Research Article
Year 2023,
Volume: 11 Issue: 3 - September 2023, 263 - 279, 02.10.2023
Abstract
References
- Alsamani, O.A., Alsamiri Y.A., & Alfaidi, S.D. (2023) Elementary school teachers’ perceptions of the characteristics of twice-exceptional students. Frontier in Education, 8:1150274.
- Amiri, M. (2020). At a glance of twice-exceptional children on psychological perspective. Journal of Gifted Education and Creativity, 7(3), 121-129. Retrieved from https://dergipark.org.tr/en/pub/jgedc/issue/56934/832839
- Baldwin, L., Omdal, S. N., & Pereles, D. (2015). Beyond stereotypes: Understanding, recognizing, and working with twice-exceptional learners. Teaching Exceptional Children, 47(4), 216-225.
- Barber, C., & Mueller, C. T. (2011). Social and self-perceptions of adolescents identified as gifted, learning disabled, and twice-exceptional. Roeper Review, 33(2), 109-120.
- Baum, S. (1989). Gifted but learning disabled: A puzzling paradox. Preventing School Failure, 34(1), 11-14.
- Baum, S. M., Schader, R. M., & Owen, S. V. (2017). To be gifted & learning disabled: Strength-based strategies for helping twice-exceptional students with LD, ADHD, ASDF, and more. Waco, TX: Prufrock Press
- Besnoy, K., Swoszowski, N., Newman, J., Floyd, A., Jones, P., & Byrne, C. (2015). The advocacy experiences of parents of elementary age, twice-exceptional children. Gifted Child Quarterly, 59(2), 108–123
- Bianco, M. (2005). The effects of disability labels on special education and general education teachers' referrals for gifted programs. Learning Disability Quarterly, 28(4), 285-293.
- Bianco, M. (2005). The effects of disability labels on special education and general education teachers' referrals for gifted programs. Learning Disability Quarterly, 28(4), 285-293.
- Çelik, C. (2019). Özgül öğrenme güçlüğünde zihinsel işlevlerin değerlendirilmesi ve müdahale yöntemlerinin etkililiği (Evaluation of cognitive functions in specific learning disability and effectiveness of intervention methods). Doctoral thesis. Ankara University, Ankara, Turkiye. Colorado Department of Education (2009). Twice-exceptional students gifted students with disabilities level 1: an introductory resource book. Denver, Colorado.
- Council of Higher Education of Turkiye, 2023a. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans- Programlari/Ozel_Egitim_Ogretmenligi_Lisans_Programi.pdf
- Council of Higher Education of Turkiye, 2023b. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Sinif_Ogretmenligi_Lisans_Programi09042019.pdf
- Dare, L., & Nowicki, E. A. (2015). Twice-exceptionality: Parents’ perspectives on 2e identification. Roeper Review, 37(4), 208-218.
- Deniz, E., Hamarta, E., & Akdeniz, S. (2014). Öğrenme güçlükleri (Special learning difficulties) (Ed. Yıldırım Doğru, S.S, 2. Baskı). Ankara: Eğiten Kitap.
- Eker, A. (2020). Özel yetenekli öğrencilerin öğretmenlerinin mesleki yeterliklerini artirmaya yönelik geliştirilen öğretmen eğitimi programinin etkililiği (The effectiveness of training programme for gifted and talented students’ elemantary teachers in order to enhance their competencies). Doctoral thesis. Necmettin Erbakan Universitesi. Konya, Turkiye.
- Ergin, I., Akseki, B., Deniz, E. (2012) İlköğretim okullarında görev yapan sınıf öğretmenlerinin hizmet içi eğitim ihtiyaçları (Inservice education needs of class teachers teaching at elementary schools). Elektronik Sosyal Bilimler Dergisi, 42, 55-66
- Foley-Nicpon, M. (2015). Voices from the field: The higher education community. Gifted Child Today, 38(4), 249-251.
- Foley-Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3-17.
- Girli, A. (2014). Öğrenme güçlükleri (Ed. Yıldırım Doğru, S.S, 2nd Ed). Ankara: Eğiten Kitap.
- Güneş, A. (2015). Sınıf öğretmenlerinin üstün yetenekliler eğitimine ilişkin tutum ve öz-yeterliklerinin incelenmesi (Examination of classroom teachers' attitudes and self-efficacy towards gifted education). Journal of Gifted Education and Creativity, 2(1), 12-16.
- Kaplan, S. N. (1994). Differentiating the core curriculum and instruction to provide advanced learning opportunities. California Department of Education and California Association for the Gifted. pp. 1-26.
- Kaya, N., & Ataman, A. (2017). Üstün yetenekli öğrencilerin istenmeyen davranışlarına yönelik öğretmenlerin eğitim ihtiyaçlarının belirlenmesi (Determining the educational needs of teachers for the undesirable behaviors of gifted students). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(3), 835-853. DOI: 10.17152/gefad.332459.
