Lynn Dare

Conceptualizing Concurrent Enrollment Why High-Achieving Students Go For It

Research shows that carefully planned acceleration offers academic benefits with little social or emotional risk to high-ability learners. However, acceleration is underutilized and little is known about students’ motivations to accelerate. In this study, 21 high-ability high school students in Grades 11 and 12 took part in a structured conceptualization exercise that revealed why they chose to concurrently enroll in university courses. Participants brainstormed responses to a focus prompt, then structured the data by sorting and rating their responses. The structured data were analyzed using multidimensional scaling and hierarchical cluster analysis to produce a cluster map of participants’ motivations. In order of importance, key concepts included (a) university preparation, (b) demonstrating initiative, (c) getting ahead, (d) love of learning, (e) self-fulfillment, (f) seeking challenge, and (g) socializing. The key concepts were examined within a self-determination theory framework. Study findings provide a deeper understanding of high-achieving students’ views on concurrent enrollment. Educational and research implications are discussed.

Twice-Exceptionality: Parents’ Perspectives on 2e Identification

Twice-exceptional students have high abilities and coexisting learning difficulties. Abilities and difficulties tend to mask each other, and these underidentified students often struggle in school and express their frustrations at home. However, few studies have examined how parents experience the identification of their children’s multiple exceptionalities. In this study, we used purposeful maximum variation sampling and interviewed parents of twice-exceptional children who were identified with attention issues, learning disabilities, autism spectrum disorder, and emotional/behavioral disorder. We illustrate parents’ experiences through member-checked vignettes. The results show unique experiences as well as commonalities among parents of twice-exceptional students. We conclude that parents play a critical advocacy role for their twice-exceptional children, yet they need support to fulfill this role. Video abstract Read the transcript Watch the video on Vimeo

Saudi children’s thoughts on inclusive education

ABSTRACT Saudi Arabia has followed the global trend towards inclusive education; however, few researchers have examined the lived reality of inclusion in Saudi schools. In this study, we interviewed 31 girls and 34 boys in grades 5 and 6 who attended an inclusive school in Saudi. The overarching research question was, ‘How do Saudi children perceive social exclusion or inclusion among their classmates with learning difficulties?’ We followed a phenomenological approach, reporting descriptions in the participants’ own words. We identified two overarching groupings of responses that related to beliefs and behaviours. Students in our study voiced a variety of beliefs about why children with learning difficulties might be socially accepted or not accepted. More boys than girls believed that students with learning difficulties were socially accepted. Students gave examples of inclusionary behaviour they had witnessed or been involved in, and these examples emerged more strongly than examples of exclusionary behaviour. Inclusionary behaviours included friendship, helping with schoolwork, and including in play.

Educators’ evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities

BACKGROUND Reasons underlying the social exclusion of children with intellectual or learning disabilities are not entirely understood. Although it is important to heed the voices of children on this issue, it is also important to consider the degree to which these ideas are informed. The present authors invited educators to evaluate the content of childrens ideas on the causes of social exclusion. METHOD Educators thematically sorted and rated childrens ideas on why classmates with intellectual or learning disabilities are socially excluded. Sorted data were analysed with multidimensional scaling and hierarchical cluster analysis. RESULTS Six thematic clusters were identified differing in content to those provided by children in an earlier study. Educators generally rated childrens ideas as showing somewhat uninformed ideas about why social exclusion occurs. CONCLUSIONS Educators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed.

A Comparison of Saudi and Canadian Children's Knowledge of the Causes of Learning Difficulties.

In this comparative study, students from inclusive schools in Canada and Saudi Arabia shared their beliefs about factors associated with learning difficulties. Qualitative data were collected through interviews with 36 Canadian and 62 Saudi elementary students in Grades 5 and 6. Thematic analysis uncovered six themes: lack of knowledge, achievement or academic skills; cognitive and social-emotional barriers; lack of attention and/or motivation and behavioural issues; home and parental concerns; teacher-related issues; and physical/sensory disabilities and innate conditions. Although participants from both countries had a general understanding of the factors associated with learning difficulties, Canadian students showed a deeper understanding of cognitive and social-emotional factors associated with learning difficulties. Educational and research implications are discussed.