Meeting the Academic and Socio-Emotional Needs of Twice Exceptional African American Students through Group Counseling

• Published in: Gifted Children of Color Around the World : Diverse Needs, Exemplary Practices and Directions for the Future Vol. 3; pp. 53 - 69
• Main Authors: Mayes, Renae D., Harris, Paul C., Hines, Erik M.
• Format: Book Chapter Reference
• Language: English
• Published: Emerald Group Publishing Limited 01.01.2016
• Subjects: African American students; Black students; Disabled children; Diversity in education; Education; Educational environment; Gifted and talented education; Group counseling; Higher education; Inter/multicultural education; Multicultural education/social justice; Self esteem; Social justice in education; Social skills; Special education; Twice exceptional; gifted education; special education; African American
• ISBN: 1785601199; 9781785601194
• ISSN: 2051-2317
• DOI: 10.1108/S2051-231720160000003005

Abstract There has been a substantial increase in research concerning the identification and support of twice exceptional students. However, much of the scientific and theoretical literature exclude the experiences and perspectives of twice exceptional African American students. This chapter focuses specifically on the experiences and needs of twice exceptional African American students, including those challenges around identification and navigating the school environment. In this chapter, the authors also discuss how school counselors may use a group counseling intervention to help twice exceptional African American students achieve healthy identities (i.e., race, giftedness, disability) needed to achieve their educational goals.