- Lovett, B. J., & Sparks, R. L. (2013). The identification and performance of gifted students with learning disability diagnoses: a quantitative synthesis. Journal of Learning Disabilities, 46(4), 304-316.
- Maker, C. J. (1982). Curriculum development for the gifted. Rockville, MD: Aspen.
- Nielsen, M. E. (2002). Gifted students with learning disabilities: Recommendations for identification and programming. Exceptionality, 10(2), 93-111.
- Ronksley-Pavia, M. (2015). A Model of Twice-Exceptionality: Explaining and Defining the Apparent Paradoxical Combination of Disability and Giftedness in Childhood. Journal for the Education of the Gifted, 38(3), 318–340.
- Şahin, F., & Kargın, T. (2013). Sınıf öğretmenlerine üstün yetenekli öğrencilerin belirlenmesi konusunda verilen bir eğitimin öğretmenlerin bilgi düzeyine etkisi (The effect of a training given to classroom teachers on the determination of gifted students on the knowledge level of the teachers). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(2), 1-13.
- Sak, U. (2009). Üstün yetenekliler eğitim programları: Üstün zekâlı ve üstün yetenekli öğrencilerin eğitimlerinde model bir program (Gifted education programs: A model program in the education of gifted and talented students). Maya Akademi Yayınevi: Ankara.
- Sak, U. (2011). Üstün Yetenekliler Eğitim Programları Modeli (ÜYEP) ve sosyal geçerliği (An overview and social validity of the Education Programs for Talented Students Model (EPTS)). Eğitim ve Bilim, 36, 213-229.
- Şakar, S. & Koksal, M. S. (2022). Özel eğitim öğretmen adaylarının iki kere farklı çocukların eğitimi dersine ilişkin görüşlerinin belirlenmesi (Determining the opinions of special education teacher candidates about the education of twice exceptional children). Milli Eğitim Dergisi, 51(236), 2903-2926 . DOI: 10.37669/milliegitim.962282
- Serin, M. K., & Korkmaz, I. (2014). Sınıf öğretmenlerinin hizmet içi eğitim ihtiyaçlarının analizi (Analysis of classroom teachers’ in service training needs). Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(1), 155-169.
- Sumaia S. Al-Mamari; Suhail M. Al-Zoubi; Bakkar S. Bakkar; Khawla H. Al-Mamari (2020). Effects of a Training Module on Omani Teachers' Awareness of Gifted Students with Learning Disabilities. Journal of Education and e-Learning Research, 7(3), 300- 305.
- Tortop, H.S. (2018). Üstün zekalılar eğitiminde farklılaştırılmış öğretim müfredat farklılaştırma modelleri (Differentiated instruction & curriculum differentiation models in gifted education). (2nd Ed) İstanbul: Genç Bilge.
- Tortop, H.S. & Ilgaz, G. “Deficiencies in Identifying Twice Exceptional Students: The Case of Turkey”, in Proceedings of 2nd International Congress on Gifted Youth and Sustainability of Education (ICGYSE), 18-19 December 2021, Istanbul, Turkey.
- Van Tassel-Baska, J. & Wood, S. M. (2009). The integrated curriculum model. J. S. Renzulli, E. J. Gubbins, K.S. McMillen, R. D. Eckert & C. A. Little (Eds.), Systems and models for developing programs for the gifted and talented. Mansfield center, CT: Creative Learning Press.
- Williams, F.E. (1993). Three cognitive-affective interaction model for enriching gifted programs. In J.S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 461–484). Highett, Vic.: Hawker Brownlow Education.
Developing of in-service training program for teacher working with gifted learning disabled students
Abstract
It is noteworthy that there is little research on the education of twice exceptional students. In fact, most of these studies are descriptive studies. The rarity of studies on twice exceptionality is due to the problems in diagnosis and the lack of knowledge and experience of teachers on this subject. There is no in-service training program for teachers on this subject. This research is a research on the problem of designing an in-service training program for teachers of students who twice exceptional students. This research is action research model because the researcher is both the practitioner and the researcher of the research and takes the role of an active solver for the solutions to the problem. Document analysis is suitable for the research technique in terms of designing the training program by searching and analysing the relevant literature. Selecting of participants process; Bursa province, which is a medium-development province in Turkey, was chosen for the research. In the study, a special special education rehabilitation center where learning disability and giftedness are seen together and the probability of being seen is very high was chosen. Fifteen special education teachers working in this institution formed the study group of the research. Two data collection tools was used in this research that are Teacher Needs Analysis Determination Form; It was created to determine the knowledge, experience and proficiency levels of teachers who are interested in the education of different students twice. In the creation of this form, first of all, a literature review was made, a draft form was created, and then the form was finalized by referring to the expert opinion. Teacher needs analysis form consists of 6 dimensions and 12 questions. Documents; Since there are not many documents related to the education of twice exceptionalty, documents suitable for teacher training for gifted education and learning difficulties were selected. Teacher In-Service Training Program Preparation Process; In the preparation of the in-service training program, the Taba Model, in which the inductive approach is used, was used. The program, designed as a result of the research, consists of 6 sessions and 11 instructional stages. In this program, there are 17 outcomes that are expected to be developed by teachers. For the realization of these outcomes, 15 instructional designs (activities) were created. The duration of the training program was determined as 10 hours, with an average of 40 minutes for each activity. The in-service training program prepared for students who twice exceptionality has the feature of improving teachers' self-regulation and exhibits a program approach to direct their own learning. Therefore, the activities progress on the worksheets and by giving instructions.
