While concerns about the impact of globalisation on Australian literary publishing are often reported with a significant amount of hyperbole, they have also received some evidence-based support. Has consumer demand for Australian literary authors shifted from the bookshop to the arts faculty? A recent quip by Frank Moorhouse would suggest so: 'Now the joke goes that when someone says they're a writer, the next question is, " where do you teach? " ' (10). This casual linkage has enabled a range of speculations on the possibly 'perverse' market relations between writing programs and the publishing industry. According to the reported commentary of novelists, publishers and academics, it would seem the literary field is caught between two contradictory currents: although the economic viability of Australian literary titles appears under pressure, there is booming demand for university courses in creative writing. Over the last decade several Australian broadsheet newspapers have run numerous articles on the state of literary publishing, providing a rare opportunity for academic debate to enter the public arena. The incidence of bullying amongst this population was high, as was the appearance of co-existing anxiety disorders. The participants were children aged between 9 and 16 years, many of whom had multiple disabilities such as autism spectrum disorder, dyslexia, dyspraxia, sensory and auditory processing deficits, and ADHD, to name a few. What are their experiences in school and outside school, and what are the implications for educators? This research is concerned with the participation and equity of gifted children with disability, within the social structures where their lives are lived. This presentation will expound the PhD research findings from a current Griffith University study, investigating the lived experiences of children identified as twice exceptional.
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The majority of research into twice-exceptionality has been carried out in North America where empirical research has focused on academic achievement, intervention and classroom strategies for the twice-exceptional, with a focus on addressing the needs of gifted students with learning disability rather than the full spectrum of twice-exceptionality as encompassing all disability, and that these individuals are children first and foremost.
Research concerning the needs of twice-exceptional children in Australia is limited. Gifted children with disability need to work continuously in finding ways to situate themselves inside and outside the discursive categories of disability, giftedness and special needs, yet relatively little is known about how this occurs in relation to children who are twice exceptional. How we define these terms in education and how we differentiate instruction, will be briefly examined with a view to exploring equitable educational practices for these children. This presentation will examine the apparent paradoxical notion of children who are both gifted and have a disability, the twice exceptional.
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