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Articles

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Published Academic Articles: Peer Reviewed

  • Prior, S. (2013). Transition and Students with Twice Exceptionality. Australasian Journal of Special Education, 37(1), pp19-27. doi:10.1017/jse.2013.3
  • Prior, S. (2011). Student Voice: What do Students who are Intellectually Gifted say They Experience and Need in the Inclusive Classroom? Gifted and Talented International, 26(1& 2), 121-129.
Susan Prior:

Other Published Articles

  • Prior, S. (2008) 101 Language of Global Gifted Students. Global Gifted students finding their voices may help you find your own .
  • GATCA WA The Grapevine April 2008 p6-7
  • Prior, S. (2011) Global Gifted Thailand: Third Culture Gifted Kids Gift Rap Newsletter January 2011 Vol 11 Ed 1 p1 
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Sample Abstracts

Transition and Students with Twice Exceptionality
Abstract:
Twice exceptional is one of the terms used to describe students who have giftedness and a disability. This is a small heterogeneous population of individual learners who are underserved in special, gifted, and mainstream education settings. Despite the availability of research on transition for students with disabilities, there is little research or literature available on transition for students who experience twice exceptionality (2E). This paper provides a review of the literature available on 2E, taking a lifespan perspective and a school transitions context for students experiencing 2E. Finally, the synthesis of 2E and transition highlights a potential way forward in the research across special, gifted, mainstream and inclusive education to transform student profiling, identification and transition.
Publication Date: Apr 2013
Publication Name: Australasian Journal of Special Education
Research Interests:Inclusion for Students with Twice Exceptionality Paradox and Possibility

Presentation Wallace Research Symposium Washington March 2014

Abstract: Currently there is little research available about who students with twice exceptionality are, their experiences in partnerships with their teachers and the learning environments that nurture their particular talents (Prior, 2013). 

This paper reviews some of the literature available with implications for pedagogical and school leadership in Catholic Education.
It is suggested that there may be lessons for inclusive leadership contained in the twice exceptional (2e) experience. I consider recent research in educational leadership, inclusion and 2e to challenge school leaders that such vulnerable learners in their communities may actually hold the most promise for success. Including these diverse and perhaps otherwise unheard voices in the leadership process provides space for the creative perspectives we need in teaching and learning.
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