Psychoeducational support to twice-exceptional students: Voices of school psychologists

Authors

DOI:

https://doi.org/10.5902/1984686X90824

Keywords:

Giftedness, Specialized educational service, School psychology

Abstract

The purpose of this study was to analyze psychoeducational practices implemented for twice-exceptional students in a specialized educational program for gifted students, from the perspective of school psychologists. Seven professionals working in the program were interviewed and the data were analyzed using thematic analysis. The participants reported conducting assessments of giftedness indicators, providing socio-emotional support to students, as well as offering guidance and support to families. The assessment of the other condition is carried out by an external professional. Among the benefits of the program for twice-exceptional students, participants highlighted a sense of belonging to a group, interaction with peers who share similar interests, and improved academic performance. The challenges mentioned by the participants included limited opportunities for sharing professional experiences, stereotypes, and institutional barriers. The findings highlight the need to implement practices that consider the strengths and interests of twice-exceptional students, challenge stereotypes, and create opportunities for development and learning.

Downloads

Download data is not yet available.

Author Biography

Denise de Souza Fleith, University of Brasília

Denise de Souza Fleith holds a PhD in Educational Psychology from the University of Connecticut. She is a full professor and senior researcher in the Graduate Program in Developmental and Educational Psychology at the Institute of Psychology of the University of Brasília, Brasília, Brazil. She is also a researcher at the National Council for Scientific and Technological Development (CNPq) and serves as the President of the World Council for Gifted and Talented Children (2021–2025).

References

ABRAHÃO, Anaísa Leal Barbosa; ELIAS, Luciana Carla dos Santos. Crianças com TDAH e professoras: recursos e dificuldades. Psico, v. 53, n. 1, p. 1-13, 2022. DOI: https://doi.org/10.15448/1980-8623.2022.1.39098

ALBUQUERQUE, Jéssica Andrade; AQUINO, Fabíola de Souza Braz. Psicologia escolar e relação família-escola: um estudo sobre concepções profissionais. Psicologia em Pesquisa, v. 15, n. 1, e29033, 2021. DOI: https://doi.org/10.34019/1982-1247.2021.v15.29033

ALENCAR, Eunice Maria Lima Soriano; FLEITH, Denise de Souza; CARNEIRO, Liliane Bernardes. Gifted education in Brazil: historical background, current practices, and research trends. In: WALLACE, Belle; SISK, Dorothy; SENIOR, John. (Org.). The Sage handbook of gifted and talented education. London: Sage, 2019. p. 432-445. DOI: https://doi.org/10.4135/9781526463074.n36

BAUM, Susan; SCHADER, Robin. Twice-exceptionality: A field whose time has come. In: FUGATE, C. Matthew; BEHRENS, Wendy; BOSWELL, Cecelia. (Org.). Understanding twice-exceptional learners: connecting research to practice. London: Routledge, 2020. p. 7-31. DOI: https://doi.org/10.4324/9781003239345-2

BETTS, George; NEIHART, Maureen. Profiles of the gifted and talented. In: REIS, Sally (Org.). Essential readings in gifted education: vol.1. Definitions and conceptions of giftedness. Thousand Oaks: Corwin Press, 2004. p. 97-106.

BRASIL. Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. Brasília: Ministério da Educação, 2008.

BRAUN, Virgina; CLARKE, Victoria. Using thematic analysis in psychology. Qualitative Research in Psychology, v. 3, n. 2, p. 77-101, 2006. DOI: https://doi.org/10.1191/1478088706qp063oa

BRAUN, Virginia; CLARKE, Victoria. Thematic analysis. In: COOPER, Harris. (Org.). APA handbook of research methods in psychology. Washington, DC: American PsychologicalAssociation, 2012. p. 57-71. DOI: https://doi.org/10.1037/13620-004

CAMARGO, Nájila Cristina; CARNEIRO, Pedro Braga. Potências e desafios da atuação em psicologia escolar na pandemia de Covid-19. CadernoS de Psicologi-aS, v. 1, n. 1, p. 1-10, 2020.

