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5.4.4 Exploring Issues of Identifying Twice-Exceptional Learners through Case Studies
Case studies provide an authentic and meaningful context for considering many of the most complex issues in gifted education. Case studies encourage detailed analysis and critical reflection. During this session, the presenters will discuss the components of a case study and introduce problem-based scenarios as a vehicle to explore the characteristics of twice-exceptional learners (gifted and learning disabled). Presenters will model the presentation of a case study and facilitate group analysis of a dilemma that will engage education professionals and encourage detailed analysis and critical reflection. Participants will receive several authentic case studies of twice-exceptional learners.
Author(s):
Wendy A. Behrens
wendy.behrens@state.mn.us
Minnesota Department of Education
United States
WENDY A. BEHRENS is the director of gifted education for the Minnesota Department of Education. She provides technical assistance and collaborates with educators and others interested in promoting rigorous educational opportunities. Behrens served as Project Director for Project North Star, a Jacob Javits Grant. She presents frequently on the nature and needs of gifted learners, instructional strategies, service design, and policies that support highly able learners. Behrens co-authored Exploring Critical Issues in Gifted Education: A Case Studies Approach (2013), Differentiated Instruction for Gifted Learners: A Case Studies Approach and Developing Academic Acceleration Policies: Whole Grade, Early Entrance and Single Subject.
C. Matthew Fugate
fugatec@uhd.edu
University of Houston-Downtown, Houston
United States
C. MATTHEW FUGATE is an assistant professor in Educational Psychology at the University of Houston-Downtown. His research includes an examination of the relationship between working memory and levels of creativity in gifted students with characteristics related to ADHD, the coping mechanisms of twice-exceptional girls in secondary school and ways to address the need for increased identification and services for gifted Native American populations. Matt has presented to educators and parents nationally and internationally on topics such as creativity, motivation, identification, twice exceptionality, underserved populations, and Total School Cluster Grouping, as well as authored and co-authored several books, chapters, and articles.
Tracy Inman
tracy.inman@wku.edu
Western Kentucky University
United States
Tracy Ford Inman, Ed. D., is associate director of The Center for Gifted Studies at Western Kentucky University and active on the state, national, and international levels in gifted education. In addition to writing and co-writing several articles and chapters, Tracy has co-authored and co-edited several books focusing on differentiation, parenting gifted children, gifted education, and product development, four winning TAGT Legacy Book Awards. She serves as parent representative on the board of the National Association for Gifted Children and treasurer of The Association for the Gifted Board, a division of CEC. She is past-president of her state gifted association.