Content area
In a large, urban US public school district that began a new identification system for gifted education focused on the equity and inclusion of twice-exceptional (2e) students, a need for the further training of educators involved with assessment, services, and planning with this unique group of students was warranted. After attending a professional learning (PL) event, 243 ancillary staff members (school psychologists, social workers, occupational and physical therapists, and speech/language pathologists) completed a survey with both closed- and open-ended responses. This study was guided by the research question: How does professional development on twice-exceptional (2e) students affect ancillary staff’s knowledge and confidence for supporting 2e students? The survey results provided valuable insights (themes) into participants’ perceptions of their understanding and ability to support 2e students after the PL session.
Details
Literature Reviews;
Language Arts;
Educational Research;
Learning Problems;
Occupational Therapy;
Meetings;
Learning Theories;
Learning Experience;
Individualized Programs;
Individualized Instruction;
Educational Change;
Professional Personnel;
Family (Sociological Unit);
Individualized Education Programs;
Beliefs;
Advocacy;
Expectation;
Creativity;
Academically Gifted;
Outcomes of Education;
Opportunities;
Professional Education;
Educational Experience;
Programming
1 College of Education and Community Innovation, Grand Valley State University, 401 Fulton St W, Grand Rapids, MI 49504, USA
2 College of Education, Wayne State University, 5425 Gullen Mall, Detroit, MI 48202, USA; [email protected]
3 School of Education, William & Mary, 301 Monticello Ave, Williamsburg, VA 23185, USA; [email protected]