COUTINHO-SOUTO, WaleskaKarinne Soares. Superdotação e TDAH: práticas educacionais inclusivas de atendimento a estudantes do ensino fundamental e médio. 2023. [266 f.]. Tese. (Doutorado em Processos de Desenvolvimento Humano e Saúde) – Instituto de Psicologia, Universidade de Brasília, 2023. Disponível em: http://repositorio2.unb.br/jspui/bitstream/10482/47903/1/WaleskaKarinneSoaresCoutinhoSouto_TESE.pdf. Acesso em: 12 dez 2024.

FLEITH, Denise de Souza. A contribuição do psicólogo escolar para o desenvolvimento das altas habilidades. In: MARINHO-ARAUJO, Claisy Maria. (Org.). Psicologia escolar: novos cenários e contextos de pesquisa, prática e formação. Campinas: Alínea, 2009. p. 245-264.

FLEITH, Denise de Souza. Identificação e avaliação de alunos superdotados: reflexões e recomendações. In: ALMEIDA, Leandro Silva; ROCHA, Alberto. (Org.). Uma responsabilidade coletiva!Sobredotação. Braga: CERPSI - Centro de Estudos e Recursos em Psicologia, 2018. p. 79-103.

FLEITH, Denise de Souza; VILARINHO-PEREIRA, Daniela; PRADO, Renata Muniz. Voices from the families: strategies for and challenges in raising a gifted child. The Journal for the Education of the Gifted, v. 47, n. 2, p. 162-181, 2024. DOI: https://doi.org/10.1177/01623532241235576

FLEITH, Denise de Souza; TENTES, Vanessa Terezinha Alves. Avaliação psicológica de alunos com dupla excepcionalidade no contexto da superdotação: cuidados e procedimentos. In: CAMPOS, Carolina; NAKANO, Tatiana de Cássia. (Org.). Avaliação psicológica direcionada a populações específicas. Técnicas, métodos e estratégias. São Paulo: Editora Vetor, 2019. p. 65-81.

FOLEY-NICPON, Megan; ASSOULINE, Susan. High ability students with coexisting disabilities: implications for school psychological practice. Psychology in the Schools, v. 57, n. 10, p. 1615-1626, 2020. DOI: https://doi.org/10.1002/pits.22342

FOMBONNE, Eric. Editorial: Is autism overdiagnosed? Journal of Child Psycho-logy and Psychiatry, v. 64, n. 5, p. 711-714, 2023. DOI: https://doi.org/10.1111/jcpp.13806

FUGATE, C. Matthew., ZENTAL, Sydney; GENTRY, Marcia. Creativity and work memory in gifted student with and without characteristics of attention déficit hyperactive disorder: lifting the mask. Gifted Child Quarterly, v. 57, n. 4, p. 234-246, 2013. DOI: https://doi.org/10.1177/0016986213500069

GOMEZ, Rapson; et al. Gifted children with ADHD: how are they different from non-gifted children with ADHD? International Journal of Mental Health and Addiction, v. 18, n. 8, p. 1467-1481, 2020. DOI: https://doi.org/10.1007/s11469-019-00125-x

GUIMARÃES, Tania Gonzaga; ALENCAR, Eunice Maria Lima Soriano. Estudo de caso de um aluno com características de superdotação e transtorno de Asperger. In: FLEITH, Denise de Souza; ALENCAR, Eunice Maria Soriano. (Org.). Superdotados: Trajetórias de desenvolvimento e realizações. Curitiba: Juruá, 2013. p. 109-120.

