Abstract
The study was conducted to investigate experiences of teachers handling students with twice-exceptionality. The identified students with twice-exceptionality fit in the operational definition of Gallagher (2006) as all three were diagnosed with Asperger’s Syndrome but showed giftedness in the areas of languages and Science. A qualitative single case study was employed which used the transcribed interviews from the respondents for thematic analysis. The researcher looked into their successes along the process and sought to identify the issues and challenges that the teachers encountered along the journey. The findings included: (a) teachers handling students with twice-exceptionality had positive and challenging experiences; (b) teachers handling students with twice-exceptionality found effective strategies based on their experiences; (c) teachers handling students with twice-exceptionality encountered challenges and issues which were recorded in this study. The positive experiences of teachers handling students with twice-exceptionality included: teacher improvement and inspiring experience. The negative experiences included: required effort and no prior experience. The recorded successes of the teachers included: identification of the child’s strength and constant communication; encouragement; follow-up works; communication with parents and use of Montessori method. Moreover, the challenges and issues and problems by the teachers included: social or peer relationship, accepting defeats and teachers’ lack of experience. The recommendations of this study are: for teachers to have training programs or courses related to twice-exceptionality, an available recommended checklist on the characteristics of students with twice-exceptionality, specific policy/cies and other laws intended for students with twice-exceptionality, and for strengthened parent-teacher partnership to be continued.
Author Information
Mary Nholl T. Flores, University of Southeastern Philippines, Philippines
Paper Information
Conference: ACE2023
Stream: Learning Experiences
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Flores M. (2024) Experiences of Teachers Handling Students With Twice-Exceptionality ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.79
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.79
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