Excellence Expected, Needs Overlooked: Implications for Working with Asian American Twice-Exceptional Students
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| Title: | Excellence Expected, Needs Overlooked: Implications for Working with Asian American Twice-Exceptional Students |
|---|---|
| Language: | English |
| Authors: | Soeun Park (ORCID |
| Source: | TEACHING Exceptional Children. 2025 57(6):440-447. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Twice Exceptional, Asian American Students, Barriers, Student Needs, Student Diversity, Gifted Education, Ethnic Stereotypes, Students with Disabilities, Academically Gifted, Family Influence, Cultural Influences, Mental Health, Immigration, Context Effect, Socioeconomic Status, Culturally Relevant Education, Racial Factors |
| DOI: | 10.1177/00400599221097020 |
| ISSN: | 0040-0599 2163-5684 |
| Abstract: | Twice-exceptional students often face challenges stemming from misconception, misidentification, or misplacement in educational systems. Because the disability may mask the gift/talent domain or the gift/ talent domain may mask the disability, it can be challenging to recognize these students and appropriately respond to their learning needs. For Asian Americans in particular, the Asian American community has vocalized the problematic nature of ignoring the heterogeneity and diversity within the community and the impact this has on their education. Without considering their racialized experiences, the learning and social and emotional needs of Asian American twice-exceptional (AA2E) students might not be captured fully. Asian American students are well represented in the U.S. gifted and talented education (GATE) system; they are 5% of school populations but 10% of GATE populations. These data seem to support the model minority stereotype, a stereotype that can negatively affect talented and gifted Asian American students who may feel pressured to maintain high standards and internalize this high expectation. When "what giftedness or disability should look like" meets "what Asian American should be like," the multilayered stereotypes make it even harder to recognize, understand, and respond to the needs of AA2E students. In this article, the authors discuss the development and needs of AA2E students. They provide strategies to support practitioners in addressing (a) the diversity within the Asian American community, (b) family culture and dynamics regarding immigration and education, and (c) mental health needs of AA2E students. The authors hope to leave teachers and educational practitioners feeling better able to support the needs of diverse AA2E students in their classrooms. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | EJ1482790 |
| Database: | ERIC |
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| Abstract: | Twice-exceptional students often face challenges stemming from misconception, misidentification, or misplacement in educational systems. Because the disability may mask the gift/talent domain or the gift/ talent domain may mask the disability, it can be challenging to recognize these students and appropriately respond to their learning needs. For Asian Americans in particular, the Asian American community has vocalized the problematic nature of ignoring the heterogeneity and diversity within the community and the impact this has on their education. Without considering their racialized experiences, the learning and social and emotional needs of Asian American twice-exceptional (AA2E) students might not be captured fully. Asian American students are well represented in the U.S. gifted and talented education (GATE) system; they are 5% of school populations but 10% of GATE populations. These data seem to support the model minority stereotype, a stereotype that can negatively affect talented and gifted Asian American students who may feel pressured to maintain high standards and internalize this high expectation. When "what giftedness or disability should look like" meets "what Asian American should be like," the multilayered stereotypes make it even harder to recognize, understand, and respond to the needs of AA2E students. In this article, the authors discuss the development and needs of AA2E students. They provide strategies to support practitioners in addressing (a) the diversity within the Asian American community, (b) family culture and dynamics regarding immigration and education, and (c) mental health needs of AA2E students. The authors hope to leave teachers and educational practitioners feeling better able to support the needs of diverse AA2E students in their classrooms. |
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| ISSN: | 0040-0599 2163-5684 |
| DOI: | 10.1177/00400599221097020 |