KAMAL MADEEHA; et al. Impact of attention deficit hyperactivity disorder and gender differences on academic and social difficulties among adolescents in Qatari schools. Qatar Medical Journal, v. 15, n. 1, p. 11, 2021. DOI: https://doi.org/10.5339/qmj.2021.11

KIRCHER-MORRIS, Emily. Raising twice-exceptional children. London: Routledge, 2022. DOI: https://doi.org/10.4324/9781003237532

LEE, Kelly M.; OLENCHACK, F. Richard. Accepting exceptionality: giftedness and ADHD. In: WALLACE, Belle; SISK, Dorothy; SENIOR, John. (Org.), The Sage handbook of gifted and talented education. Thousand Oaks: Sage, 2019. p. 129-143. DOI: https://doi.org/10.4135/9781526463074.n13

LUPART, Judy; TOY, Royal. Twice-exceptional: multiple pathways to success. In: SHAVININA, Larisa. (Org.). International handbook on giftedness. New York: Springer, 2009. p. 507-525. DOI: https://doi.org/10.1007/978-1-4020-6162-2_23

MADDOCK, Danika. The identification of students who are gifted and have a learning disability: a comparison of different diagnostic criteria. Gifted Child Quarterly, v. 62, n. 2, p. 175-192, 2018. DOI: https://doi.org/10.1177/0016986217752096

MARINHO-ARAUJO, Claisy Maria.Psicologia escolar: pesquisa e intervenção. Em Aberto, v. 83, n. 23, p. 17-35, 2010.

MARINHO-ARAUJO, Claisy Marinho; et al. Psicologia escolar no cenário da pandemia do COVID-19: ressignificando tempos e espaços para a atuação institu-cional. Estudos de Psicologia (Campinas), v. 39, e210079, 2022. DOI: https://doi.org/10.1590/1982-0275202239e210079

MEDEIROS, Ronise Venturini; PAVÃO; Silvia Maria de Oliveira; NEGRINI, Tatiana. (Org.). Dupla excepcionalidade e altas habilidades/superdotação: entre pesquisas e práticas. Santa Maria: Arco Editores, 2024. DOI: https://doi.org/10.48209/978-65-5417-208-0

MIRANDA-GALVÃO, Dominique; FLEITH, Denise de Souza. Práticas do psicólogo escolar em um atendimento educacional a estudantes superdotados. Psicologia: Ciência e Profissão, v. 44, n. 1, p. 1-17, 2024. DOI: https://doi.org/10.1590/1982-3703003260340

NAKANO, Tatiana de Cássia. Altas habilidades/superdotação e a dupla excepciona-lidade. In: RONDINI, Carina Alexandra; REIS, Verônica Lima dos. (Org.). Altas habilidades/superdotação: Instrumentais para identificação e atendimento do estudante dentro e fora da sala de aula comum. Curitiba: CRV, 2021. p. 157-174.

NAKANO, Tatiana de Cássia; NEGREIROS, Júlia Reis; FUSARO, Luana Hillary. Práticas na identificação das altas habilidades/superdotação segundo relato de profissionais que atuam na área.Ensaio: Avaliação e Políticas Públicas em Educação, v. 33, n. 126, e0254246, 2025. DOI: https://doi.org/10.1590/s0104-40362025003304246

OUROFINO, Vanessa Terezinha Alves Tentes; FLEITH, Denise de Souza. Um estudo comparativo sobre a dupla excepcionalidade superdotação/hiperatividade. Avaliação Psicológica, v. 4, n. 2, p. 165-182, 2005.

PAPADOPOULOS, Dimitrios. Parenting the exceptional socio-emotional needs of gifted and talented children: what do we know? Children, v. 8, n. 11, p. 953, 2021. DOI: https://doi.org/10.3390/children8110953

PEREIRA, Josilene Domingos Santos; RANGNI, Rosemeire de Araújo. Atendimento às necessidades socioemocionais de estudantes com dupla excepcionalidade: Revisão integrativa da literatura internacional. Aprender – Caderno de Filosofia e Psicologia da Educação, v. 26, n. 1, p. 115-139, 2021. DOI: https://doi.org/10.22481/aprender.i26.10042

