DC pole | Wartość | Język |
dc.contributor.author | Gierczyk, Marcin | - |
dc.contributor.author | Hornby, Garry | - |
dc.date.accessioned | 2021-02-24T09:09:33Z | - |
dc.date.available | 2021-02-24T09:09:33Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Education Sciences" Vol. 11, iss. 2 (2021), art. no 85 | pl_PL |
dc.identifier.issn | 2227-7102 | - |
dc.identifier.uri | http://hdl.handle.net/20.500.12128/19233 | - |
dc.description.abstract | The purpose of this article is to review recent literature on twice-exceptional students and
consider implications for their education in the context of the trend towards increased inclusive
education for students with disabilities. The review focused on teachers’ experiences and perceptions
and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published
between 2000 and 2020, selected according to a systematic protocol from two widely used online
databases. Findings indicated that the implications that need to be considered were the importance
of teacher preparation, the need for a continuum of special education interventions, the need for
collaboration with parents and specialists, and teachers needing to focus on developing strengths
as much as remediating difficulties. It was concluded that twice-exceptional students can be taught
effectively in inclusive education settings as long as they are able to access appropriate strategies and
programs from the fields of special education and gifted education. | pl_PL |
dc.language.iso | en | pl_PL |
dc.rights | Uznanie autorstwa 3.0 Polska | * |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/pl/ | * |
dc.subject | gifted | pl_PL |
dc.subject | twice-exceptional | pl_PL |
dc.subject | special education | pl_PL |
dc.subject | teachers | pl_PL |
dc.subject | students | pl_PL |
dc.title | Twice-Exceptional Students: Review of Implications for Special and Inclusive Education | pl_PL |
dc.type | info:eu-repo/semantics/article | pl_PL |
dc.identifier.doi | 10.3390/educsci11020085 | - |
Pojawia się w kolekcji: | Artykuły (WNS)
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