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1
Townend, Geraldine. "Academic Self-Concept in Twice-Exceptional Students: An Exploratory Investigation." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365355.
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Academic self-concept relates to students’ perceptions of their academic accomplishments, academic competence and their expectations of academic success or failure. Academic self-concept has been identified as being critical for academic success in school as it underpins educational aspirations, academic interest, course selection, and achievement over time.
Twice-exceptional students are gifted with a coexisting disability. Twice-exceptional students present as a dual paradox for education systems, both in terms of being gifted and having a disability, and in terms of the lamentable lack of nurturing of a potential resource both for the individual and also at a national level. The paradox of two, or one, or neither of the exceptionalities being visible in a child in school is due primarily to outward behaviours, lack of community knowledge, and challenges with identification (Vail, 1989). Despite over twenty years of empirical research on twice-exceptional students, the influences on academic self-concept remain virtually unexplored.
Australian professional teaching standards call for educators to design and implement learning experiences that value diversity. The teaching standards include identifying individual learning needs and adopting strategies for teaching students with disabilities, for those who are gifted, and for those who are twice-exceptional. Few studies have investigated the ways in which psychosocial, school, and academic experiences influence twice-exceptional students.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Hoffman, Jennifer Marie. "REFERRAL DECISIONS OF TEACHERS AND SCHOOL PSYCHOLOGISTS FOR TWICE-EXCEPTIONAL STUDENTS." UKnowledge, 2014. http://uknowledge.uky.edu/edp_etds/28.
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The accurate and timely referral and identification of twice-exceptional students remains a challenge. In a statewide study, the referral decisions for both special education and gifted programming evaluations made by four participant groups (i.e., general education teachers, special education teachers, gifted education teachers, and school psychologists) were compared. Participants were randomly assigned to read one of three identically described students in a vignette that differed only in the presence of a diagnostic label—autism spectrum disorder (ASD), specific learning disability (SLD), or no diagnostic label. In all, special education teachers made the most special education referrals, while gifted education teachers made the most gifted programming referrals, both regardless of the diagnostic label present. The students with diagnostic labels were recommended for special education referrals significantly more than for gifted programming, while this difference was not evident in the no diagnostic label condition. Moreover, the student with the ASD label was the most likely to be referred for evaluations for both special education and gifted programming out of all three vignette conditions. Overall findings indicated the importance of considering the referral source as well as how the presence of a diagnostic label might influence educational referral decisions, particularly in how this might influence overall multidisciplinary team decisions for these unique learners.
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Jones, Robin A. "Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645228.
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Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.
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Jones, Robin A. "Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1170.
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Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.
5
Ivicevic, Lynne. "The prevalence of twice exceptional students in the GAT Academic programs: the near miss phenomena." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2005.
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Twice exceptional (TE) students often experience barriers to their participation in gifted academic programs that contribute to their marginalised status amongst the school gifted population. The estimated prevalence of TE students in gifted programs worldwide varies according to the location, identification means and definition, with little agreement reached between researchers in the field. This research was made up of three interrelated studies. Firstly, six years of longitudinal quantitative cohort data from the Western Australian Department of Education (DoE) database on selected students for the GAT programs including GAT Academic programs and TE students to determine TE prevalence. Secondly, disability prevalence data in government schools of Western Australia were collected and a comparison made of TE prevalence to disability was also investigated to establish trends. Additionally, survey data collected from coordinators of the GAT Academic programs (N = 5) were used to triangulate TE prevalence. Qualitative analysis of closed and open-ended survey data were undertaken to determine the GAT Academic coordinators’ knowledge of the definition and identification means used by the DoE and their knowledge and perceptions of TE students’ needs. Finally, a qualitative analysis of a closed and open-ended survey was undertaken to determine the perceptions of parents of TE students (N = 8) of the GAT Academic programs when considering application for their children. This was set in the context of the research literature and framed by the DoE’s practices, policies and adoption of Gagné’s Differentiated Model of Gifted and Talent (DMGT) to investigate the relationship between TE prevalence and disability and the barriers to their inclusion. TE prevalence in the GAT Academic programs was the core project and the second project was the knowledge and perceptions of the GAT Academic coordinators and perceptions of parents of TE students, that accesses data pertinent to understanding TE prevalence.
Results showed that TE prevalence at 1.6% was low when compared to disability prevalence across two educational settings despite the identified marked escalation of disability prevalence over this same time period. The qualitative data indicated that coordinators had limited knowledge of the GAT definition and testing adopted by the DoE, learning disabilities and associated accommodations, and perceived that the TE had more negative learning characteristics than positive. Parents of TE students perceived the major barrier to TE participation as the Academic Selective Entrance testing as well as absence of inclusion, lack of support and no alternative testing option available. This research highlighted the significant impact that inequitable and antiiv inclusion practices had on TE prevalence in the Western Australian GAT Academic programs which only now aligns with Gagné’s DMGT 2.0 model, that all contributed to the perpetuation of TE underrepresentation. This transformative mixed method research provides an overarching framework to address issues of social justice and the need for change for TE students.
