The incidence of bullying amongst this population was high, as was the appearance of co-existing anxiety disorders. The participants were children aged between 9 and 16 years, many of whom had multiple disabilities such as autism spectrum disorder, dyslexia, dyspraxia, sensory and auditory processing deficits, and ADHD, to name a few. What are their experiences in school and outside school, and what are the implications for educators? This research is concerned with the participation and equity of gifted children with disability, within the social structures where their lives are lived. This presentation will expound the PhD research findings from a current Griffith University study, investigating the lived experiences of children identified as twice exceptional. The majority of research into twice-exceptionality has been carried out in North America where empirical research has focused on academic achievement, intervention and classroom strategies for the twice-exceptional, with a focus on addressing the needs of gifted students with learning disability rather than the full spectrum of twice-exceptionality as encompassing all disability, and that these individuals are children first and foremost. Research concerning the needs of twice-exceptional children in Australia is limited. Gifted children with disability need to work continuously in finding ways to situate themselves inside and outside the discursive categories of disability, giftedness and special needs, yet relatively little is known about how this occurs in relation to children who are twice exceptional. How we define these terms in education and how we differentiate instruction, will be briefly examined with a view to exploring equitable educational practices for these children. Matthew was simply walking home when a van full of gangsters pulled him into their car, drove him down to the railroad tracks, beat him up and then shot him repeatedly in the head.This presentation will examine the apparent paradoxical notion of children who are both gifted and have a disability, the twice exceptional. My cousin Matthew was shot five times in the head by a Mexican gang on February 8, 1996. What could I say to a mother whose son just died? When I saw her at Christmas, I didn’t even know what to say. His final words were “I love you.” He died on December 8, 1995, just a couple weeks before Christmas. (Or is it?) My close friend Richard was shot in the heart by a carjacker who was trying to steal his mom’s car. The strange thing is…my country is not i. Your friends died of gunshots and my friend Richard, who was fifteen, and my cousin Matthew, who was nineteen, also died of gunshots. In your diary you said you watched out for snipers and gunshots. I am a fifteen-year-old teenage boy whose life seems to be similar to yours. To quickly assess the difficulty of the text, read a short excerpt:īut what’s so free about a land where people get killed? My name is Thomas (Tommy) Jefferson from Wilson High School in Long Beach, California. What reading level is The Freedom Writers Diary book?
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