PEREIRA, Josilene Domingos Santos; RANGNI, Rosemeire de Araújo. Dupla excepcionalidade: definição e evidências da produção científica brasileira. Revista Diálogos e Perspectivas em Educação Especial, v. 10, n.1, p. 41-58, 2023. DOI: https://doi.org/10.36311/2358-8845.2023.v10n1.p41-58

PFEIFFER, Steven; PRADO, Renata Muniz. Diagnostic challenges in working with the twice-exceptional student. In: PISKE, Fernanda Helen Ribeiro; COLLINS, Kristina Henry. (Org.). Autismo, superdotação e dupla-excepcionalidade. Curitiba: Juruá, 2021. p. 95-108.

RENZULLI, Joseph Salvatore. What makes giftedness? Re-examining a definition. Phi Delta Kappan, v. 60, n. 3, p. 180-184, 261, 1978.

RENZULLI, Joseph Salvatore. The three-ring conception of giftedness: a developmental model for creative productivity. In: REIS, Sally. (Org.). Reflections on gifted education: critical works by Joseph S. Renzulli and colleagues. Waco:Prufrock Press, 2016. p. 55-90. DOI: https://doi.org/10.4324/9781003237693-5

RENZULLI, Joseph Salvatore; REIS, Sally. The three-ring conception of giftedness: a change in direction from being gifted to the development of gifted behaviors. In: STERNBERG, Robert; AMBROSE, Don. (Org.). Conceptions of giftedness and talent. New York: Palgrave Macmillan, 2021. p. 335-356. DOI: https://doi.org/10.1007/978-3-030-56869-6_19

REIS, Sally; BAUM, Susan; BURKE, Edith. An operational definition of twice-excepcional learners: Implications and applications. Gifted Child Quarterly, v. 58, n. 3, p. 217-230, 2014. DOI: https://doi.org/10.1177/0016986214534976

REIS, Sally; GELBAR, Nicholas; MADAUS, Joseph. Understanding the academic success of academically talented college students with autism spectrum disorders. Journal of Autism and Spectrum Disorders, v. 52, n. 10, p. 4426-4439, 2022. DOI: https://doi.org/10.1007/s10803-021-05290-4

REIS, Sally; PETERS, Pamela. Research on the schoolwide enrichment model: four decades of insights, innovation, and evolution. Gifted Education International, v., 37, n. 2, p. 109-141, 2021. DOI: https://doi.org/10.1177/0261429420963987

REIS, Sally; RENZULLI, Joseph Salvatore. Parenting for strengths: embracing the challenges of raising children identified as twice exceptional. Gifted Education International, v. 37, n. 1, p. 41-53, 2021. DOI: https://doi.org/10.1177/0261429420934435

RITCHOTTE, Jennifer; ZAGHLAWAN, Hasan. Coaching parents to use higher level questioning with their twice-exceptional children. Gifted Child Quarterly, v. 63, n. 2, p. 86-101, 2019. DOI: https://doi.org/10.1177/0016986218817042

ST-ONGE, Jean-Claude. Attention-deficit hyperactivity disorder: preventing overdiagnosis and overtreatment. Revista Brasileira de Medicina de Família e Comunidade, v. 10, n. 35, p. 1-8, 2015. DOI: https://doi.org/10.5712/rbmfc10(35)1014

ZAIA, Priscila; et al. Dupla-excepcionalidade e altas habilidades/superdotação sob olhar da psicologia positiva. Psicologia, Saúde&Doenças, v. 22, n. 1, p. 62-75, 2021. DOI: https://doi.org/10.15309/21psd220107

Downloads

Published

2025-09-22

How to Cite

Fleith, D. de S. (2025). Psychoeducational support to twice-exceptional students: Voices of school psychologists. Special Education Magazine, 38(1), e57/1–20. https://doi.org/10.5902/1984686X90824

Issue

v. 38 n. 1 (2025): Revista Educação Especial – Publicação Contínua

Section

Relato de pesquisa

License

Copyright (c) 2025 Special Education Magazine

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).