Overview

This book addresses critical issues related to appropriately servicing gifted students with other learning exceptionalities, also known as twice exceptional (2e) students. Utilizing a social, emotional, and cultural lens, it extends beyond the historical cognitive discussion within the domains of special and gifted education and draws on a variety of interpreted perspectives, featuring leading authors, experts, and specialists from several countries and from different academic disciplines and backgrounds. The collection offers a balance between theoretical/methodological and empirical chapters to provide a discourse for operationalization and implementation of services that best serve the educational and individualized needs for a diverse group of students.This work demonstrates the importance of knowing and attending to the social, emotional and cultural dimensions of 2e students while simultaneously fostering the appropriate cognitive skill development for whole-child well-being.

Full Product Details

Author:   Fernanda Hellen Ribeiro Piske ,  Kristina Henry Collins ,  Karen B. Arnstein
Publisher:   Springer International Publishing AG
Imprint:   Springer International Publishing AG
Edition:   1st ed. 2022
Weight:   0.500kg
ISBN:  

9783031103773

ISBN 10:   3031103777
Pages:   201
Publication Date:   04 October 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

ForewordMarc Smolowitz, Los Angeles, California, USA Introduction Kristina Henry Collins, San Marcos, Texas, USA Fernanda Hellen Ribeiro Piske, Curitiba, Brazil Karen Arnstein, Houston, Texas, USA  Context and Social Constructs (Macrosystem) 1.      The Intersectionality of Twice-Exceptionality: Historic, Current, and Future Perspectives Karen Arnstein, Houston, Texas, USA 2.      The Complexity of Twice Exceptionality and its Educational Implications Fernanda Hellen Ribeiro Piske, Curitiba, Brazil Kristina Henry Collins, San Marcos, Texas, USA 3. Bibliographic Review of 2e Literature and Application in Argentina: The Children´s Area of the Neuropsychology Service Paula Irueste, Cordoba, Argentina Martina Gianola, Cordoba, Argentina Person (Microsystem & Individuality) 4.      Atypical Development and Giftedness: The Advantageous Side of the Neurological Based Achievement Difficulties Eva Gyarmathy, Budapest, Hungary 5.      Supporting Gifted Students with Anxiety, Dyslexia, or Attention Deficit/Hyperactivity Disorder (ADHD) in School Settings Wendy A. Behrens, Minneapolis, MN, USA C. Matthew Fugate, Houston, Texas, USA Cecelia Boswell, Austin, Texas, USA 6.      Supporting the Emotional Well-Being of Twice-Exceptional Students Using Literature Thomas P. Hébert, Columbia, South Carolina, USA  Person (Exosystem & Socialized Structures) 7.      Gifted Trauma and Twice-Exceptionality: Preventing Psychological Injury in the Classroom Kate Bachtel, SoulSpark Learning, Boulder, CO, USA Rachel Fell, Fe, LLC, Cudahy, Wisconsin, USA 8.      Twice or Thrice? Identification Issues and Possibilities Related to Twice Exceptionality in Australian Schools Mary-Anne Haines, Armidale, Australia Genevieve Thraves, Armidale, Australia Linley Cornish, Armidale, Australia 9.      Strength-Based Approaches to Recognize and Develop Talent in Twice-Exceptional Learners Todd Kettler, Waco, Texas, USA Tracey N. Sulak, Waco, Texas, USA 10.  Comprehensive Social Emotional Learning: Embedding Skill Development Program-wide Carl Sabatino, Studio City, CA, USA Chris Wiebe, Studio City, CA, USA Process (Mesosystem & Intersectionality) 11.  The Social Emotional Impact of Living 2e: It is Not Just a School Thing Joanna L. Haase, Pasadena, California, USA Lisa Hancock, Torrance, California, USA 12.  See Me! Addressing the Invisibility of Gifted Black Girls with other Learning  Exceptionalities Carlita R. B. Cotton, New Britain, Connecticut, USA Joy Lawson Davis, Studio City, CA, USA Kristina Henry Collins, San Marcos, Texas, USA  Time (Chronosystem: Cross-Sectional vs Longitudinal Changes over Time) 13.  Reframing The Future of 2e Research: An Introduction to Arnstein’s Spiral Theory of Development Karen B. Arnstein, Houston, Texas, USA Afterword Kristina Henry Collins, San Marcos, Texas, USA

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Author Information

Fernanda Hellen Ribeiro Piske is founder and President of Institute C&S - Creativity & Giftedness for gifted students and 2e students, in Curitiba, Parana, Brazil.This institute aims to help regarding the identification and specialized service for gifted students and 2e students from pedagogical, psychological, neuropsychological and legal advice and guidance. Dr. Piske, Ed.D. is a globally respected expert in Giftedness, Inclusive and Special Education. Her doctoral degree is in Cognition, Learning and Human Development from Federal University of Parana. She completed postgraduate studies in Special Education and Inclusive Education from the International University Centre - Uninter. As a researcher and well-established author in the field, Dr. Piske has 1st authored and/or edited many gifted and talent development books on topics including, but not limited to: Twice Exceptionality, Autism, Creativity, Social-Emotional Development, Affectivity, Bullying, Teacher Training, Complexity Theory and Human Rights, published in the United States, Portugal, Germany and Brazil. As a visionary leader in the field, her published work is uniquely positioned as she effectively coordinates the collaborative research and writing efforts of experts from around the world from several countries. Dr. Piske has been giving lectures on Gifted Education and Twice Exceptionality at congresses and events. Dr. Piske has been currently working as a reputed educator in Giftedness at the Inclusion and Specialized Educational Service Department (DIAEE) of the Education Secretariat (SME) of Curitiba, Paraná, Brazil. In this position, she has taught courses and trained teachers in the area of Giftedness and twice exceptionality.Kristina Henry Collins, Ph.D., Ed.S. (UGA) is an  Associate Professor of Talent Development  at Texas State University and former Program Coordinator for a HS school-within-a-school gifted program. Boasting a 30-year career across K-20 in educational leadership, Dr. Collins’ scholarly pursuits include over 200 professionally conducted workshops, talks, and consults; over 100 manuscripts, curriculum models, and grants at various stages including 4 co-edited GT books on autism, 2e, bullying and underachievement; and recognition with over 35 educational honors/awards. Most recently, she was recognized with NAGC's 2021 Early Leader Award and the Bridges 2021 “Person to Watch” for leadership and pioneering research related to thrice exceptional (3e) students and other special populations. Dr. Collins is the Immediate Past President for SENG (Supporting Emotional Needs of the Gifted), the Associate Director for LBJ Institute for STEM Education and Research, and serve on several other gifted and talented education boards/committees. She is the mother of two gifted-identified sons, one of which is 3e. Karen B. Arnstein is an assistant professor in Educational Psychology at the University of Houston-Downtown. She has worked with K-12 students for over a decade and holds a California K-8 multiple subject credential and gifted endorsement. Her research examined how parents, teachers, psychologists, and the educational environment impact the developmental transitions of preadolescent twice-exceptional (2e) students. Dr. Arnstein has presented across the United States and internationally on topics such as the nature and needs of twice-exceptional students, the masking effect, overexcitabilities, the parental experience of grieving, communication supports, and effective differentiation for twice-exceptional learners. Dr. Arnstein currently serves as Secretary and Research Committee co-chair for Supporting the Emotional Needs of the Gifted (SENG) in addition to serving as a Founding IRB Committee Member for Bridges Graduate School of Cognitive Diversity in Education. 

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