TY - JOUR
T1 - The Other Side of the Coin
T2 - Perceptions of Twice-Exceptional Students by Their Close Friends
AU - CONEJEROS SOLAR, MARIA LEONOR
AU - Gómez-Arizaga, María Paz
AU - Schader, Robin M.
AU - Baum, Susan M.
AU - Sandoval-Rodríguez, Katia
AU - Henríquez, Sandra Catalán
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research and/or authorship of this article: This project was supported by the National Fund for Scientific and Technological Development (FONDECYT for its acronym in Spanish; Grant Number 1181857).
Publisher Copyright:
© The Author(s) 2021.
PY - 2021
Y1 - 2021
N2 - Friendship can be critical at any age but considering the gifts and challenges of twice-exceptional students, friends can be an essential element in navigating school years. The purpose of this study was to explore the perceptions that close friends of twice-exceptional students have about their friendship, characteristics, and how they relate to classmates and teachers. The sample was comprised of 17 students. Under a qualitative design, in-depth interviews were conducted with friends of students who were gifted with attention deficit hyperactivity disorder or with autism spectrum disorder. Results showed a deep relationship, in which friends of twice-exceptional students were able to make a realistic depiction of them, which was based on empathy, common interests, and a connection that stems from facing adversity. The results are not only a contribution to current research but also take a positive and strengths-based angle not always found in the literature. Implications for practice and research were discussed.
AB - Friendship can be critical at any age but considering the gifts and challenges of twice-exceptional students, friends can be an essential element in navigating school years. The purpose of this study was to explore the perceptions that close friends of twice-exceptional students have about their friendship, characteristics, and how they relate to classmates and teachers. The sample was comprised of 17 students. Under a qualitative design, in-depth interviews were conducted with friends of students who were gifted with attention deficit hyperactivity disorder or with autism spectrum disorder. Results showed a deep relationship, in which friends of twice-exceptional students were able to make a realistic depiction of them, which was based on empathy, common interests, and a connection that stems from facing adversity. The results are not only a contribution to current research but also take a positive and strengths-based angle not always found in the literature. Implications for practice and research were discussed.
KW - experience
KW - friendship
KW - peers
KW - school
KW - twice-exceptional
UR - http://www.scopus.com/inward/record.url?scp=85107478238&partnerID=8YFLogxK
U2 - 10.1177/21582440211022234
DO - 10.1177/21582440211022234
M3 - Article
AN - SCOPUS:85107478238
SN - 2158-2440
VL - 11
JO - SAGE Open
JF - SAGE Open
IS - 2
ER -