-17. [Google Scholar]
  16. Foley-Nicpon, M., Assouline, S. G., & Colangelo, N. (2013). Twice-exceptional learners: Who needs to know what?. Gifted Child Quarterly, 57(3), 169-180. [Google Scholar]
  17. Freeman, J. (1995). Annotation: Recent studies of giftedness in children. J. Child Psychol. Psychiat. 36(4), 531-547. [Google Scholar]
  18. Gallagher, J. J. (2009). Controversies in gifted education. In B. Kerr (Ed), Encyclopedia of giftedness, creativity and talent (pp. 173-176). Sage Publications, London. [Google Scholar]
  19. Gök, B., Baş, Ö., & Avşar-Tuncay, A. (2018). A Twice-Exceptional Child-A Case Study. International Journal of Progressive Education, 14(2), 57-76. [Google Scholar]
  20. Johnson, L. J., Karnes, M. B., & Carr, V. W. (1997). Providing services to children with gifts and disabilities: A critical need. Handbook of gifted education, 2, 89-108. [Google Scholar]
  21. Lupart, J. L., & Toy, R. E. (2009). Twice exceptional: Multiple pathways to success. In L. V. Shavinia (Ed.) International handbook on giftedness (pp. 507-525). Springer, Dordrecht. [Google Scholar]
  22. Maker, C. (1977). Providing programs for the gifted handicapped. Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. [Google Scholar]
  23. Marland, S. P. (1971). Education of the gifted and talented - Volume 1: Report to the congress of the United States by the U.S. commissioner of education. Washington, DC: Office of Education (DHEW). [Google Scholar]
  24. Matthews, D. J. & Foster, J. (2005). Being smart about gifted children: A guidebook for parents and educators. Scottsdale, Arizona: Great Potential Press. [Google Scholar]
  25. National Education Association. (2006). The twice-exceptional dilemma. Washington, DC. Retrieved from http://www.nea.org/assets/docs/twiceexceptional.pdf. [Google Scholar]
  26. Neihart, M. (2008). Identifying and providing services to twice-exceptional children. In S. Pfeifer (Ed), Handbook of giftedness in children (pp. 115-137). Springer, Boston, MA. [Google Scholar]
  27. Neumeister, K. S., Yssel, N., & Burney, V. H. (2013). The influence of primary caregivers in fostering success in twice-exceptional children. Gifted Child Quarterly, 57(4), 263-274. [Google Scholar]
  28. NOAH, (2015). Albinizmli bir çocuk yetiştirmek. (Çev. Albinizm Derneği). H2O kitap, İstanbul.  [Google Scholar]
  29. Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional learners: Implications and applications. Gifted Child Quarterly, 58(3), 217-230. [Google Scholar]
  30. Renzulli, J. S. (1986). The three ring conception of giftedness: A developmental model of creative productivity. In Sternberg, R. J. & Davidson, J. E. (Eds). Conceptions of giftedness (pp.53-92). New York, Cambridge University Press. [Google Scholar]
  31. Rinn, A. M. (2009). Attention deficit hyperactivity disorder. In B. Kerr (Ed), Encyclopedia of giftedness, creativity and talent (pp. 72-74). Sage Publications, London. [Google Scholar]
  32. Ronksley-Pavia, M. (2015). A model of twice-exceptionality: Explaining and defining the apparent paradoxical combination of disability and giftedness in childhood. Journal for the Education of the Gifted, 38(3), 318-340. [Google Scholar]
  33. Silverman, L. K. (1989). Invisible gifts, invisible handicaps. Roeper Review, 12(1), 37-42. [Google Scholar]
  34. Silverman, L. K. (2009). The two-edged sword of compensation: How the gifted cope with learning disabilities. Gifted Education International, 25(2), 115-130. [Google Scholar]
  35. Sisk, D. (2003). Gifted with behaviour disorders: marching to a different drummer. In D. Montgomery (Ed), Gifted and talented children with special educational needs: Double exceptionality, (pp. 131-154). London: David Fulton Publishers. [Google Scholar]
  36. Starr, R. (2003). Show me the light – I can’t see how bright I am: gifted students with visual impairment. In D. Montgomery (Ed), Gifted and talented children with special educational needs: Double exceptionality, (pp. 93-109). London: David Fulton Publishers. [Google Scholar]
  37. Sternberg, R. J. & Zhang, L. (1995). What do we mean by giftedness? A pentagonal implicit theory. Gifted Child Quarterly, 39(2), 88-94. [Google Scholar]
  38. Tannenbaum, A. J. (1997). The meaning and making of giftedness. In Colangelo, N. & Davis, G. (Eds). Handbook of gifted education (2nd ed) (s. 165-180). Boston, MA: Allyn and Bacon.  [Google Scholar]
  39. Terman, L. (1925). Genetic studies of genius. Vol.1. Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press. [Google Scholar]
  40. Trail, B. (2006). Parenting twice-exceptional children through frustration to success. National Association for Gifted Children Publication. Retrieved from http://www.starjump.com.au/media/Papers%20%20Articles/Parenting%20Twice%20Exceptional.pdf [Google Scholar]
  41. VanTassel-Baska, J. (2005). Domain-specific giftedness: Applications in school and life. In Sternberg, R. J. & Davidson, J. E. (Eds). Conceptions of Giftedness (2nd ed) (pp.358-376). New York, Cambridge University Press. [Google Scholar]
  42. Wang, C. W., & Neihart, M. (2015). How do supports from parents, teachers, and peers influence academic achievement of twice-exceptional students?. Gifted Child Today, 38(3), 148-159. [Google Scholar]
  43. Winstanley, C. (2003). Gifted children with hearing impairment. In D. Montgomery (Ed), Gifted and talented children with special educational needs: Double exceptionality, (pp. 110-130). London: David Fulton Publishers. [Google Scholar]
  44. Witty, P. (1958). Who are the gifted? Role of gifted persons in social progress. In Henry, N.B. (Ed.). Education for the gifted (pp. 41-64). Chicago: University of Chicago Press. [Google Scholar]
Download
Metric
History
Related

Volume 16 Issue 2

April 2020

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.