Identifying and Supporting Twice-Exceptional Students

• In Event: 25.058 - Challenging All Advanced Learners: Research Insights From Projects Funded by the Jacob K. Javits Program

Abstract

In review of empirical research on effective strategies for twice-exceptional students, a dual support – a support for their strengths as well as a support and remediation for weaknesses – is recommended (Baum & Owens, 2004; Nicpon, Allmon, & Sieck, 2011; Weinfeld, Barnes-Robinson, Jeweler, & Shevitz, 2002). In addition, there is a need for nurturing environment to foster the twice-exceptional students’ self-determination (Fetzer, 2000; Reis, 2005). Olenchak’s research (1995, 2009) also showed that gifted SWD’s self-concept and attitude toward school substantially increased, when treating SWD as gifted first, addressing their strengths, and simultaneously addressing areas of weaknesses.
The current study developed a 3-pronged model, built upon two evidence based models: Renzulli Schoolwide Enrichment Model (Renzulli Model, 1976, 1977), effective for serving the needs of gifted and diverse learners, and the Pacific Alliance (PacA) model, effective for increasing the number of high school and college SWD entering, persisting in, and succeeding in STEM fields. Renzulli Model is the basis for academic enrichment. The PacA model is the basis for mentoring (disability & STEM interest building) and college transition support sessions, as well as the use of Community of Practice (COP: Wenger, McDermott, & Snyder, 2002).
This study examines the effectiveness of the three-pronged model intervention using an experimental design. For the intervention group, trained mentors provide 100 hours of out of school support: academic enrichment (80 hrs.); mentoring on disability and STEM interest building (10 hrs.); and college transition supports (10 hrs.) in one school year. COP is also established at each intervention group school. For the comparison group, trained mentors provide 100 hours of traditional homework support after school. Schools are randomly assigned into either of the groups. The main research question is “is there a statistically significant difference between intervention and comparison groups in the intended student outcomes (i.e., self-determination, attitudes toward school and STEM, behavioral characteristics of scientifically talented students, level of STEM identity development, science achievement, and intention and actual enrollment in postsecondary STEM programs after graduation), measured over time. In the first year of implementation, 146 students from 23 high schools from Hawaii, New York, Iowa, American Samoa, and the Commonwealth of the Northern Mariana Islands participated. Quantitative data is analyzed using a multilevel analysis and a chi-square analysis. Qualitative data is analyzed using content analysis. As a preliminary outcome, the intervention group participants’ standardized science achievement test scores improved significantly, compared to the comparison group participants’ scores.
Individuals with disabilities are significantly underrepresented in gifted education, which is known to improve opportunities in STEM fields and improve the national talent in the STEM fields. This study will contribute to address the underrepresentation issue of SWD in gifted education as well as STEM fields. The purpose of the 5-year experimental study is to increase the number of high school twice-exceptional students (i.e., students with disabilities (SWD) having potential in science) identified as “scientifically promising,” defined by high levels of academic achievement in science, and intent to enroll and actual enrollment in postsecondary STEM programs.

Authors

• Hye Jin Park, University of Hawaii

• Kiriko Takahashi, University of Hawaii