Learning strategies for twice-exceptional students

Hannah Aqilah Amran, Rosadah Abd Majid

Research output: Contribution to journalArticle

Abstract

A twice-exceptional student who is gifted but also has an additional exceptionality challenges teachers and educators to deliver the best teaching strategies. This paper reviews the current learning strategies, interventions and practices that specifically focused on twice-exceptional students. Research articles were obtained on online database of published articles. The scope is focused on intervention practices or instructions in the behavioral, developmental, emotional, or educational areas. By making a systematic review, this article summarizes 44 research studies on twice-exceptionality interventions between 2000 and 2018, regardless of the areas of disability. The findings are categorized into five main themes, preceded by the most used in studies which is academic or learning strategy, followed by support, strength or talent-based, art or music, and technology. An effective intervention must be tailored to their strengths and potentials as well as providing remediation and support for their social and emotional needs. This study is vital and meaningful for educators and parents to provide these twice-exceptional students the best intervention that suits their own strengths and needs.

Original languageEnglish
Pages (from-to)954-976
Number of pages23
JournalInternational Journal of Special Education
Volume33
Issue number4
Publication statusPublished - 1 Jan 2019

Fingerprint

learning strategy
Learning
Students
Aptitude
student
Music
Art
Research
educator
Teaching
Parents
Databases
Technology
teaching strategy
parents
music
disability
art
instruction
teacher

ASJC Scopus subject areas

  • Education
  • Rehabilitation

Cite this

Learning strategies for twice-exceptional students. / Amran, Hannah Aqilah; Majid, Rosadah Abd.

In: International Journal of Special Education, Vol. 33, No. 4, 01.01.2019, p. 954-976.

Research output: Contribution to journalArticle

@article{583779db701c4551869ed9f040bc2597,
title = "Learning strategies for twice-exceptional students",
abstract = "A twice-exceptional student who is gifted but also has an additional exceptionality challenges teachers and educators to deliver the best teaching strategies. This paper reviews the current learning strategies, interventions and practices that specifically focused on twice-exceptional students. Research articles were obtained on online database of published articles. The scope is focused on intervention practices or instructions in the behavioral, developmental, emotional, or educational areas. By making a systematic review, this article summarizes 44 research studies on twice-exceptionality interventions between 2000 and 2018, regardless of the areas of disability. The findings are categorized into five main themes, preceded by the most used in studies which is academic or learning strategy, followed by support, strength or talent-based, art or music, and technology. An effective intervention must be tailored to their strengths and potentials as well as providing remediation and support for their social and emotional needs. This study is vital and meaningful for educators and parents to provide these twice-exceptional students the best intervention that suits their own strengths and needs.",
author = "Amran, {Hannah Aqilah} and Majid, {Rosadah Abd}",
year = "2019",
month = "1",
day = "1",
language = "English",
volume = "33",
pages = "954--976",
journal = "International Journal of Special Education",
issn = "0827-3383",
publisher = "International Journal of Special Education",
number = "4",

}

TY - JOUR

T1 - Learning strategies for twice-exceptional students

AU - Amran, Hannah Aqilah

AU - Majid, Rosadah Abd

PY - 2019/1/1

Y1 - 2019/1/1

N2 - A twice-exceptional student who is gifted but also has an additional exceptionality challenges teachers and educators to deliver the best teaching strategies. This paper reviews the current learning strategies, interventions and practices that specifically focused on twice-exceptional students. Research articles were obtained on online database of published articles. The scope is focused on intervention practices or instructions in the behavioral, developmental, emotional, or educational areas. By making a systematic review, this article summarizes 44 research studies on twice-exceptionality interventions between 2000 and 2018, regardless of the areas of disability. The findings are categorized into five main themes, preceded by the most used in studies which is academic or learning strategy, followed by support, strength or talent-based, art or music, and technology. An effective intervention must be tailored to their strengths and potentials as well as providing remediation and support for their social and emotional needs. This study is vital and meaningful for educators and parents to provide these twice-exceptional students the best intervention that suits their own strengths and needs.

AB - A twice-exceptional student who is gifted but also has an additional exceptionality challenges teachers and educators to deliver the best teaching strategies. This paper reviews the current learning strategies, interventions and practices that specifically focused on twice-exceptional students. Research articles were obtained on online database of published articles. The scope is focused on intervention practices or instructions in the behavioral, developmental, emotional, or educational areas. By making a systematic review, this article summarizes 44 research studies on twice-exceptionality interventions between 2000 and 2018, regardless of the areas of disability. The findings are categorized into five main themes, preceded by the most used in studies which is academic or learning strategy, followed by support, strength or talent-based, art or music, and technology. An effective intervention must be tailored to their strengths and potentials as well as providing remediation and support for their social and emotional needs. This study is vital and meaningful for educators and parents to provide these twice-exceptional students the best intervention that suits their own strengths and needs.

UR - http://www.scopus.com/inward/record.url?scp=85074013186&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85074013186&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:85074013186

VL - 33

SP - 954

EP - 976

JO - International Journal of Special Education

JF - International Journal of Special Education

SN - 0827-3383

IS - 4

ER -