The paper proposes a framework to coordinate resources and reduce regulatory burdens for twice-exceptional learners, implying better educational practices.
Key Points
This research aims to address the challenges faced by twice-exceptional learners by improving resource coordination in educational settings.
Utilized the Educational and Learning Capital Approach and the Actiotope Model of Giftedness to analyze learning resources.
Examined how educational resources interconnect in everyday learning and proposed systemic development plans.
Identified a disconnect between learner capacities and educational provisions, leading to increased regulatory burden.
Proposed individualized plans to better coordinate resources and minimize ad hoc regulatory needs.