Dual exceptionalities: Exploratory analysis of experiences and self-image in Chilean students

Authors

  • María Paz Gómez Arizaga Universidad de Los Andes
    Doctora en Educación Especial por la Universidad de Arizona, Estados Unidos y profesorainvestigadora en la Facultad de Educación de la Universidad de los Andes. Dirección postal:Álvaro del Portillo 12.455, Las condes, Santiago, Chile. Contacto: mpgomez@uandes.cl
  • Maria Leonor Conejeros-Solar Pontificia Universidad Católica de Valparaíso
    Doctora en Educación por la Universidad de Concepción, Chile y profesora adjunta de laEscuela de Pedagogía, Carrera de Educación Especial de la Pontificia Universidad Católica de Valparaíso. Dirección postal: Avenida El Bosque 1290, Campus María Teresa Brown deAriztía, Viña del Mar, Chile. Contacto: leonor.conejeros@ucv.cl
  • Katia Sandoval Rodríguez Pontificia Universidad Católica de Valparaíso
    Doctora en Ciencias de la Educación por Universidad de Granada, España y docente de laCarrera de Educación Especial en la Pontificia Universidad Católica de Valparaíso. Dirección Postal: Avenida El Bosque 1290. Viña del Mar, Chile. Contacto: katia.sandoval@ucv.cl
  • Solange Armijo Solís Pontificia Universidad Católica de Valparaíso
    Licenciada en Educación Diferencial por la Pontificia Universidad Católica de Valparaíso. Dirección  postal:  Avenida Valparaíso  230,  Departamento  404,  Viña  del  Mar, Chile. Contacto: solange.armijo.solis@gmail.com

DOI:

https://doi.org/10.18800/psico.201601.001

Keywords:

dual exceptional, high ability, attention deficit disorder, autism spectrum disorder, school context

Abstract

This research explores the manifestation of dual exceptionality, regarding self-image and the experiences students have had with classmates and teachers. The sample was comprised of four students ages 8 to 15 that exhibited ADHD with giftedness and ASD with giftedness. In-depth interviews were conducted with the students. Results showed that students who had a notion of their discrepancies were motivated towards learning, but became bored when tasks were not challenging. They also had good relationships with their teachers and peers. However, meaningful social interactions had a negative connotation for the gifted/ASD group. Implications for research and practice are discussed further.

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Published

2016-06-01

How to Cite

Gómez Arizaga, M. P., Conejeros-Solar, M. L., Sandoval Rodríguez, K., & Armijo Solís, S. (2016). Dual exceptionalities: Exploratory analysis of experiences and self-image in Chilean students. Revista De Psicología, 34(1), 5–37. https://doi.org/10.18800/psico.201601.001

Issue

Vol. 34 No. 1 (2016)

Section

Articles