Make sure you address all the information requested on the request for amendment form(s). Finally, my sincere thanks go to my participant in the study, a twice exceptional child, his mother and teachers for being the key factor of my interest in this research and their patience and willingness to be part of my study. The purpose of the qualitative research is to explore the educational experience of a twice exceptional child identified as GADHD (gifted/attention deficit hyperactivity disorder) studying in a mainstream school in Kazakhstan within the context of inclusive education.
The study aims to investigate the educational characteristics of a gifted hyperactive child through the perspectives of the child, his teachers and his parent. The main participants of the study were a twice exceptional elementary school child and his mother, as well as two of his current teachers and one possible future teacher, who were both interviewed and observed during the study.
The purpose of this qualitative study is to explore the educational experience of a twice-exceptional child identified as GADHD studying in a mainstream school in Kazakhstan within the context of inclusive education. Central RQ: What are the characteristics of educational experience of a twice exceptional child in a general educational institution in Kazakhstan through perspectives of the child, his teachers and his parent. Sub RQ2: How does the identification of a child as twice exceptional or the lack of such identification affect the academic educational experience of a child.
Sub RQ3: How does identifying a child as twice exceptional or the lack of such identification affect a child's educational experience in the family. The literature review chapter provides information on an overview of twice-exceptional students and the strategies on how inclusive education is implemented for twice-exceptional students.
This idea is also supported by Kennedy et al. 2015) who state that collaborative partnerships help to better identify the profile of twice-exceptional students. In addition, this facilitates the educational experience of teachers of twice-exceptional students and at the same time frames learning. In general, the educational experiences of twice-exceptional students depend on their school and family circumstances.
Being aware of twice exceptionality and having properly identified gifted hyperactive students are not the only important parts of educating twice exceptional children. Therefore, the researcher proposes to challenge and motivate twice exceptional students in the classroom as well.
This was valuable to the research as it provided the researcher with a more explicit account of the existence of twice exceptionality and helped to answer the research questions. The second group of participants in this study included three teachers from the school where the twice exceptional child studies. The third participant from the school is a middle school teacher who will likely teach the child in the future.
The participation of the secondary school teacher was important for the research to see the future perspective of the educational experience of the case study twice exceptional child at secondary school. Initially, face-to-face semi-structured interviews were conducted with all the participants of the research separately. Before teachers' interviews, the researcher conducted a semi-structured face-to-face interview with the parent and the child in the presence of the parent.
The face-to-face semi-structured interviews with teachers were conducted to provide the researcher with evidence on the research questions based on the teachers' experiences and perceptions of the existence of double exceptionalism in school. Questions related to the identification of twice-exceptionalism and its impact on the twice-exceptional child's educational experience at school and at home; The observation protocol was populated with the researcher's memory and field notes taken during the observation.
It helped me analyze the whole deep picture of the characteristics of the educational experience of a hyperactive twice-gifted child from different perspectives. The research approval application form includes the purpose and research questions of the study, as well as the research design and methods. Each participant was given a Consent Form translated into Russian, which was developed under the guidance of the research supervisor.
All teachers noted that such twice-exceptional students may have problems with their peers. So we can see from this case study the different angles of teachers' experiences with twice-exceptional children. According to the teachers' answers, “the behavior of the students who are twice exceptional is usually not the same as that of ordinary students” (Teacher 1).
From the described characteristic features of twice-exceptional children, both teachers and parents agree that. As Teacher 1 emphasizes in this case, “the cooperation of teachers and parents is a key factor in helping the twice exceptional child to overcome any challenges in his child. From the interview with a twice exceptional child and the home and school observations, it is clear that the child himself does not deny the fact of self-attribution to hyperactive children.
Because the twice-exceptional child shares common characteristics of giftedness and hyperactivity, it was evident from the observations that the case study child needed more. The impact on the academic educational experience of a twice exceptional child can be observed by the benefits and challenges that the child experiences in cases where the child's twice exceptionality is recognized or there is no such identification. Since a twice-exceptional student needs constant attention from teachers, teachers try to facilitate and frame the twice-exceptional student's studies.
So, it enables the child to feel twice as exceptional in the context of education. A parent and a child agree that support and motivation are important in the life of a twice-exceptional child. To summarize, the results show that the success in the educational experience of the twice-exceptional child case study depends on whether the teachers, the family, and the child himself identify the twice-exceptional.
The process of identifying a child to be twice exceptional can take many teachers' time to understand their unique needs. The case study showed that Eldar, the gifted hyperactive child, was not identified as a twice exceptional child until the 3rd grade. The impact of identifying a child as twice exceptional or the lack of such identification on a child's academic educational experience.
This finding revealed the connection with the ideas of Kennedy et al. 2015), who explains that it is important to pay close enough attention to the twice exceptional student's profile. The impact of identifying a child as twice exceptional or the lack of such identification on a child's educational experience in the family. The home observation and interviews with a child and a parent reveal that the parent is aware that the child is twice exceptional.
Inclusive education strategies to accommodate the needs of twice-exceptional gifted children with attention deficit hyperactivity disorder. The researchers explain that being trained and taught how to work with twice exceptional is obviously important. Being aware of the fact that the child is not only good in academic studies but also very talented in dancing and drawing, the teacher gave the student tasks that would test the non-academic skills of a twice-exceptional child. improve.
Omdal (2015) and Rafalovich (2001) explain that the development of a twice-exceptional child depends on how parents meet the needs of their children. While the twice-exceptional child may be involved in helping his peers academically, the non-. In summary, we can see that the characteristics of a twice-exceptional child's educational experience ranged from misunderstanding the exceptionalities to using them.
Thus, the strategies to accommodate the doubly exceptional child's needs suggested by the case study participants cannot be applied to other gifted hyperactive children. The research revealed the characteristics of the educational experience of a gifted hyperactive child within the framework of a single case study. The study's research questions shed light on the case study teachers' awareness and attitudes towards dual exceptionalism.
Finally, one of the middle school teachers did not participate in the interview due to conflicting schedules of the teacher and the researcher. Secondly, the limited number of lessons, only two lessons, did not show the researcher the whole picture of the teachers' overall attitudes towards the phenomenon of twice exceptionality and the way they identify the exceptionalities of a gifted hyperactive child. Twice Exceptionality: educational experience of a gifted hyperactive child through the perspective of the child, his teachers and his parents.
Then the audio tape material of the interview will be transcribed and used only for research purposes. The information will be kept in the researcher's personal computer protected by a password. Furthermore, at the end of the research you will be provided with a short summary of the research and recommendation on how to work with gifted hyperactive children.
RISKS AND BENEFITS: There are no risks, as the researcher guarantees that he will use the lesson observation material only for research purposes to better understand the educational experiences of gifted hyperactive children in school. The interaction and conversations during the observation will be recorded (voice only) by prior mutual agreement. The goal is a better practical understanding of the child's educational experience in the family. Afterwards, the audio-recorded interview and observation material will be transcribed and used for research purposes only.
Twice exceptionalism: Educational experience of a gifted hyperactive child from the perspective of the child, his teachers and his parents. Parental strategies for meeting the twice-exceptionalism needs of the gifted/hyperactive child. The home atmosphere (with regard to the parents' attitude towards the child's giftedness and hyperactivity).