I dedicate my thesis work to the mothers of twice exceptional students with cerebral palsy and to my son who pushed me to write my thesis on this topic. Keywords: inclusive education, case study, skills, twice exceptional students Inclusive education, recently introduced in Kazakhstan's education system, aims to be pioneered by 30 percent of mainstream schools by 2020 For this reason, many teachers, practitioners, and researchers are at a loss as to how to teach students with additional needs, such as twice-exceptional students.
The purpose of this qualitative research is to investigate, from the perspectives of teachers of various subjects, the educational experience of twice-exceptional students with cerebral palsy who are currently studying in a gifted and talented school. Additionally, the research explores the effects of labeling and not labeling twice exceptional students on academic performance followed by examining inclusive education techniques to accommodate twice exceptional students. The case study study concluded that the educational experience of twice-exceptional children is based on crucial factors such as teachers using differentiated instruction.
Introduction
As a result, teachers need to gain practical knowledge of twice-exceptional students and instruct them accordingly. Developing the skills of twice-exceptional students is not considered appropriate when designing the gifted program in schools for gifted and talented students (Omdal, 2015). Sub RQ1: What is the experience of teachers in teaching twice-exceptional students and the paradox of twice-exceptional students in Kazakhstan?
Sub RQ2: How does labeling or de-identifying twice-exceptional students affect their academic performance. Omdal (2005) identifies “the twice exceptional students” as gifted students with disabilities who mask each other. The next chapter, the literature review, provides information on the overview of research on twice-exceptionalism and how the gifted curriculum is implemented for the needs of twice-exceptional students.
Literature review
Each activity should be designed to develop strengths and interests to challenge twice-exceptional students. Even twice-exceptional students need time to realize and develop their talents. The implementation of inclusive education in Kazakhstan raises the important issue of educating twice-exceptional students.
Teachers' awareness of doubly exceptional students is an open question because very little research has been done on the subject. Teachers' existing understanding of doubly exceptional students and how they interact with doubly exceptional students makes this theory a perfect framework for my research. My research framework is based on this theory, which aims to analyze teachers' current understanding of twice-exceptional students and how they interact with and put into practice twice-exceptional students.
Methodology
Cresswell (2014, p. 1) states that “the case study approach allows for in-depth, multifaceted exploration of complex issues in their real-world settings”. Cresswell (2014, p. 16) describes sampling as “the researcher purposively samples individuals or places based on membership in a subgroup that has distinctive characteristics. The researcher invited the participants to individual interviews and a focus group discussion before the start of the interview or focus group, the purpose and nature of the study was explained.
The researcher observed lessons from different subject teachers to define how teachers work with the twice exceptional student at this research site, including how the student was instructed through different school subjects. The researcher observed and sought evidence of teachers' interactions with twice-exceptional students' interest, participation, engagement, and challenges during the lesson. In addition, the researcher attended lessons to determine which teaching strategies appealed to the students' needs and whether the teachers provided clear expectations for performance behavior and a friendly encouraging atmosphere.
The researcher interviewed the research participants to confirm the appropriateness and validity of the collected information. The researcher developed eleven interview questions that required teacher responses about teaching twice-exceptional students. Before going straight to the data collection, the researcher decided to conduct a pilot interview with a tutor of a twice exceptional student.
The researcher was expected to present a description of the research procedures to the ethical review board of the Nazarbayev University Graduate School of Education before data collection. In observation protocols and interview codes, the researcher marked key words by hand (Burton, Brundrett, & Jones, 2014). The researcher followed ethical principles and standards and referred to the Ethical Guidelines for Educational Research (BERA, 2011).
The participants were treated respectfully, but in case of any risk of becoming upset, the researcher stopped the interview.
Findings
The main research question addresses the characteristics of the pedagogical experiences of twice-exceptional students in a school for the gifted and talented in southern Kazakhstan. But teachers believe that the learning barriers of twice-exceptional students can be overcome over time. As a result, the majority of teachers in this study concluded that it is better not to use any inclusive strategies with twice-exceptional students.
