İki Kere Farklı: Özel Yetenekli ve Otizmli Bireyler Hakkında Ne Biliyoruz? Bir Sistematik Alanyazın Taraması

Bu araştırmada hem özel yetenekli hem de otizm spektrum bozukluğu olan iki kere farklı bireylere yönelik ulusal ve uluslararası alanyazında yer alan çalışmaların sistematik olarak incelenmesi amaçlanmıştır. Bu kapsamda veri tabanları ve anahtar kelimeler belirlenerek taramalar yapılmıştır. Taramalarda ulaşılan çalışmalardan 17 makale dâhil etme ve dışlama kriterleri neticesinde bu araştırmada incelenmek üzere belirlenmiştir. Belirlenen çalışmalar otizmli iki kere farklı bireylerin özellikleri, tanılama süreci, müdahaleler ve aileleri temaları altında incelenmiştir. Araştırmadan elde edilen bulgular otizmli iki kere farklı bireylerin birçok akademik ve bilişsel beceri alanında ortalama üzeri performans sergilemelerine karşın sosyal becerilerde ve iletişim becerilerinde güçlükler yaşadıklarını göstermektedir. Bu bireylerin tanılama süreçlerinde sadece otizm ya da sadece özel yetenek değerlendirmelerinin etkili sonuçlar vermeyebildiği görülmektedir. Bu nedenle çoklu değerlendirme yaklaşımları gerekli görülmektedir. Etkili müdahale yaklaşımları için bu bireylerin güçlü yönlerine odaklanan ve zayıf yönlerini de göz önünde bulunduran yaklaşımlar gereklidir. Elde edilen bulgular alanyazın ışığında tartışılmıştır.

Anahtar Kelimeler:

iki kere farklı, otizm, özel yetenek, üstün zeka, sistematik alanyazın taraması

Twice Exceptional: What Do We Know About Gifted Individuals with Autism? A Systematic Literature Review

The research aims to systematically review the studies conducted with twice exceptional individuals who are gifted and have autism spectrum disorder. In this context, several databases were searched using specific keywords. 17 articles were determined to be examined after the application of the inclusion and exclusion criteria. The identified studies were examined under the themes of characteristics, diagnosis process, interventions, and families of twice exceptional individuals with autism. The findings showed that twice exceptional individuals with autism experienced difficulties in social and communication skills, although they performed above average in many academic and cognitive skill areas. The findings further indicated that only autism or only gifted evaluations may not be effective in the identification process of these individuals. Therefore, multiple assessment approaches and/or measures are required. For effective interventions, approaches that focus on the strengths of these individuals and consider their weaknesses are necessary. The findings were discussed in light of the literature.

Keywords:

twice exceptional, autism, gifted, talented, systematic literature review,

PDF

___

Amend, E. R. (2018). Finding hidden potential: Toward best practices in identifying gifted students with disabilities. In S. B. Kaufman (Ed.), Twice exceptional: supporting and educating bright and creative students with learning difficulties (pp. 66-82). New York, NY: Oxford University Press.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
Assouline, S. G., Foley-Nicpon, M., & Doobay, A. (2009). Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison. Gifted child quarterly, 53(2), 89-105. https://doi.org/10.1177/0016986208330565
Assouline, S. G., Foley-Nicpon, M., & Dockery, L. (2012). Predicting the academic achievement of gifted students with autism spectrum disorder. Journal of autism and developmental disorders, 42(9), 1781-1789. https://doi.org/10.1007/s10803-011-1403-x
Baldwin, L., Baum, S., Pereles, D., & Hughes, C. (2015). Twice-exceptional learners: The journey toward a shared vision. Gifted Child Today, 38(4), 206-214. https://doi.org/10.1177/1076217515597277
Baum, S. M., & Owen, S. V. (2004). To be gifted and learning disabled: Meeting the needs of gifted students with LD, ADHD, and more. Mansfield Center, CT: Creative Learning Press.
Baum, S. M., Rizza, M., & Renzulli, S. (2006). Twice exceptional adolescents: Who are they? What do they need? In F. A. Dixon, & S. M. Moon (Eds.), The handbook of secondary gifted education (pp. 137-164). Waco, TX: Prufrock Press.
Baum, S. M., Schader, R. M., & Hébert, T. P. (2014). Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners. Gifted Child Quarterly, 58(4), 311-327. https://doi.org/10.1177/0016986214547632
Baykoç Dönmez, N. (2017). Üstün ve özel yetenekli çocuklar ve eğitimleri. In N. Baykoç Dönmez (Ed.), Özel gereksinimli çocuklar ve özel eğitim (pp. 359-385). Ankara: Eğiten Kitap.
Beckmann, E., & Minnaert, A. (2018). Non-cognitive characteristics of gifted students with learning disabilities: An in-depth systematic review. Frontiers in Psychology, 9, 504. https://doi.org/10.3389/fpsyg.2018.00504
Besnoy, K. D., Swoszowski, N. C., Newman, J. L., Floyd, A., Jones, P., & Byrne, C. (2015). The advocacy experiences of parents of elementary age, twice-exceptional children. Gifted Child Quarterly, 59(2), 108–123. https://doi.org/10.1177/0016986215569275
Cain, M. K., Kaboski, J. R., & Gilger, J. W. (2019). Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder. Autism, 23(7), 1663–1674. https://doi.org/10.1177/1362361318804019
Cederberg, C. D., Gann, L. C., Foley-Nicpon, M., & Sussman, Z. (2018). ASD Screening measures for high-ability youth with ASD: Examining the ASSQ and SRS. Gifted Child Quarterly, 62(2), 220–229. https://doi.org/10.1177/0016986217752098
Conejeros-Solar, M. L., Gómez-Arizaga, M. P., Schader, R. M., Baum, S. M., Sandoval-Rodríguez, K., & Henríquez, S. C. (2021). The other side of the coin: Perceptions of twice-exceptional students by their close friends. SAGE Open, 11(2), 1-11. https://doi.org/10.1177%2F21582440211022234
Doobay, A. F., Foley-Nicpon, M., Ali, S. R., & Assouline, S. G. (2014). Cognitive, adaptive, and psychosocial differences between high ability youth with and without autism spectrum disorder. Journal of autism and developmental disorders, 44(8), 2026–2040. https://doi.org/10.1007/s10803-014-2082-1
Foley-Nicpon, M., Doobay, A. F., & Assouline, S. G. (2010). Parent, teacher, and self perceptions of psychosocial functioning in intellectually gifted children and adolescents with autism spectrum disorder. Journal of autism and developmental disorders, 40(8), 1028–1038. https://doi.org/10.1007/s10803-010-0952-8
Foley-Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going?. Gifted Child Quarterly, 55(1), 3-17. https://doi.org/10.1177/0016986210382575
Foley-Nicpon, M., Assouline, S. G., & Stinson, R. D. (2012). Cognitive and academic distinctions between gifted students with autism and asperger syndrome. Gifted Child Quarterly, 56(2), 77–89. https://doi.org/10.1177/0016986211433199
Foley-Nicpon, M., Assouline, S. G., & Fosenburg, S. (2015). The relationship between self-concept, ability, and academic programming among twice-exceptional youth. Journal of Advanced Academics, 26(4), 256–273. https://doi.org/10.1177/1932202X15603364
Foley-Nicpon, M., Fosenburg, S. L., Wurster, K. G., & Assouline, S. G. (2017). Identifying high ability children with DSM-5 autism spectrum or social communication disorder: performance on autism diagnostic instruments. Journal of autism and developmental disorders, 47(2), 460–471. https://doi.org/10.1007/s10803-016-2973-4
Galbraith, J. (2018). Twice-exceptionality and social-emotional development. In S. B. Kaufman (Ed.), Twice exceptional: supporting and educating bright and creative students with learning difficulties (pp. 138-147). New York, NY: Oxford University Press.
Güngörmüş Özkardeş, O. (2013). Türkiye’de özel öğrenme güçlüğüne ilişkin yapılan araştırmaların betimsel analizi. Boğaziçi Üniversitesi Eğitim Dergisi, 30(2), 123-153. Retrieved from https://dergipark.org.tr/tr/pub/buje/issue/14782/327987
