Book chapter
The Social and Emotional Development of Twice-Exceptional Children
The Social and Emotional Development of Gifted Children, pp.103-118
Prufrock Press, Second edition
2016
DOI: 10.4324/9781003238928-11
Abstract
This chapter reviews the empirical research regarding the social and emotional development of twice-exceptional children, discusses issues specific to diverse populations and limitations to current research, and provides implications for working with twice-exceptional students in educational and counseling environments. Twice-exceptional students’ success in academic domains may be connected to their social and emotional development. Most of the recent literature in the area of gifted students with learning disabilities has focused more on identification and questioning the existence of the dual exceptionality than on related social and emotional concerns. The twice-exceptional students’ self-perceptions and self-concepts generally were closer to the students with learning disabilities than they were with any other group, and were lower than that of gifted or nonidentified students. Psychosocial functioning may improve over time among twice-exceptional youth.
Details
- Title: Subtitle
- The Social and Emotional Development of Twice-Exceptional Children
- Creators
- Megan Foley-Nicpon
- Resource Type
- Book chapter
- Publication Details
- The Social and Emotional Development of Gifted Children, pp.103-118
- Edition
- Second edition
- Publisher
- Prufrock Press; Waco, Texas
- DOI
- 10.4324/9781003238928-11
- Language
- English
- Date published
- 2016
- Academic Unit
- Belin-Blank Center
- Record Identifier
- 9984528112202771
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