The first finding relates to teachers' practice of working with twice-exceptional students because the exception consists of special abilities and needs. The participants believe that teachers should foster the learning interest of twice exceptional students for the subject in the form. Teachers mentioned that these were the strategies that helped twice-exceptional students develop both mentally and physically.
Actually, 'the twice exceptional students never like to be labeled because they want to be treated equally with other typical students' (Teacher 4). Four teachers, who participated in the focus group discussion, have the educational experience of teaching twice exceptional students for five years. As stated in the collected data, five teachers are aware of twice exceptional students attending their lessons.
Another important finding was that most teachers are not aware of the term 'doubly exceptional students'. The teacher's choice of strategies to use for students with cerebral palsy who are doubly exceptional in the classroom. In this case, teachers believe that the application mainly depends on the specific challenge faced by two exceptional students.
In conclusion, the results showed that the recognition of twice exceptional students directly depends on the diagnosis of students with special needs.
Discussion
Social constructivism theory is embedded in this thesis finding through the socialization of twice-exceptional students in school culture and life. For example: Teacher 3 and 10 shared that the curriculum structure should not be adapted to the needs of twice exceptional students. In this way, each teacher is responsible for the success of twice exceptional students in the school.
All participants shared comprehensive strategies they use in their lessons to meet the needs of twice-exceptional students. Teachers are aware of the fact that positive perception and knowledge about twice exceptional students need further development with the support of the school community. The teachers of this case study were only neutrally inclined to include students with exception twice.
An additional finding shows that the inclusion of doubly exceptional students depends heavily on the emotional strength they demonstrate, as the students often explicitly deny their disabilities. Baum, Emerick, Herman, and Dickson (1989) found that twice-exceptional students demonstrate a willingness and desire to study. They compare the component of giftedness, which is twice exceptional, with the inner strength that motivates twice exceptional students to receive high-quality education.
One of the most successful strategies in teaching twice-exceptional students mentioned is peer support. In addition, Barger (2009) explains that such an approach is a practical way to further develop and support the talents of twice exceptional students. The impact of labeling and not identifying twice exceptional students on academic performance.
As a result, the effect of labeling on academic achievement for twice-exceptional students depends on how teachers frame the label for exceptional conditions.
Conclusion and Implications
This research is about teachers' experience of working with a twice-exceptional student and how to support and implement the gifted curriculum. The main finding of this thesis is that there is considerable disagreement between teachers' perceptions of the dual exclusion phenomenon and their actual practice with twice exceptional students. Another finding shows that a positive school environment affects the academic performance of twice exceptional students.
Teachers added that scaffolding in pairs or groups increases students' academic knowledge twofold. In addition, the case study findings support previous international research; however, in Kazakhstan, research on the topic of teachers' educational experiences of teaching twice-exceptional students is scarce. Furthermore, like most Kazakh teachers, the case study participants are not professionally trained to recognize and meet the diverse needs of twice-exceptional students in gifted and talented schools.
Therefore, the researcher can continue to investigate the importance of teachers' understanding of twice exceptional students on the use of gifted curriculum. Although the current study showed some interesting findings about teaching twice exceptional students and how teachers understand twice exceptional in the education system, this study has some limitations. The impact of vulnerabilities and strengths on the academic experiences of twice-exceptional students: A message for school counselors.
The influence of teacher expectations about twice-exceptional students on the use of high-quality gifted curriculum: A case study approach. Research Title: The Influence of Teacher's Understanding and Beliefs About Twice Exceptional Children on the Use of Gifted Curriculum. How do you moderate the gifted program to address the student with twice exceptional needs.
What practices can you give me as an example of what you have done to better meet the needs of twice exceptional students. How does labeling and non-labeling of twice exceptional students affect a child's academic performance. Teachers should always inspire and encourage twice exceptional students and they need extra time to graduate.
