Autor/Autorin: Schultz Susan
Susan M.Schultz is an Assistant Professor at St. John Fisher nCollege. She earned her Ed.D in Educational Leadership from the nUniversity of Rochester, Certificate of Advanced Study in nEducational Administration from the State University of New nYork/Brockport, and M.S in Special Education from nthe State University of New York/Buffalo.
What do twice-exceptional students and their parents, teachers, and guidance counselors identify as the supports and barriers for students with disabilities, participating in Advanced Placement (AP) and/or College Level Learning classes? Thirty parents, teachers and guidance counselors of twice-exceptional high school students participated in this study, reporting about their perceptions and experiences. Six twice-exceptional college students, who attended Advanced Placement and/or other for college credit classes while still in high school, describe their experiences as well. Through a semi-structured interview process, themes emerged indicating what helped twice-exceptional students to successfully participate in Advanced Placement and/or other for college credit classes, and what barriers to participation they encountered along the way.
What do twice-exceptional students and their
parents, teachers, and guidance counselors identify
as the supports and barriers for students with
disabilities, participating in Advanced Placement
(AP) and/or College Level Learning classes? Thirty
parents, teachers and guidance counselors of twice-
exceptional high school students participated in
this study, reporting about their perceptions and
experiences. Six twice-exceptional college
students, who attended Advanced Placement and/or
other for college credit classes while still in high
school, describe their experiences as well. Through
a semi-structured interview process, themes emerged
indicating what helped twice-exceptional students to
successfully participate in Advanced Placement
and/or other for college credit classes, and what
barriers to participation they encountered along the
way.
Susan M.Schultz is an Assistant Professor at St. John Fisher
College. She earned her Ed.D in Educational Leadership from the
University of Rochester, Certificate of Advanced Study in
Educational Administration from the State University of New
York/Brockport, and M.S in Special Education from
the State University of New York/Buffalo.
Über den Autor
Susan M.Schultz is an Assistant Professor at St. John Fisher College. She earned her Ed.D in Educational Leadership from the University of Rochester, Certificate of Advanced Study in Educational Administration from the State University of New York/Brockport, and M.S in Special Education from the State University of New York/Buffalo.
Klappentext
What do twice-exceptional students and their parents, teachers, and guidance counselors identify as the supports and barriers for students with disabilities, participating in Advanced Placement (AP) and/or College Level Learning classes? Thirty parents, teachers and guidance counselors of twice-exceptional high school students participated in this study, reporting about their perceptions and experiences. Six twice-exceptional college students, who attended Advanced Placement and/or other for college credit classes while still in high school, describe their experiences as well. Through a semi-structured interview process, themes emerged indicating what helped twice-exceptional students to successfully participate in Advanced Placement and/or other for college credit classes, and what barriers to participation they encountered along the way.
