Overview

This practical and action-oriented book focuses on addressing the educational needs of twice-exceptional students in higher education. Drawing on the experiences of educators, this book discusses various challenges academic teachers face in meeting the needs of these students while presenting practical strategies that can be easily implemented in colleges and universities. Chapters not only provide a comprehensive overview of the latest research and findings in special and inclusive education, but also feature applications of the theoretical concepts and models discussed to provide interventions and techniques that can be used by educators and stakeholders in the education system. Challenging the status quo and debunking myths surrounding twice-exceptionality, this book will pave the way for educators to implement effective educational strategies that uplift and empower these gifted and challenged learners within the higher education landscape and beyond.

Full Product Details

9781032946146

Table of Contents

Reviews

In this thoughtful book, our colleagues have added to the research about the dilemmas facing this diverse group of students focusing on best practices to identify and to challenge and engage these twice exceptional students. The book adds to the paucity of research that examines perceptions of the transition experience by students themselves, as well as their teachers and parents. Their thoughtful, insightful work summarizes some of the challenges of preparing twice exceptional students to succeed in college and suggests how transition services and support can be offered and improved for this group of students. It is a thoughtful guide for the future and a must read for educators of twice exceptional students. Sally M. Reis, PhD, University of Connecticut, USA This book is a call to action for universities to reimagine inclusion as a foundation for excellence through recognition, understanding, and talent development for twice-exceptional individuals. The authors offer a rich, interdisciplinary perspective that blends theory, research, and practice in ways that are accessible and actionable. Drawing on international scholarship and lived experience, the book provides a roadmap for higher education to create learning environments where twice-exceptional students are supported and encouraged to achieve their potential. What sets this book apart is its resolute focus on strengths-based, culturally responsive practices that respect the full complexity of twice-exceptional learners. Dr. Michelle Ronksley-Pavia, Griffith University, Australia Through addressing the educational needs of twice-exceptional students, this book focuses on theoretical considerations and examines practical aspects of working with these students in higher education settings. It discusses various challenges academic teachers face in meeting the needs of these students and offers practical solutions to address them that can be implemented in higher education. The authors examine the challenges faced by twice-exceptional students and provide insights and strategies for how academic teachers can help them to thrive in their academic careers and beyond. Garry Hornby, PhD, University of Plymouth, UK As more students with disabilities pursue higher education, educators face an increasing need for comprehensive, practical resources to support them. Supporting Twice-Exceptional Students in Higher Education: Connecting Theory and Practice for the Creation of Inclusive Learning Environments is such a resource. The authors skillfully highlight the importance of recognizing and leveraging students’ strengths while equipping them with strategies to navigate academic, social, and emotional challenges. They address critical topics such as mental health, social support systems, and the unique experiences of migrant students. It concludes with evidence-based practices for fostering academic success, emotional well-being, and self-advocacy—empowering twice-exceptional students as they transition into adulthood. Megan Foley Nicpon, PhD, University of Iowa, Belin-Blank Center, USA

Author Information

Marcin Gierczyk is a Doctor of Social Sciences in Pedagogy and Associate Professor at the Institute of Pedagogy of the University of Silesia in Katowice, Poland. He is a Crisis Intervention specialist focusing on domestic violence and child protection.. He is also an associate member of the McGill Centre for Research on Children and Families (CRCF) in Canada and an Honorary Research Fellow at the Jubilee Centre for Character and Virtues, School of Education, the University of Birmingham (UK). Ewa Wojtyna is Psychiatrist, psychologist, supervisor and cognitive-behavioural psychotherapist, and Head of the Psychiatry Department at the Institute of Medical Sciences at the University of Opole. Colleen Willard-Holt has spent 30+ years as a researcher, professor, and consultant in the field of twice-exceptionalities. She holds degrees in both education of persons with disabilities and cognitive gifts. Ewa Bielska is an associate professor at the Institute of Pedagogy, University of Silesia. Her research focuses on the issues of interdisciplinary perspectives of trauma studies and their application in educational research, as well as the issues of resistance theories. Dagmara Dobosz holds a doctorate in Social Science. She works at the Pedagogy Institute of the University of Silesia in Katowice (Poland). She is the author of several dozen scientific publications. Her research interests revolve around the issues of gender, human sexuality, the sexualization of culture and the well-being of children and adolescents. Magdalenda Belza-Gajdzica is a special educator and academic teacher at the University of Silesia. She researches the experiences of students with disabilities in higher education and promotes Universal Design. She co-develops national and international projects on special education and works as an expert for the Institute of Educational Research. Agnieszka Gromkowska-Melosik serves on the Committee of Educational Sciences, Polish Academy of Science. She is a chair of the Department of Multicultural Education and Research on Social Inequalities at the Faculty of Educational Studies at Adam Mickiewicz University in Poznań and the Editor-in-Chief of the international Journal of Gender and Power. She is an author of 11 books, editor and co-editor of 13 books, and has written about 80 articles on sociology of education, contemporary problems of youth, multicultural society.

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