Articles and Presentations
Published Academic Articles: Peer Reviewed
Prior, S. (2013). Transition and Students With Twice Exceptionality. Australasian Journal of Special Education, 37(1), 19-27. doi:10.1017/jse.2013.3
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.
Prior, Susan. (2011). Student Voice: What Do Students Who Are Intellectually Gifted Say They Experience and Need in the Inclusive Classroom? Gifted and Talented International. 26. 121. 10.1080/15332276.2011.11673596.
Abstract: The research available to find the voice of the student who is intellectually gifted is examined briefly in regard to the changes in education. In contrasting and critiquing different views I confirm that there is little direct information available from individuals in mainstream classes who are intellectually gifted as to what they experience as learners or whether it matches what the professionals say should be happening. Overwhelmingly there is a call for a more personalised and coordinated approach to education for individuals, who are gifted rather than for " the gifted. " I discuss the possibilities to transform our thinking about education for students who are gifted within the current context of inclusive schooling. Some suggestions for future research including lines of inquiry in the individual voices of students who are gifted, are offered.
Published Articles
Asynchrony in Asia: International schools and twice-exceptionality. World Giftedness Center October 2021.
With 6 years of international teaching experience leading learning support, gifted education, and inclusion in international schools in Asia (Hong Kong and Thailand), I take you on a journey into “learning gifticulties”.
Inclusive Education For Students Who Are Gifted: A Call For Transformational School Reform
Mindscape Vol. 42 No.1 - 2022
Wallace Research Symposium Washington (March 2014)
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.
Presentations
QAGTC Conference Keynote (17 March 2023)
Twice-Exceptionality and Inclusive Education. What Do We Know, What Can We Do?
Students with twice-exceptionality (2e) are an embodiment of paradox and possibility in our schools. 2e is an umbrella term used to describe students who are both gifted and have some kind of disability. However, this is a small heterogeneous population of students in special, gifted and mainstream education who may also be indigenous, learning English as another language, LGBTQI or experiencing a combination of other differences.
As such 2e presents a unique opportunity to blend best practices through a systems approach across our fields, particularly as we transition to more inclusive and collaborative school communities valuing diversity. What does the inclusive education literature recommend for students experiencing twice-exceptionality? Have other interests hijacked inclusive education? Does inclusion really mean whole school approaches must include “each and every student”?
Multi-tiered systems of support, dual differentiation and other approaches will be offered in this keynote including a call to action.
QAGTC Conference Presentation (18 March 2023)
Diverse Gifted Voices: What’s Your Pitch?
You know the strategies but how do you make them stick in your collaborations? If we are to act to address the issues raised for diverse gifted students, then we need to be able to articulate them simply and briefly, to help others understand and act.
You know what to do, but how can we make it happen? Bring one gifted education issue most important to you, decide on your audience (classroom teacher, HOD, principal etc) and let’s create an elevator pitch you can use so your diverse gifted students benefit.