A Model of Twice-Exceptionality: Explaining and Defining the Apparent Paradoxical Combination of Disability and Giftedness in Childhood. (September 2015)

• Record Type: Journal Article
• Authors: Ronksley-Pavia, Michelle
• Is Part Of: Journal for the education of the gifted. Volume 38:Number 3(2015:Sep.)
• Page Start: 318
• Page End: 340
• Publication Date: 2015-09
• Subjects: twice-exceptional -- gifted education -- disability studies; Gifted children -- Education -- United States -- Periodicals; 371.9505
• DOI: 10.1177/0162353215592499
• Languages: English
• ISSNs: 0162-3532

Abstract

The literature on twice-exceptionality suggests one of the main problems facing twice-exceptional children is that there is no consensus on the definition of the terms disability or giftedness and, consequently, the term twice-exceptional . Endeavoring to define these specific terms loops back on itself to legislation based on the medical model of disability and the defining of giftedness in a limited way, frequently through high achievement and performance, which contradicts the generally accepted notion of giftedness in Australia. It appears that a model is needed to define the apparent paradoxical term, not only for scholars within the field but also for educators and the wider community of students and parents/guardians. This article examines the contextual contributing factors in the creation of a model of twice-exceptionality, creating a preliminary point for discourse on disability, giftedness, and twice-exceptionality on which it is anticipated that future research can be grounded.