Overview

What do twice-exceptional students and their parents, teachers, and guidance counselors identify as the supports and barriers for students with disabilities, participating in Advanced Placement (AP) and/or College Level Learning classes? Thirty parents, teachers and guidance counselors of twice- exceptional high school students participated in this study, reporting about their perceptions and experiences. Six twice-exceptional college students, who attended Advanced Placement and/or other for college credit classes while still in high school, describe their experiences as well. Through a semi-structured interview process, themes emerged indicating what helped twice-exceptional students to successfully participate in Advanced Placement and/or other for college credit classes, and what barriers to participation they encountered along the way.

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9783639127195

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