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Minds on the Margins : = The Formation of Learner Identity Among Artistically Talented Twice-Exceptional Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Minds on the Margins :/
Reminder of title:	The Formation of Learner Identity Among Artistically Talented Twice-Exceptional Students.
Author:	Mayper, Sarah Heussler.
Description:	1 online resource (227 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379570576

Minds on the Margins : = The Formation of Learner Identity Among Artistically Talented Twice-Exceptional Students.
Mayper, Sarah Heussler.

Minds on the Margins :The Formation of Learner Identity Among Artistically Talented Twice-Exceptional Students. - 1 online resource (227 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Boston University, 2023.

Includes bibliographical references

Although there is a great deal of research on students with disabilities, there has been little exploration of twice exceptional students, those who have both learning disabilities and gifts and talents. There are even fewer studies of twice exceptional students who are gifted and talented in the arts.This research was based on extensive interviews with eleven twice exceptional students at a public arts-focused high school. This school employed a dual differentiation approach for these students: educational services to address their disabilities as well as school-based enrichment in their artistic talent areas. Discourse analysis and thematic coding of the interviews revealed that despite this school's positive focus on students' artistic talents all eleven informants considered themselves academic failures.The study revealed that these students had a strong negative identity as learners: their academic careers were characterized by being bullied, forced to repeat grades, and frequently getting in trouble at school. They expressed feelings such as loneliness, anger, and anxiety. In terms of talent or giftedness, the participants described themselves as talented but not exceptional because of their belief that everyone has a special talent.Most of the students did not describe their own disabilities in terms that are typically used in special education. Nor did they describe their talents in language that teachers would apply to them. In the academic area students described themselves as powerless and their teachers as powerful in determining success. But in their artistic work they claimed greater power than their teachers, taking an expert's stance.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379570576Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Artistic talentsIndex Terms--Genre/Form:

554714
Electronic books.

Minds on the Margins : = The Formation of Learner Identity Among Artistically Talented Twice-Exceptional Students.
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