Journal article
Integrating creativity into career interventions for twice-exceptional students in the United States: A review of recent literature
Gifted and talented international, Vol.34(1-2), pp.91-101
07/03/2019
DOI: 10.1080/15332276.2019.1704667
Abstract
In the United States, scholars both in and out of gifted education have been studying twice-exceptional students for the past several decades. These students often face significant challenges and barriers in the process of achieving their educational and career goals, as they are often confronted with combining their talent domains with the limitations associated with their learning, social, and/or behavioral difficulties. Yet studies have also identified distinct strengths within this population, such as their accelerated creativity. In this article, we reviewed the creativity and career development literature specific to twice-exceptional students and considered how creative approaches toward career intervention, such as the inclusion of the creative arts, may facilitate student exploration. Theoretical and research support for this approach are discussed.
Details
- Title: Subtitle
- Integrating creativity into career interventions for twice-exceptional students in the United States: A review of recent literature
- Creators
- Ching-Lan Rosaline Lin - University of IowaMegan Foley-Nicpon - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Gifted and talented international, Vol.34(1-2), pp.91-101
- Publisher
- Routledge
- DOI
- 10.1080/15332276.2019.1704667
- ISSN
- 1533-2276
- eISSN
- 2470-9565
- Language
- English
- Date published
- 07/03/2019
- Academic Unit
- Belin-Blank Center
- Record Identifier
- 9984371086502771
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