Title

Twice-Exceptional Students Enrolled in Advanced Placement Classes

Document Type

Article

Publication Date

7-2012

Abstract

Twice-exceptional students, those who have disabilities and display areas of gifts or talents, frequently spend their high school years with a focus on their disabilities. Using semistructured interviews, this study explores the perceptions of parents, teachers, and guidance counselors regarding participation of twice-exceptional students in Advanced Placement (AP) and for-college-credit classes. The supports and barriers for students with disabilities participating in AP and for-college-credit classes were identified. Additionally, participants included six college students who had taken AP and/or for-college-credit classes while still in high school. The results of this study indicated that school culture and early placement decisions affect enrollment in AP and for-college-credit classes for the twice-exceptional student. Inconsistencies between students’ goals and transition planning and inconsistent implementation of test and environmental accommodations were documented.

DOI

10.1177/0016986212444605

Comments

The final published version of this article is available through the publisher: http://dx.doi.org/10.1177/0016986212444605.