Teachers’ view of twice-exceptional students – outline of the challenges in recognizing mathematical giftedness and supporting needs of hearing impairment
Résumé
Mathematically gifted children may have special educational needs due to various disabilities. The
term “twice-exceptional” has been established for this alleged minority of learners. Characteristics
of this phenomenon can often cause potentials and learning disabilities to mask each other, or
learning barriers to be concentrated at an intrapersonal level. It can be assumed that teachers’
knowledge and understanding of twice exceptionality is a prerequisite for the identification of
strengths and weaknesses in the learning process in order to be able to adequately support the
children’s individual potential. However, simultaneous identification of mathematical giftedness and
special educational needs is challenging due to its intersectional complexity. Based on a case study
of a hearing-impaired student, this paper outlines one teacher’s view of the challenges of identifying
twice-exceptional learners.
Origine | Fichiers produits par l'(les) auteur(s) |
---|