References
- Alsamani, O.A., Alsamiri Y.A., & Alfaidi, S.D. (2023) Elementary school teachers’ perceptions of the characteristics of twice-exceptional students. Frontier in Education, 8:1150274.
- Amiri, M. (2020). At a glance of twice-exceptional children on psychological perspective. Journal of Gifted Education and Creativity, 7(3), 121-129. Retrieved from https://dergipark.org.tr/en/pub/jgedc/issue/56934/832839
- Baldwin, L., Omdal, S. N., & Pereles, D. (2015). Beyond stereotypes: Understanding, recognizing, and working with twice-exceptional learners. Teaching Exceptional Children, 47(4), 216-225.
- Barber, C., & Mueller, C. T. (2011). Social and self-perceptions of adolescents identified as gifted, learning disabled, and twice-exceptional. Roeper Review, 33(2), 109-120.
- Baum, S. (1989). Gifted but learning disabled: A puzzling paradox. Preventing School Failure, 34(1), 11-14.
- Baum, S. M., Schader, R. M., & Owen, S. V. (2017). To be gifted & learning disabled: Strength-based strategies for helping twice-exceptional students with LD, ADHD, ASDF, and more. Waco, TX: Prufrock Press
- Besnoy, K., Swoszowski, N., Newman, J., Floyd, A., Jones, P., & Byrne, C. (2015). The advocacy experiences of parents of elementary age, twice-exceptional children. Gifted Child Quarterly, 59(2), 108–123
- Bianco, M. (2005). The effects of disability labels on special education and general education teachers' referrals for gifted programs. Learning Disability Quarterly, 28(4), 285-293.
- Bianco, M. (2005). The effects of disability labels on special education and general education teachers' referrals for gifted programs. Learning Disability Quarterly, 28(4), 285-293.
- Çelik, C. (2019). Özgül öğrenme güçlüğünde zihinsel işlevlerin değerlendirilmesi ve müdahale yöntemlerinin etkililiği (Evaluation of cognitive functions in specific learning disability and effectiveness of intervention methods). Doctoral thesis. Ankara University, Ankara, Turkiye. Colorado Department of Education (2009). Twice-exceptional students gifted students with disabilities level 1: an introductory resource book. Denver, Colorado.
- Council of Higher Education of Turkiye, 2023a. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans- Programlari/Ozel_Egitim_Ogretmenligi_Lisans_Programi.pdf
- Council of Higher Education of Turkiye, 2023b. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Sinif_Ogretmenligi_Lisans_Programi09042019.pdf
- Dare, L., & Nowicki, E. A. (2015). Twice-exceptionality: Parents’ perspectives on 2e identification. Roeper Review, 37(4), 208-218.
- Deniz, E., Hamarta, E., & Akdeniz, S. (2014). Öğrenme güçlükleri (Special learning difficulties) (Ed. Yıldırım Doğru, S.S, 2. Baskı). Ankara: Eğiten Kitap.
- Eker, A. (2020). Özel yetenekli öğrencilerin öğretmenlerinin mesleki yeterliklerini artirmaya yönelik geliştirilen öğretmen eğitimi programinin etkililiği (The effectiveness of training programme for gifted and talented students’ elemantary teachers in order to enhance their competencies). Doctoral thesis. Necmettin Erbakan Universitesi. Konya, Turkiye.
- Ergin, I., Akseki, B., Deniz, E. (2012) İlköğretim okullarında görev yapan sınıf öğretmenlerinin hizmet içi eğitim ihtiyaçları (Inservice education needs of class teachers teaching at elementary schools). Elektronik Sosyal Bilimler Dergisi, 42, 55-66
- Foley-Nicpon, M. (2015). Voices from the field: The higher education community. Gifted Child Today, 38(4), 249-251.
- Foley-Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3-17.
