Abilities, disabilities and possibilities: a qualitative study exploring the academic and social experiences of gifted and talented students who have co-occurring learning disabilities

2.50
Hdl Handle:
http://hdl.handle.net/10547/611815
Title:
Abilities, disabilities and possibilities: a qualitative study exploring the academic and social experiences of gifted and talented students who have co-occurring learning disabilities
Authors:
Tan, Laura; Hughes, Claire; Foster, Juliet
Abstract:
It is estimated that 1-2.5% of the UK school population are gifted and talented students who have co-occurring learning disabilities (National Association for Gifted Children, 2001). Many authors have published recommendations for helping to support this unique group. However, far fewer have supported these with empirical research. The current study used 1:1 interviews with secondary school and university students (N=18) to explore their academic and social experiences. As well as being identified as gifted and talented, the students also had a diagnosis of dyslexia, dyspraxia or Autism Spectrum Disorder (ASD). A semi-structured interview schedule was used to ask students about their extra-curricular activities, friendships, bullying, support and future ambitions. Interpretative Phenomenological Analysis of interview transcripts revealed eight themes: everyday life, extra activities, social development, support, identification, underachievement, mental health issues and suggestions. Students were capable of making friends and mixing with peers but experienced problems with bullying and social isolation. Teachers, mentors, family and technology were found to be helpful, however, support could be inconsistent and parents themselves may benefit from support groups. Finally, some commonly used strategies to help these students were collated and could be useful to help others who share the same or similar experiences.
Affiliation:
University of Cambridge
Citation:
Tan, L., Hughes, C., Foster, J. (2016) 'Abilities, disabilities and possibilities: a qualitative study exploring the academic and social experiences of gifted and talented students who have co-occurring learning disabilities'. Journal of pedagogic development 6 (2) 30-42
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Jun-2016
URI:
http://hdl.handle.net/10547/611815
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/318/498
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorTan, Lauraen
dc.contributor.authorHughes, Claireen
dc.contributor.authorFoster, Julieten
dc.date.accessioned2016-06-06T11:31:50Zen
dc.date.available2016-06-06T11:31:50Zen
dc.date.issued2016-06en
dc.identifier.citationTan, L., Hughes, C., Foster, J. (2016) 'Abilities, disabilities and possibilities: a qualitative study exploring the academic and social experiences of gifted and talented students who have co-occurring learning disabilities'. Journal of pedagogic development 6 (2) 30-42en
dc.identifier.issn2047-3265en
dc.identifier.urihttp://hdl.handle.net/10547/611815en
dc.description.abstractIt is estimated that 1-2.5% of the UK school population are gifted and talented students who have co-occurring learning disabilities (National Association for Gifted Children, 2001). Many authors have published recommendations for helping to support this unique group. However, far fewer have supported these with empirical research. The current study used 1:1 interviews with secondary school and university students (N=18) to explore their academic and social experiences. As well as being identified as gifted and talented, the students also had a diagnosis of dyslexia, dyspraxia or Autism Spectrum Disorder (ASD). A semi-structured interview schedule was used to ask students about their extra-curricular activities, friendships, bullying, support and future ambitions. Interpretative Phenomenological Analysis of interview transcripts revealed eight themes: everyday life, extra activities, social development, support, identification, underachievement, mental health issues and suggestions. Students were capable of making friends and mixing with peers but experienced problems with bullying and social isolation. Teachers, mentors, family and technology were found to be helpful, however, support could be inconsistent and parents themselves may benefit from support groups. Finally, some commonly used strategies to help these students were collated and could be useful to help others who share the same or similar experiences.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/318/498en
dc.subjectgifted and talented educationen
dc.subjectdyslexiaen
dc.subjectdyspraxiaen
dc.subjectAutism Spectrum Disorder (ASD)en
dc.subjectlearning disabilitiesen
dc.subjectfamilyen
dc.subjecthigher educationen
dc.subjectpeersen
dc.subjectsupporten
dc.subjectstrategiesen
dc.subjectX300 Academic studies in Educationen
dc.titleAbilities, disabilities and possibilities: a qualitative study exploring the academic and social experiences of gifted and talented students who have co-occurring learning disabilitiesen
dc.typeArticleen
dc.contributor.departmentUniversity of Cambridgeen
dc.identifier.journalJournal of pedagogic developmenten
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