Special Education Status and Underidentification of Twice-Exceptional Students: Insights from ECLS-K Data
| Autor: | Jennifer L. Jolly, Lucy Barnard-Brak |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2024 |
| Předmět: | |
| Zdroj: | Education Sciences, Vol 14, Iss 10, p 1048 (2024) |
| Druh dokumentu: | article |
| ISSN: | 2227-7102 92122604 |
| DOI: | 10.3390/educsci14101048 |
| Popis: | The current study examined the underidentification of students with disabilities for gifted education programs, otherwise referred to as twice-exceptional students. This study utilized data from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 (ECLS-K). We estimated that approximately 17% to 18% more students with disabilities should have been identified for a gifted education program as having statistically similar achievement scores to those students without disabilities in gifted education programs. Alternatively stated, students with disabilities should make up 10.8% of gifted programs, or about 1 in 9 students in gifted programs should be twice-exceptional. Students with disabilities who were male, non-White, low-income, and indicating more internalizing problem behaviors were more likely to not be identified for a gifted education program despite having similar achievement scores. |
| Databáze: | Directory of Open Access Journals |
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