- Girli, A. (2014). Öğrenme güçlükleri (Ed. Yıldırım Doğru, S.S, 2nd Ed). Ankara: Eğiten Kitap.
- Güneş, A. (2015). Sınıf öğretmenlerinin üstün yetenekliler eğitimine ilişkin tutum ve öz-yeterliklerinin incelenmesi (Examination of classroom teachers' attitudes and self-efficacy towards gifted education). Journal of Gifted Education and Creativity, 2(1), 12-16.
- Kaplan, S. N. (1994). Differentiating the core curriculum and instruction to provide advanced learning opportunities. California Department of Education and California Association for the Gifted. pp. 1-26.
- Kaya, N., & Ataman, A. (2017). Üstün yetenekli öğrencilerin istenmeyen davranışlarına yönelik öğretmenlerin eğitim ihtiyaçlarının belirlenmesi (Determining the educational needs of teachers for the undesirable behaviors of gifted students). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(3), 835-853. DOI: 10.17152/gefad.332459.
- Lovett, B. J., & Sparks, R. L. (2013). The identification and performance of gifted students with learning disability diagnoses: a quantitative synthesis. Journal of Learning Disabilities, 46(4), 304-316.
- Maker, C. J. (1982). Curriculum development for the gifted. Rockville, MD: Aspen.
- Nielsen, M. E. (2002). Gifted students with learning disabilities: Recommendations for identification and programming. Exceptionality, 10(2), 93-111.
- Ronksley-Pavia, M. (2015). A Model of Twice-Exceptionality: Explaining and Defining the Apparent Paradoxical Combination of Disability and Giftedness in Childhood. Journal for the Education of the Gifted, 38(3), 318–340.
- Şahin, F., & Kargın, T. (2013). Sınıf öğretmenlerine üstün yetenekli öğrencilerin belirlenmesi konusunda verilen bir eğitimin öğretmenlerin bilgi düzeyine etkisi (The effect of a training given to classroom teachers on the determination of gifted students on the knowledge level of the teachers). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(2), 1-13.
- Sak, U. (2009). Üstün yetenekliler eğitim programları: Üstün zekâlı ve üstün yetenekli öğrencilerin eğitimlerinde model bir program (Gifted education programs: A model program in the education of gifted and talented students). Maya Akademi Yayınevi: Ankara.
- Sak, U. (2011). Üstün Yetenekliler Eğitim Programları Modeli (ÜYEP) ve sosyal geçerliği (An overview and social validity of the Education Programs for Talented Students Model (EPTS)). Eğitim ve Bilim, 36, 213-229.
- Şakar, S. & Koksal, M. S. (2022). Özel eğitim öğretmen adaylarının iki kere farklı çocukların eğitimi dersine ilişkin görüşlerinin belirlenmesi (Determining the opinions of special education teacher candidates about the education of twice exceptional children). Milli Eğitim Dergisi, 51(236), 2903-2926 . DOI: 10.37669/milliegitim.962282
- Serin, M. K., & Korkmaz, I. (2014). Sınıf öğretmenlerinin hizmet içi eğitim ihtiyaçlarının analizi (Analysis of classroom teachers’ in service training needs). Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(1), 155-169.
- Sumaia S. Al-Mamari; Suhail M. Al-Zoubi; Bakkar S. Bakkar; Khawla H. Al-Mamari (2020). Effects of a Training Module on Omani Teachers' Awareness of Gifted Students with Learning Disabilities. Journal of Education and e-Learning Research, 7(3), 300- 305.
- Tortop, H.S. (2018). Üstün zekalılar eğitiminde farklılaştırılmış öğretim müfredat farklılaştırma modelleri (Differentiated instruction & curriculum differentiation models in gifted education). (2nd Ed) İstanbul: Genç Bilge.
- Tortop, H.S. & Ilgaz, G. “Deficiencies in Identifying Twice Exceptional Students: The Case of Turkey”, in Proceedings of 2nd International Congress on Gifted Youth and Sustainability of Education (ICGYSE), 18-19 December 2021, Istanbul, Turkey.
- Van Tassel-Baska, J. & Wood, S. M. (2009). The integrated curriculum model. J. S. Renzulli, E. J. Gubbins, K.S. McMillen, R. D. Eckert & C. A. Little (Eds.), Systems and models for developing programs for the gifted and talented. Mansfield center, CT: Creative Learning Press.
- Williams, F.E. (1993). Three cognitive-affective interaction model for enriching gifted programs. In J.S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 461–484). Highett, Vic.: Hawker Brownlow Education.
There are 36 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Special Talented Education |
| Journal Section | Curriculum Development |
| Authors | |
| Early Pub Date | August 18, 2023 |
| Publication Date | October 2, 2023 |
| Published in Issue | Year 2023 Volume: 11 Issue: 3 - September 2023 |
