Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/29533
Title: Might this Student be Twice-Exceptional? A Preliminary Assessment Tool for Primary-School Teachers
Contributor(s): Haines, Mary-Anne  (author); Cornish, Linley  (author)orcid ; Bannister-Tyrrell, Michelle  (author)orcid 
Publication Date: 2020-06
DOI: 10.21505/ajge.2020.0003
Handle Link: https://hdl.handle.net/1959.11/29533
Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
130312 Special Education and Disability
Field of Research (FoR) 2020: 390307 Teacher education and professional development of educators
390305 Professional education and training
390407 Inclusive education
390411 Special education and disability
Socio-Economic Objective (SEO) 2008: 930302 Syllabus and Curriculum Development
930103 Learner Development
Socio-Economic Objective (SEO) 2020: 160301 Assessment, development and evaluation of curriculum
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Abstract: The complex learning and socio-emotional profiles of students who are twice exceptional are often accompanied by challenges to their identification and support in the primary school. This exploratory research project, conducted in a primary school in New South Wales, Australia, focused on developing and trialling a comprehensive and useful assessment tool for teachers to use in the preliminary stage of investigating whether students might be twice-exceptional. Using mixed methods research methodology and a Participatory Action Research design, three primary-school teachers (including the first author) developed the Teacher Checklist Questionnaire (TCQ) based mainly on published research and anecdotal findings. All teachers at the school site from Years 2 to 6 (N = 10) participated in the first trial of the TCQ and the results from the analyses were positive in terms of validity, reliability, and usefulness. The main conclusion is that the tool shows promise as an early investigative tool to assess twice-exceptional students.
Publication Type: Journal Article
Source of Publication: Australasian Journal of Gifted Education, 29(1), p. 23-40
Publisher: Australian Association for the Education of the Gifted and Talented
Place of Publication: Australia
ISSN: 1323-9686
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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