Retraction: At a glance of twice-exceptional children on psychological perspective

Year 2024, Volume: 11 Issue: 3, 131 - 132, 30.09.2024

Mahsa Amiri

This is a retraction to: At a glance of twice-exceptional children on psychological perspective https://dergipark.org.tr/en/pub/jgedc/issue/56934/832839

Retraction Note

This article, published in the December 2020 issue, has been retracted due to incorrect scientific citation

Abstract

Description of twice-exceptionality is a relatively new term in education, counselling, and psychology. Twice-exceptional ‎learners are students who, despite having high abilities in some areas, show disabilities in many aspects of learning, which often causes the disabilities of these individuals to hide their high abilities. A defect in cognitive processing often causes a deficiency in auditory and visual processing and reduces their slow processing of information and has a negative impact on their academic achievement. It is very difficult for them to prioritize and plan. They are easily distracted and experience problems when concentrating and maintaining attention. It is difficult for them to think in the form of a linear model and they may not even be able to follow their desired path. Some of the other cognitive and interpersonal characteristics of the twice-exceptional student from a psychologically perspective are: High level of energy reasoning and problem-solving, High energy level, high advance in divergent thinking and extremely creative, High level of reasoning and problem-solving abilities, Superior verbal .on the other hand, Difficulty relating with peers, weak social skills, avoided from peers and does not attend in school activities, Highly sensitive to criticism, negative Perfectionist, which means who is scared to risk making a mistake, suffering from High levels of anxiety, Easily frustrated, be exhausted. Eventually more prevalence of Anxiety and depression in them. Thus, the present study aims to define the term twice-exceptionality and introduce a Glance of Twice-Exceptional Children on Psychological Perspective.