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Candler, Margaret Mary. "The influence of perfectionism on mental health in gifted and twice-exceptional students." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5916.
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Although a long-standing interest in the abilities of gifted students exists, researchers and clinicians have only recently focused on specific factors that may impact the likelihood of mental health diagnoses, such as anxiety and depression, within this population. This is especially true for gifted students with co-existing disabilities, or twice-exceptional students, who may have unique experiences that differ from those of gifted students without disabilities. Perfectionism is one factor that may be important to consider when examining factors that impact the development of anxiety and depression within these populations.
The current study examined how perfectionism differs within gifted and twice-exceptional students within the context of self-reported anxiety and depression. Scores were reported for both gifted (N = 39) and twice-exceptional (N = 28) participants ages 8-14 on the Almost Perfect Scale-Revised (APS-R), Revised Children’s Manifest Anxiety Scale (RCMAS), and Children’s Depression Inventory-2 (CDI-2). Pearson chi-square results suggested that gifted students reported higher rates of maladaptive perfectionism on the APS-R compared to twice-exceptional students. Although gifted and twice-exceptional students in this sample reported style of perfectionism differently, group differences disappeared when also considering self-reported symptoms of anxiety and depression via 2x3 analyses of variance. Tukey post-hoc tests indicated that self-reported maladaptive style of perfectionism was related to higher scores on measures of anxiety and depression. Clinical and research implications of these findings were also explored.
7
Lewis, Taryn. "An Investigation into the Classroom Interactions of Twice Exceptional Students in Comparison to their Typically Developing Peers." Thesis, University of Canterbury. Education, 2015. http://hdl.handle.net/10092/10397.
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Students who meet criteria for both being intellectually gifted and having a disability are known by the term ‘twice exceptional’. To date there is little known about the classroom interactions of these students, and how these interactions impact their developing self-esteem. The interactions of four gifted primary school students with identified learning difficulties (twice exceptional) were observed along with four matched typically developing students and their teacher during normal classroom teaching activities. The number and type of positive, negative, neutral or no response interactions were recorded over four, one hour observation sessions. The Coopersmith Self-Esteem Inventory was then administered to the four twice exceptional and four comparison students. Results indicated that there was little difference between the twice exceptional and comparison students in terms of number of interactions recorded, with the twice exceptional students showing slightly more positive interactions with their teacher and peers. All four twice exceptional students reported lower self-esteem levels than their matched peers, with two students being in the low range. The results suggested that these four twice exceptional students were interacting in a manner similar to their typically developing peers, although they displayed lower self-esteem levels. The implications of these findings and recommendations for future research are discussed.
8
Kennedy, Tara. "Research Based Recommendation: Effective Parent Advocacy for Students who are Twice-Exceptional, Academically Gifted With Autism." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/honors_theses/79.
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This thesis’s purpose is twofold. The first purpose is to present both information about what twice-exceptionality is and to make recommendations based on the existing research as to how parents or guardians can become more effective advocates and advocate for effective programming and services for their children who are twice-exceptional. While this thesis focuses on a specific subset of twice-exceptional students, those who are both gifted and have autism, a good deal of the material presented will be applicable to children who are gifted with learning disabilities. Effective parent advocacy looks the same across exceptionalities: producing the best educational experience based on the child’s unique needs. Strengths-based programming has been demonstrated to benefit twice-exceptional students no matter the disability, however the areas of deficit will vary depending on the specific disability a child has and his/her unique learning profile. The resources for information on special education law and twice-exceptionality will be useful to parents regardless of the twice-exceptional child’s disability.
The second, and I feel most important, purpose of the thesis is to provide those parents/guardians with a “Quick Start Guide to Advocacy” to help them get started on the path to becoming the most effective advocate they can be for their child(ren). While educators and school administrators are expected to have a solid understanding of the rights and responsibilities of all stakeholders, many times parents are thrust into the world of special and gifted education with no preexisting knowledge. The aim of this thesis is to help bridge this gap for parents and guardians of this unique subset of students.
9
Lummiss, Megan. "Self-Perceptions of Twice-Exceptional Students: The Influence of Labels and Educational Placement on Self-Concept for G/LD Post-Secondary Students." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35605.
