Might this Student be Twice-Exceptional? A Preliminary Assessment Tool for Primary-School Teachers

Title
Might this Student be Twice-Exceptional? A Preliminary Assessment Tool for Primary-School Teachers
Publication Date
2020-06
Author(s)
Haines, Mary-Anne
Cornish, Linley
( author )
OrcID: https://orcid.org/0000-0001-7714-1213
Email: lcornis2@une.edu.au
UNE Id une-id:lcornis2
Bannister-Tyrrell, Michelle
( author )
OrcID: https://orcid.org/0000-0002-6313-5960
Email: mbannist@une.edu.au
UNE Id une-id:mbannist
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Australian Association for the Education of the Gifted and Talented
Place of publication
Australia
DOI
10.21505/ajge.2020.0003
UNE publication id
une:1959.11/29533
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.
Link
Citation
Australasian Journal of Gifted Education, 29(1), p. 23-40
ISSN
1323-9686
Start page
23
End page
40

Files:

NameSizeformatDescriptionLink