The social-emotional needs of twice-exceptional learners in primary schools : perspectives of children and parents : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology at Massey University, Albany, Auckland, New Zealand
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Date
2019
DOI
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Massey University
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Abstract
Twice-exceptional children typically have unique and complex social-emotional needs that accompany their gifted abilities and disabilities/disorders. A review of the twice-exceptional research reveals that very few studies have explored the social-emotional needs of these unique learners, particularly in the context of New Zealand. This study aimed to bridge this gap in the research, generating some valuable insights into the social-emotional needs of twice-exceptional learners and how they are being met in primary schools across New Zealand. The study explored the social-emotional needs of six twice-exceptional children (ages 6 to 11 years) from their perspectives and lived experiences, giving twice-exceptional children and their parents a much-needed voice. A qualitative case study design was employed, and purposive sampling techniques used. Semi-structured interviews with the twice-exceptional children and their parents, as well as a document review, formed the data for this research. The interview narratives were used to create individual case stories for the twice-exceptional children, and broad thematic analysis was conducted across the cases. The findings revealed commonalities across the case stories, as well as unique experiences. Although some positive school experiences were highlighted, the participants mostly shared negative school experiences and teacher interactions, and minimal support or accommodations for the academic or social-emotional needs of the twice-exceptional children in this study. Additionally, the findings show the pivotal role that parents play in identifying and advocating for their children’s needs, and the continued lack of awareness about twice-exceptionality among educators in New Zealand primary schools.
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Figures re-used with permission.
Keywords
Gifted children, New Zealand, Attitudes, Psychology, Education (Primary), Parents of children with disabilities, Learning disabled children, twice-exceptional, gifted learning disabled, multi-exceptional, social-emotional, exceptionalities, high-ability, disability, needs, asynchronous