Henderson, L. M. (2001). Asperger's syndrome in gifted individuals. Gifted Child Today, 24(3), 28-35. https://doi.org/10.4219/gct-2001-541
Huber, D. H. (2007). Clinical presentation of autistic spectrum disorder in intellectual gifted students (Unpublished doctoral dissertation). University of Lowa, Lowa City.
Kuo, C. C., Maker, J., Su, F. L., & Hu, C. (2010). Identifying young gifted children and cultivating problem solving abilities and multiple intelligences. Learning and Individual Differences, 20(4), 365-379. https://doi.org/10.1016/j.lindif.2010.05.005
Leana-Taşcılar, M. Z. (2017). İki kez özel öğrencilerin eğitim programları nasıl olmalıdır. S. Demir (Ed.), Özel yeteneklilerin eğitiminde program tasarımı içinde (ss. 301-326). Ankara: Pegem Akademi.
McCoach, D. B., Kehle, T. J., Bray, M. A., & Siegle, D. (2001). Best practices in the identification of gifted students with learning disabilities. Psychology in the Schools, 38(5), 403-411. https://doi.org/10.1002/pits.1029
Melogno, S., Pinto, M. A., & Levi, G. (2015). Profile of the linguistic and metalinguistic abilities of a gifted child with autism spectrum disorder: A case study. Child Language Teaching and Therapy, 31(1), 113–126. https://doi.org/10.1177/0265659014530414
Milli Eğitim Bakanlığı. (2008a). Yaygın gelişimsel bozukluklar destek eğitim programı. Retrieved from http://ookgm.meb.gov.tr/meb_iys_dosyalar/2014_02/14114042_ygbdep.pdf
Milli Eğitim Bakanlığı. (2008b). Özel öğrenme güçlüğü destek eğitim programı. Retrieved from http://ookgm.meb.gov.tr/meb_iys_dosyalar/2014_02/14114042_oogdep.pdf
Milli Eğitim Bakanlığı. (2013). Özel yetenekli bireylerin eğitimi strateji ve uygulama kılavuzu. Retrieved from https://orgm.meb.gov.tr/meb_iys_dosyalar/2013_11/25034903_zelyeteneklibireylerineitimistratejiveuygulamaklavuzu.pdf
Neumeister, K. S., Yssel, N., & Burney, V. H. (2013). The influence of primary caregivers in fostering success in twice-exceptional children. Gifted Child Quarterly, 57(4), 263–274. https://doi.org/10.1177/0016986213500068
Ömür, N. (2019). Üstün zekâlı otizm spektrum bozukluğu (OSB) olan çocukların özellikleri, davranışları ve eğitim gereksinimlerinin temellendirilmiş teoriyle belirlenmesi (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
Özel Eğitim Hizmetleri Yönetmeliği. (2018, 7 Temmuz). Resmi Gazete (Sayı: 30471). Erişim Adresi: https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_07/09101900_ozel_egitim_hizmetleri_yonetmeligi_07072018.pdf
Pfeiffer, S. I., & Foley-Nicpon, M. (2018). Knowns and unknowns about students with disabilities who also happen to be intellectually gifted. In S. B. Kaufman (Ed.), Twice exceptional: supporting and educating bright and creative students with learning difficulties (pp. 105-119). New York, NY: Oxford University Press.
Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional learners: Implications and applications. Gifted Child Quarterly, 58(3), 217-230. https://doi.org/10.1177/0016986214534976
Ruban, L. M., & Reis, S. M. (2005). Identification and assessment of gifted students with learning disabilities. Theory into Practice, 44(2), 115-124. https://doi.org/10.1207/s15430421tip4402_6
Rubenstein, L. D., Pierson, E. E., Wilczynski, S. M., & Connolly, S. C. (2013). Fitting the high ability program to the needs of individuals with autism spectrum disorders. Psychology in the Schools, 50(9), 910-922. https://doi.org/10.1002/pits.21719
Rubenstein, L. D., Schelling, N., Wilczynski, S. M., & Hooks, E. N. (2015). Lived experiences of parents of gifted students with autism spectrum disorder: The struggle to find appropriate educational experiences. Gifted Child Quarterly, 59(4), 283–298. https://doi.org/10.1177/0016986215592193
Savaşır, I., & Şahin, N. (1995). Wechsler çocuklar için zeka ölçeği (WISC-R). Ankara: Türk Psikologlar Derneği Yayınları.
Schultz, J. J. (2011). Nowhere to hide: Why kids with ADHD and LD hate school and what we can do about it. New york, NY: John Wiley & Sons.
Vaughn, S. (1989). Gifted learning disabilities: Is it such a bright idea? Learning Disabilities Focus, 4(2), 123–128. Retrieved from https://psycnet.apa.org/record/1989-41349-001
Weinfeld, R., Barnes‐Robinson, L., Jeweler, S., & Shevitz, B. (2002). Academic programs for gifted and talented/learning disabled students. Roeper Review, 24(4), 226-233. https://doi.org/10.1080/02783190209554185
Willard-Holt, C., Weber, J., Morrison, K. L., & Horgan, J. (2013). Twice-Exceptional Learners’ Perspectives on Effective Learning Strategies. Gifted Child Quarterly, 57(4), 247–262. https://doi.org/10.1177/0016986213501076
Wu, I.-C., Lo, C. O., & Tsai, K.-F. (2019). Learning experiences of highly able learners with ASD: Using a success case method. Journal for the Education of the Gifted, 42(3), 216–242. https://doi.org/10.1177/0162353219855681
Yılmaz-Yenioğlu, B., & Melekoğlu, M. A. (2020). Öğrenme güçlüğü ve özel yeteneği olan iki kere farklı bireylere yönelik yapılan çalışmaların gözden geçirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi. Advance online publication. https://doi.org/10.21565/ozelegitimdergisi.696065