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Research has shown self-concept to be a significant influence of later success in life, yet studies have rarely focused on the perceptions of students in all educational placements and achievements – specifically, those identified as gifted and with a learning disability (G/LD) (Rudasill, Capper, Foust, Callahan, & Albaugh, 2009). Adopting a qualitative case study approach, and guided by the Marsh/Shavelson model of self-concept (1985) and the Social Identity Theory (1986), this study explored 1) how G/LD students perceive the development of his or her self-concept over time and 2) how labelling and educational placement interact with the development of self-concept. A Body Biography and a discussion/ semi-structured interview were used to explore these questions with eight English-speaking post-secondary G/LD students. During the discussion/ semi-structured interview, participants discussed their completed Body Biography and responded to questions focused on self-perceptions of educational placement, labels, social identity, group membership, and self-concept. Findings of the study revealed that participants tended to perceive the gifted and LD components of the G/LD identification as separate components, rather than as a whole identification; participants appeared to consider themselves as part of a gifted in-group when reflecting upon their strengths and within a LD in-group when reflecting upon their weaknesses; and educational placement experiences exerted a strong influence upon participants’ self-concepts, depending on how well they perceived their educational placement experiences met their academic needs. Overall, the domains of self-concept were very closely related to one another, with academic, social, and emotional self-concepts being the most influenced by identification, labels, and educational placement. The findings from this study support the notion that each G/LD student is unique and there is no singular best method of identification, nor is there one specific educational path that meets the educational needs of all G/LD students.
10
Ginsburgh, Paula K. "An exploratory study of the academic journey of successful twice exceptional students at a selective institution of higher learning." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154075.
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Mayes, Renae Danielle. ""How are they being helped if I don't even know about it?": Adversity and pitfalls of twice exceptional urban learners." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374216089.
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Minnie, Carolyn. "How do teachers support students with twice-exceptionality, specific to concomitant autism spectrum disorder and intellectual giftedness, to transition to secondary school?" Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213217/1/Carolyn_Minnie_Thesis.pdf.
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This qualitative multiple case study explored teachers’ knowledge of twice-exceptionality (2E), specifically concomitant autism with intellectual giftedness, and the support offered to these students to transition from primary to secondary school. The research was framed by Bronfenbrenner’s Bioecological Theory with specific reference to the PPCT model. The findings identified that a lack of communication amongst teachers inhibited the support required by this cohort of students. Teachers’ lack of knowledge of 2E contributed to their lack of communication and support. A recommendation is that teacher collaboration is key in supporting transition.
13
Chou, pei-ju, and 周珮如. "The Study of Curriculum and Instructional Adaptations on Twice-Exceptional Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/70596547817064221649.
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HUANG, WEN-HUI, and 黃文慧. "Observing Labels in Daily Life~Life Stories on Two Twice-Exceptional Students." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/05140464947370730168.
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碩士國立臺灣師範大學
特殊教育研究所
90
The purpose of this qualitative research was to construct the on-going life stories of two twice-exceptional adolescent students (one gifted junior high school student with the Asperger syndrome and the other art-talented senior high school with LD.). By interviewing two students and their significant others, I tried to unfold the image of the two twice-exceptional students and explore the impact of special educational labels in the daily life. There were some findings from the life study of the twice-exceptional students with hidden disability. In their family, parents had treated them with cruelty until they understood about their children’s special needs. In school, they even felt some teachers looking down upon them, but once they were accepted, they would develop their own advantages. In peer relationships, they would worry if their peers noticed their disabilities. As for themselves, gradually they had built up confidence of their speciality and found their own way of the future life. The impact of the gifted and disabled labels was closely related to environmental and personal factors. People tended to overlook the special needs of gifted students with hidden disability. In another hand, when the performance could not fit to the expectations of the gifted side, people would be confused and amazed. Only when the students were accepted as twice-exceptional students, they would make significant process on self development and therefore fully understanding from others might appear.
15
Lin, Chia-Li, and 林家莉. "Cooperative Process of Teacher Team for Twice-Exceptional Students in an Elementary School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ntn283.
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碩士臺北市立大學
特殊教育學系
106
This is a qualitative and perspective based research. The research was based on individual case studies through interviewing ordinary class teachers, resource class teachers and gifted teachers of two twice-exceptional students core cases, by means of open semi-structured in-depth interviews, hoping to understand and explore from the perspectives of participants. The goal of this research is to investigate the cooperative process of guiding twice-exceptional students, the factors that influence the cooperation and their cooperative modes. The conclusions are as follows: A.Cooperative process of teacher team for twice-exceptional students in an elementary school 1.Courses are scheduled and adjusted through formal IEP and IGP meetings. 2.Problem behaviors management by resource class or gifted class teachers to do a timely manner, and then arrange further counseling and consulting. 3.Developing students' potential is guided by gifted class teachers. 4.In addition to formal meetings, there are occasional case meetings, inperson interviews and phone interviews. B.Factors that affect the cooperative of teacher team for twice-exceptional students in an elementary school include the consistency of teachers' standards, the cooperation between parents and the school administration. C.Cooperative mode of teacher team for twice-exceptional students in an elementary school 1.In accordance with the supportive resources program model 2.In accordance with the the resource teacher model. Based on the research findings above, recommendations are made in these areas: Teachers and Future Case Studies.
