Abstract
Twice-exceptional students are characterized by the almost paradoxical combination of giftedness accompanied by learning difficulties that hinder their ability to reach their potential in a traditional academic setting. This qualitative study examined the experiences of three twice-exceptional students during transfer to a New Zealand high school. Successful transfer has been shown to be dependent on factors such as the timely handover of accurate and complete student records. Barriers to successful transfer result in disruption in curriculum continuity, which can be especially detrimental for learners with special needs. Using student voice data from interviews and journal entries, the participants’ lived experiences of the transfer process were revealed. Findings suggest that the way in which the twice-exceptional students experienced transfer influenced the development of their personal capabilities as learners in the education setting.
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