Citation: | Shi Mengliang, Lu Minghui, Zhang Ayuan. Twice-exceptional Students: Recognition, Identification, and Educational Supports[J]. Journal of Modern Education, 2025, (1): 67-74. |
[1] |
GALTON F. Hereditary genius [M]. London: Macmillan, 1869: 8.
|
[2] |
GODDARD H H. Psychology of the normal and the subnormal [M]. New York: Dodd Mead, 1919: 58-60.
|
[3] |
WHIPPLE G M. Classes for gifted children [M]. Bloomington, IL: Public School Publishing, 1919: 94.
|
[4] |
MAKER C. Providing programs for the gifted handicapped [M]. Reston, VA: Council for Exceptional Children, 1977.
|
[5] |
National Association for Gifted Children, Council of State Directors of Programs for Gifted. State of the states in gifted education: National policy and practical data [R]. Washington, DC, 2011: 90-94.
|
[6] |
BARNARD-BRAK L, JOHNSEN S K, POND HANNIG A, et al. The incidence of potentially gifted students within a special education population [J]. Roeper Review, 2015(2): 74-83.
|
[7] |
RONKSLEY-PAVIA M. An Empirical investigation of twice-exceptional research in Australia: Prevalence estimates for gifted children with disability[Z]. ResearchGate. Unpublished, 2014.
|
[8] |
MUNRO D R. Gifted learning disabled students [J]. Australian Journal of Learning Disabilities, 2002 (2): 20-30.
|
[9] |
BAUM S, OWEN S. To be gifted and learning disabled: Strategies for helping bright students with L D, ADHD, and more [M]. Mansfield, CT: Creative Learning Press, 2004.
|
[10] |
GALLAGHER J. The twice-exceptional dilemma [M]. Washington, DC: National Education Association, 2006.
|
[11] |
黄玉浩, 褚朝新. 30年光环褪却超常教育陷入尴尬[J]. 北京纪事(纪实文摘), 2008(3): 18-19.
|
[12] |
官群. "双超常教育"刍议[J]. 教育研究, 2009(4): 58-61.
|
[13] |
CLINE S, SCHWRTZ D. Diverse populations of gifted children [M]. NJ: Mettill, 1999.
|
[14] |
BALDWIN L, OMDAL S N, PERELES D. Beyond stereotypes: Understanding, recognizing, and working with twice-exceptional learners [J]. Teaching Exceptional Children, 2015(4): 216-225.
|
[15] |
TRAIL B. Twice-exceptional gifted children: Understanding, teaching, and counseling gifted students [M]. New York: Routledge, 2011.
|
[16] |
WINEBRENNER S. Teaching Strategies for Twice-Exceptional Students [J]. Intervention in School and Clinic, 2003(3): 131-137.
|
[17] |
KING E W. Addressing the social and emotional needs of twice exceptional students [J]. Exceptional Children, 2005(1): 16-20.
|
[18] |
BAUM S M, OLENCHAK F R. The alphabet children: GT, ADHD, and more [J]. Exceptionality, 2002(2): 77-91.
|
[19] |
RONKSLEY-PAVIA M A. Model of twice-exceptionality: Explaining and defining the apparent paradoxical Ccombination of disability and giftedness in childhood [J]. Journal for the Education of the Gifted, 2015(3): 318-340.
|
[20] |
KARNES F A, BISLAND A, SHAUNESSY E. Assessing public support for the gifted[J]. Gifted Child Today, 2004(2): 36-39.
|
[21] |
REIS S M, BAUM S M, BURKE, E. An operational definition of twice-exceptional learners: Implications and applications [J]. Gifted Child Quarterly, 2014(3): 217-230.
|
[22] |
MAKER C J. Identification of gifted minority students: A national problem, Needed changes and a promising solution [J]. Gifted Child Quarterly, 1996(1): 41-50.
|
[23] |
KUO C C, MAKER J, SU F L, et al. Identifying young gifted children and cultivating problem solving abilities and multiple intelligences [J]. Learning and Individual Differences, 2010(4): 364-379.
|
[24] |
SANCHEZ C, IVAN D, GUTIERREZ T. Effectiveness of animal-assisted therapy in the pediatric population: Systematic review and meta-analysis of controlled studies [J]. Journal of Developmental and Behavioral Pediatrics. 2018(7): 580-590.
|
[25] |
BAUM S M, COOPER C R, Neu T. Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities [J]. Psychology in The Schools. 2001(5): 477-490.
|
[26] |
BUGENHAGEN D, ANN E. Benefits of animal assisted therapy with children in special education[D]. Minnesota : Bethel University, 2018: 171.
|
[27] |
WANG C, NEIHART M. Academic self-concept and academic self-efficacy: Self-beliefs enable academic achievement of twice-exceptional students [J]. Roeper Review, 2015(2): 63-73.
|
[28] |
BARNARD-BRAK L, JOHNSEN S, HANNIG A, et al. The incidence of potentially gifted students within a special education population [J]. Roeper Review. 2015(1): 74-83.
|
[29] |
BALDWIN L, BAUM S, PERELES D, et al. Twice-exceptional learners: The journey toward a shared vision [J]. Gifted Child Today, 2015(4): 206-214.
|
[30] |
NIELSEN M E. Gifted students with learning disabilities: Recommendations for identification and programming [J]. Exceptionality, 2002(2): 93-111.
|
[31] |
REIS S M, BAUM S M, BURKE E. An operational definition of twice-exceptional learners: Implications and applications [J]. Gifted Child Quarterly, 2014(3): 217-230.
|