Student voice: What can we learn from twice-exceptional students about the teacher's role in enhancing or inhibiting academic selfconcept

Abstract

Academic self-concept relates to students' perceptions of their academic accomplishments, and academic competence and expectations of academic success or failure. Academic self-concept has been identified as being critical for academic success in school as it underpins educational aspirations, academic interest, course selection, and achievement over time. Twice-exceptional students are intellectually gifted with a coexisting disability and hence present as a dual paradox for education systems, both in terms of being gifted and having a disability. The paradox of two, or one, or neither of the exceptionalities being visible in a child in school is due primarily to outward behaviours, lack of community knowledge, and challenges with identification (Vail, 1989). Despite over twenty years of empirical research on twice-exceptional students, the influences on academic self-concept remains virtually unexplored. This research investigates teachers' influences on the school experience of twice-exceptional students and how these influences shape academic self-concept. A case study research design includes both quantitative instrument data and interview data. Findings provide new understandings about teachers' influences on academic self-concept for twice-exceptional students. This research contributes to a gap in the field and leads to a better understanding that can be applied to policy and practice for gifted education.