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A survey of New Jersey school psychologists’ knowledge of twice exceptional students
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Shafrir, Rachel Bari. A survey of New Jersey school psychologists’ knowledge of twice exceptional students. Retrieved from https://doi.org/doi:10.7282/t3-7wh6-v385

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TitleA survey of New Jersey school psychologists’ knowledge of twice exceptional students
NameShafrir, Rachel Bari (author); Schneider, Kenneth (chair); Segal, Jeffrey (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2021
Other Date2021-08 (degree)
SubjectEducational psychology, School psychologists -- New Jersey, Twice-exceptional children
Extent1 online resource (ix, 92 pages)
DescriptionTwice exceptional (2e) students are those who are “gifted” and have a disability as defined by the 13 disability categories under IDEIA. To date, there is no concrete, universal operational definition for giftedness and thus none for 2e. There is currently a lack of empirical articles discussing the role of school psychologists and 2e. School psychologists have many skills that can assist 2e students in the school setting and may play a valuable role in assessment, counseling, consultation, and evaluating programs. An electronic survey was emailed to all individuals on the New Jersey Association for School Psychologists (NJASP) listserv in order to receive a representative sample of the state. The entire database of 1,910 email addresses were invited to participate in the study. 98 surveys were initiated; 59 were completed to its entirety. Response rate was unable to be calculated as there was not enough information provided about the listserv to determine who met the criteria to participate. In this study, a survey was conducted targeting school psychologists employed in New Jersey public schools to assess their knowledge and experience in working with 2e students. Participants assessed a variety of areas relevant to the field including knowledge on giftedness and 2e, training, attitudes and beliefs. School psychologists also evaluated whether their school provided the necessary services to support 2e students sufficiently. They also ranked the importance of different stakeholders in identifying and meeting the needs of 2e learners as well as who would benefit from more education and training. Survey questions had varying numbers of useable responses requiring individual item analysis. Responses to open-ended questions were reviewed by the PI and a colleague using a qualitative method to determine common themes. The various categorical findings indicated that participants were familiar with the concept of twice exceptionality, however, most have not received training regarding working with this population and believed they needed more training in order to work effectively with them. A professional development resource for school psychologists in the form of an information packet was provided. The study’s practical implications, limitations, and future directions for research were discussed.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-7wh6-v385
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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