Keywords

Gifted education, Psychology, Twice-exceptionality

References

• American Association of Suicidology. (2004). USA Suicide: Official 2002 data. Retrieved July 25, 2005, from http://www.suicidology.org/associations/1045/files/2002FinalData.pdf
• Bailey, T. (2019). The social-emotional needs of twice-exceptional learners in primary schools: perspectives of children and parents: a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology at Massey University, Albany, Auckland, New Zealand (Doctoral dissertation, Massey University).
• Baldwin, L., Baum, S., Pereles, D., & Hughes, C. (2015). Twice-exceptional learners: The journey toward a shared vision. Gifted Child Today, 38(4), 206-214.
• Bannister-Tyrrell, M., Mavropoulou, S., Jones, M., Bailey, J., O'Donnell-Ostini, A., & Dorji, R. (2018). Initial teacher preparation for teaching students with exceptionalities: Pre-service teachers' knowledge and perceived competence. Australian Journal of Teacher Education, 43(6), 19-34.
• Bees, C. (2009) Gifted and learning disabled: A handbook. Vancouver School Board. Retrieved from http://www.vsb.bc.ca/sites/default/files/schoolfiles/Programs/GiftedLDHandbook.pdf
• Baum, S. M. (1994). Meeting the needs of gifted/learning disabled students: How far have we come? Journal of Secondary Gifted Education, 5(3), 6-22.
• Buică-Belciu, C., & Popovici, D. V. (2014). Being twice exceptional: gifted students with learning disabilities. Procedia-Social and Behavioral Sciences, 127, 519-523.
• Candler, M. M. (2017). The influence of perfectionism on mental health in gifted and twice-exceptional students. Chivers, Stephanie, Twice-exceptionality in the classroom. Journal of Student Engagement: Education Matters, 2(1), 2012, 26-29. Available at: https://ro.uow.edu.au/jseem/vol2/iss1/5
• Crepeau‐Hobson, F., & Bianco, M. (2011). Identification of gifted students with learning disabilities in a Response‐to‐Intervention era. Psychology in the Schools, 48(2), 102- 109.
• Cross, T. L. (2008). Suicide. In J. A. Plucker & C. M. Callahan (Eds.). Critical issues and practices in gifted education: What the research says (pp. 629-639). Waco, Texas: Prufrock Press.
• Cross, T. L., Cassady, J. C., & Miller, K. A. (2006). Suicide ideation and personality characteristics among gifted adolescents. Gifted Child Quarterly, 50, 295-358.
• Foley-Nicpon, M., Assouline, S. G., & Fosenburg, S. (2015). The Relationship Between Self-Concept, Ability, and Academic Programming Among Twice-Exceptional Youth. Journal of Advanced Academics, 26(4), 256–273. https://doi.org/10.1177/1932202X15603364
• Foley‐Nicpon, M. and Assouline, S.G. (2015), Counseling Considerations for the Twice‐Exceptional Client. Journal of Counseling & Development, 93, 202-211. https://doi.org/10.1002/j.1556-6676.2015.00196.x
• Hill, E. D. (2020). Twice-Exceptional College Students Narratives: When Giftedness and Mental Health Intersect. Leggett, D., Shea, I. & Wilson, J. (2010). ‘Advocating for twice-exceptional students: An ethical obligation’. Research in the Schools, 17(2), 1–10.
• Mathijssen, A. S., Feltzer, M. J., & Hoogeveen, L. (2018). Identifying highly gifted children by analyzing human figure drawings: A literature review and a theoretical framework. Psychological Test and Assessment Modelling, 60(4), 493
• McCallum, R. S., Bell, S. M., Coles, J. T., Miller, K. C., Hopkins, M. B., & Hilton-Prillhart, A. (2013). A model for screening twice-exceptional students (gifted with learning disabilities) within a response to intervention paradigm. Gifted Child Quarterly, 57(4), 209-222.
• Mathijssen, A. S., Feltzer, M. J., & Hoogeveen, L. (2018). Identifying highly gifted children by analyzing human figure drawings: A literature review and a theoretical framework. Psychological Test and Assessment Modeling, 60(4), 493.
• The National Commission on Twice-Exceptional Students (NCTS, 2020). Retrived From: https://www.nagc.org/
• National Center for Health Statistics. (2006). Causes of death report. Retrieved from http://www.cdc.gov/ncipc/wisqars
• National Education Association. (2006). The twice-exceptional dilemma. Washington, DC: Author.
• National Education Association. (2006). The twice-exceptional dilemma. Washington, DC: Author.
• Pfeiffer, S. I. (2015). Gifted students with a coexisting disability: The twice exceptional. Estudos de Psicologia (Campinas), 32(4), 717-727.
• Nowicki, E. A., Brown, J., & Stepien, M. (2014). Children's thoughts on the socialexclusion of peers with intellectual or learning disabilities. Journal of Intellectual Disability Research, 58(4), 346-357. doi: http://dx.doi.org/10.1111/jir.12019
• 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.
• Ronksley-Pavia, M., Grootenboer, P., & Pendergast, D. (2019). Bullying and the Unique Experiences of Twice Exceptional Learners: Student Perspective Narratives. Gifted Child Today, 42(1), 19-35.
• Trail, B. (2010). Twice-exceptional gifted children: Understanding, teaching, and ‎counseling gifted students. Sourcebooks.
• Townend, G. (2015). Academic self-concept in twice exceptional students: An exploratory investigation. (Dissertation/Thesis), Griffith University. (PhD), Griffith University, Gold Coast, Queensland.
• Townend, G., & Pendergast, D. (2015). Student voice: What can we learn from twice exceptional students about the teacher’s role in enhancing or inhibiting academic selfconcept. Australasian Journal of Gifted Education, 24(1), 37–51.
• Townend, G., & Brown, R. (2016). Exploring a sociocultural approach to understanding academic self-concept in twice exceptional students. International Journal of Educational Research, 80, 15-24.
• Volker, M. A., Lopata, C., & Cook‐Cottone, C. (2006). Assessment of children with intellectual giftedness and reading disabilities. Psychology in the Schools, 43(8), 855-869.
• Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, bipolar, OCD, Asperger’s, depression and other disorders. Scottsdale, AZ: Great Potential Press.
• Willard-Holt, C., Weber, J., Morrison, K. L., & Horgan, J. (2013). Twice-exceptional ‎learners’ perspectives on effective learning strategies. Gifted Child Quarterly, 57(4), 247-‎‎262.‎‏
• Wells, C. (2018). The Experience of Parenting Stress in Parents of Twice-Exceptional Children (Doctoral dissertation, Walden University).
• Winebrenner, S. (2003). Teaching strategies for twice-exceptional students. Intervention in ‎School and Clinic, 38(3), 131-137.‎
• Yssel, N., Prater, M., & Smith, D. (2010). How can such a smart kid not get it? Finding the right fit for twice-exceptional students in our schools. Gifted Child Today, 33(1), 54-61.