Adversity and Pitfalls of Twice-Exceptional Urban Learners

Renae D. Mayes, James L. Moore

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Current research provides unique insights into the experiences and context of twice-exceptional students in K-12 schools. However, within this literature, a critical gap exists concerning the voices of twice-exceptional African American students and their families. The current qualitative study examined the perceptions, attitudes, and experiences of eight African American artistically gifted students with disabilities and three parents in a large, urban school district in the Midwest. Three major themes emerged from qualitative interviews: (a) the significance of labels, (b) social and personal experiences of exceptionality, and (c) challenges and strategies in the school environment. To this end, findings indicate that students experience their special education identity much differently from their gifted identity.

Original languageEnglish (US)
Pages (from-to)167-189
Number of pages23
JournalJournal of Advanced Academics
Volume27
Issue number3
DOIs
StatePublished - Jan 1 2016
Externally publishedYes

Keywords

  • African American
  • gifted education
  • special education
  • twice-exceptional
  • urban education

ASJC Scopus subject areas

  • Education

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