Session Information
01 SES 16 C, Research on Students’ Motivation and Learning
Paper Session
Contribution
Twice exceptional students (2e students) are those young people who combine superior ability in one or more areas and disabilities that may be areas of specific learning disabilities, behavioural or attention deficits, or social impairments (Reis et al., 2014, Ronksley-Pavia et al., 2018). Based on teachers’ observation currently there are more learners who can be both gifted and possess additional exceptionality. Another observation is that there are more students who have difficulties when expressing their thoughts, understanding own emotions and following accepted behavioral patterns. Hence, it is highly important to provide differentiation strategies for 2e students as several studies report that negative school experiences have lifelong ramifications. These students continue to feel insecure, undervalued, and like they do not belong (Ronksley-Pavia et al., 2018).
Teacher collaboration is vital when searching for ways to adjust curriculum and teaching strategies. One of these experiences is described in this study. Teachers of History and English (as a foreign language) conducted a Lesson study implementing storytelling into their lessons.
Purpose of study
The study is aimed at identifying effective teaching instruments for facilitating twice exceptional students with the focus on storytelling. The following research questions were shaping this study:
How effective is the use of storytelling in meeting the needs of twice exceptional students?
What are some suggestions for school administration and teachers who are interested in meeting the needs of twice exceptional students?
Conceptual framework
There are two concepts which are shaping this study: twice exceptionality and storytelling.
Understanding the needs of twice exceptional students is a critical factor of curriculum adjustment. More than 50 articles were analyzed and important findings were taken into consideration when planning collaborative work for this study. Based on literature review storytelling teaching method, which currently is gaining popularity, can be an effective tool to help twice exceptional learners use their full potential in educational organizations.
The topic of twice exceptionality has been widely discussed by researchers mainly focusing on inclusive and special education. There is a lack of research suggesting strategies which could be employed on a wide range of subjects in regular classrooms for developing countries where inclusive education is being introduced currently (Gierczyk & Hornby, 2021, Yuying 2015, Metelski 2022). Another important finding is the difficulty in identifying 2e learners. Educators frequently are unaware or unable to identify 2e learners (Baldwin et al., 2015, Neihart, 2018, Bechard, 2019, Baldwin et al., 2015) since “some 2e learners achieve average grades because their superior talents and disabilities are counterbalanced in a manner that masks both high potential and areas of weakness” (Neihart, 2018). Therefore, there role of teachers conducting professional dialogs with their colleagues to understand the complexity of 2e nature is crucial. Since these learners can be very complex and have needs that are usually met in gifted or special education settings constant development of teachers’ skills by sharing their results and opinions through research could bring positive effects (Bechard, 2019).
Regarding storytelling teaching method, research shows that for language and History lessons storytelling can be employed in various ways and the implementation of this technique can lead to improvements in academic performance and enjoyable learning process (Atta-Alla, 2013, Xu, Park, & Baek, 2011, Gakhar & Thompson, 2007; Myatt, 2008, Schell, 2004; Nguyen, et.al., 2014). Moreover, it can lead to a positive transformation of students and improved social interactions and language outcomes (Maier & Fisher (2007). As for History, a number of educational scholars have indicated that viewing history as a story offers stronger possibilities for bringing overall coherence and interest to history instruction (Schell, 2004).
Method
This qualitative study is classroom action research focusing on the development of teacher practice knowledge and improvement of learners’ academic performance (Dudley, 2011). To understand the challenges 2e students face at the lesson the collaboration of teachers who are working in the same group was required. The cycle in the lesson study consisted of stages: meeting with colleagues, selecting teaching strategies, joint planning, teaching and observing the lesson, and discussing the results (Dudley, 2011). During pedagogical meetings similar difficulties were found out and at joint planning storytelling was selected as the most effective way to address needs of all students in that group. Lesson observation form designed by Dudley (2011) was applied. Moreover, to get a deeper understanding of students’ needs, there were interviews conducted with students, parents and other teachers. The collected data was used to adjust teaching and provide more support for 2e students and their classmates.
Expected Outcomes
According to Foley-Nicpon et.al. (2012) teachers’ keen observation and recommendation is the first step to discover students who have high ability but struggle with disabilities. Moreover, a good support system and collaboration at all levels can help the 2E students to be benefited in their learning experience. Therefore, the first finding is widening our pedagogical horizon when collaborating with like-minded professionals. This collaborative work provided a deeper understanding of students’ needs. As teachers who deliver content on another language, namely English is the third language and History is taught in Kazakh for students to whom it is their second language, we have noticed that there is a full engagement of students when storytelling is used. Tasks were adapted in accordance with learning needs of students. By the end of this study the summative assessment results of students have leveled off. Moreover, students were engaged every lesson, and they saw connections of ideas and topics discussed at previous lessons. Finally, 2e students had more opportunities to use their potential at fullest. Surprisingly, 2e students, who never talked about emotions, showed their gratitude and started smiling more often. Teachers used guided questions while telling stories related to topics. In case of history when talking about the beginning of XX century in Kazakhstan 2e students provide examples from World History, Art, Medicine and Literature. They helped other group members to start seeing the bigger picture of that particular period. However, we have noticed that safe environment is crucial. 2e students are vulnerable to any comments or sudden sounds. Therefore, every lesson teachers applied collaboration techniques making sure that everyone felt comfortable emotionally. At the end of every lesson teachers gave the link to the next lesson explaining what students should be ready for.
References
Amran, H. A., & Majid, R. A. (2019). Learning Strategies for Twice-Exceptional Students. International Journal of Special Education, 33(4), 954–976. https://files.eric.ed.gov/fulltext/EJ1219411.pdf 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. https://doi.org/10.14221/ajte.2018v43n6.2 Brouillette, L. (2010). Nurturing the social-emotional and cognitive development of K-2 gifted learners through storytelling and drama. Gifted Education Communicator. Gierczyk, M., & Hornby, G. (2021). Twice-Exceptional Students: Review of Implications for Special and Inclusive Education. Education Sciences, 11(2), 85. https://doi.org/10.3390/educsci11020085 Jeweler, S., Barnes-Robinson, L., Shevitz, B. R., & Weinfeld, R. (2008). Bordering on Excellence: A Teaching Tool for Twice-Exceptional Students. Gifted Child Today, 31(2), 40–46. https://doi.org/10.4219/gct-2008-760 Josephson, J. B., Wolfgang, C. H., & Mehrenberg, R. L. (2018). Strategies for Supporting Students Who Are Twice-Exceptional. The Journal of Special Education Apprenticeship, 7(2), 8. Reis, S., Gelbar, N., & Madaus, J. (2022). Pathways to academic success: specific strength-based teaching and support strategies for twice exceptional high school students with autism spectrum disorder. Gifted Education International, 026142942211241. https://doi.org/10.1177/02614294221124197 Reis, S. M., & McCoach, D. B. (2000). The Underachievement of Gifted Students: What Do We Know and Where Do We Go? Gifted Child Quarterly, 44(3), 152–170. https://doi.org/10.1177/001698620004400302 Watts, J. (2008). Benefits of Storytelling Methodologies in Fourth- and Fifth-Grade Historical Instruction. Storytelling, Self, Society, 4(3), 185–213. https://doi.org/10.1080/15505340802303519 Yuying, L. (2015). Supporting Twice exceptional Students in Regular Classrooms in the United States. Manuscript Without Identifiers Supporting.
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