dc.description.abstract |
Giftedness provides no assurances of protection from concomitant physical or psychosocial challenges (L. Silverman, 1989). Gifted students can be affected by learning difficulties that impact upon their academic capabilities in schooling contexts. Individuals who possess domains of high ability alongside learning difficulties are often referred to in education literature as twice-exceptional, dual-exceptional, multi-exceptional or gifted-plus. The nature and extent of individual learning strengths and impairments can make identification and diagnosis challenging. As a result, many students with such learning differences are often not recognised, nor appropriately provided for in New Zealand schools. This typically results in underachievement when compared to potential, which has serious implications for future life prospects and personal well-being. This research examined multiple perspectives in the education of gifted students with learning difficulties in New Zealand schools, specifically in reference to the almost incongruous phenomenon of underachievement of this gifted student subgroup. Different intervening conditions in an individual’s learning environment, including personal circumstances and broader contextual spheres of influence that impact upon student capabilities, were explored. In investigating the conditions of a learning setting, the research considered barriers and facilitators that impeded or enhanced achievement, via the negotiation of student identity and capability, within the bounds of existing school structures and arrangements. The research employed constructivist grounded theory methodology combined with the theoretical framework of the capability approach to generate explanatory theory. Embedded mixed methods were adopted as an appropriate means through which to investigate the capacity of gifted students with learning difficulties to achieve academic success and socioemotional well-being. Three distinct school climates were identified from the data. Each learning climate was shown to influence the negotiation of identity, development of agency, perceptions of capability, and realisation of achievement, of the twice-exceptional students. The findings suggest that for this student group, relationally inclusive practices that enhance understandings about dual exceptionality as a construct, would help to promote success in schools. Such practices importantly included recognition of learning strengths, alongside provision for learning difficulties, that were beneficial for individuals not only academically, but also cognitively and psychosocially. Unfortunately, the current focus on learning difficulties in New Zealand schools, complicated by a lack of policy specifically aimed at addressing twice-exceptional students’ complex learning needs, worked against the reported preferences of the student participants. Neglecting domains of high ability left these students and their families feeling frustrated by the process of schooling. This affected the development of personal well-being and a sense of belonging in the New Zealand school system. The thesis concludes by proposing a new model to assist with reconceptualising individuals with gifts and talents in association with learning difficulties. A new term, diff-capable, is offered to help transcend issues created by current (unhelpful) polar constructions of ability and (dis)ability as separate entities. The term diff-capable thus aims to help teachers/special education needs coordinators (SENCos) to more appropriately recognise and cater for the learning needs of this unique student group. In light of the findings, recommendations are made for transformational change utilising a capability approach. |
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