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Yang, Yun-Chi, and 楊芸綺. "A Narrative Inquiry of An Independent Study Program for Twice-Exceptional Students in Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/8z27mq.
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碩士國立臺北教育大學
特殊教育學系碩士班
102
This study aims to depict the track of me, as a resource room teacher, who guided seven twice-exceptional students through independent study course by narrative inquiry.The full text presents through the structure of the movie “Hancock”; I rethought over and over again the feelings and the experiences that I interacted with these students, and constructed a clear practical knowledge that how I teach twice-exceptional students in the future by this writing of the journey. The story starts from “Hancock’s” appearance. This is about I met these gifted students in the school, and understood their needs of developing the advantages. Both of these reason caused the motivation and purpose that I wanted to plan and provide them a proper course. In the chapter of “The Encounter”, I introduced the participants of the independent study course and planned the curriculum for them. In the chapter of “The Public Relations Consultant”, I realized students’ interests in study by an aptitude course, and I explained the concept, thought and research method of narrative inquiry. Talking to the chapter of “Metamorphosis”, I depicted the track that I gave the students instructions, accompanied the students to develop their own research, and made a presentation of the course.At last, in the chapter of “Fully Loaded & New Start”, I sort out the principals of designing an independent study course for twice-exceptional students, problem-solving strategy, and my reflection from this course. The following are my conclusions: 1. Teachers should lead twice-exceptional students to develop their predominant abilities and show their abilities in their own class. 2. Doing independent study improved twice-exceptional students’ attitude toward learning. 3. The interaction of an independent study groupe improved the ability of social strengths of twice-exceptional students. 4. Teachers who guide twice-exceptional students through independent study course should improve their multi-knowledge. 5. I’m affirmative for my courage to take the challenge of guiding twice-exceptional students through independent study course. With these experiences, I could reflect and get ready for the next trip.
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莊聿嵐. "A Case Study on Peer Interactions of Elementary Twice-Exceptional Students in a Gifted Resource Room." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/68813264401003026316.
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碩士臺北市立教育大學
特殊教育學系碩士班資賦優異組(日)
101
The purpose of this study was to explore the peer relationships about two twice-exceptional students and their gifted peers. A case study was applied to find out the different problems of peer relationships and its influencing factors from a high-function Autistic gifted student and an Attention-Deficit/Hyperactivity Disorder gifted student. This study conducted 25 times of observation and interview respectively to the twice-exceptional students, gifted teachers, regular classroom teachers and the classmates in the gifted class. The findings of this study were as follows: 1. The interaction problems among twice-exceptional students and the classmates in the gifted class were due to: (1) disabled characteristics, (2) the interaction skills deficits, and (3) the disturbance caused by twice-exceptional students in the class. 2. The ways how the twice-exceptional students, gifted teachers and the classmates in the gifted class to deal with the problems were different. For example, the twice-exceptional students used passive attitudes to react the problems; gifted teachers set different educational goals for the twice-exceptional students; the classmates in the gifted class were understanding and tolerant about the twice-exceptional students. 3. The factors influencing the relationships among the twice-exceptional students and the classmates in the gifted class included: (1) disabled characteristics of the twice-exceptional students, (2) gifted student’s affective dispositions, and (3) the situations and ways to interactions. This study finally made some discussions about the findings of this study and provided suggestions for the teachers and other researchers in related fields.
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Hsiao, Yu-Jen, and 蕭佑任. "The Career Development and Career Decision-making of Twice-Exceptional Students with Musically Talented and Visual Impairment." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8ujnx8.
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碩士臺北市立大學
特殊教育學系
105
This is a qualitative and perspective based research focus on individual case studies through storytelling and taking open semi-structured in-depth interviews of visually impaired students with musically talents. It is the goal of this research to discover and understand the factors, which contributed to the studying and career development processes and the decisions of the participated students upon the conclusion of this study. The conclusions are as followed: A.Career development of the participated Twice-Exceptional students with musical talents and visually impairments (A) Family supports, companionships, and constant open communications (B) Parents’ expectations (C) Self-expectations (D) Early childhood development over music talent and enthusiasm (E) Additional time and effort required in learning music (F) Rigid examination system and the limitations of the Braille music (G) Teacher-student relationship depends greatly on teacher’s experience and attitudes toward visually impaired students (H) Use music to establish friendship with peers, but the relationship seem more alienated (I) Good interactions between teachers and students can contribute to better learning environments B.Factors affecting the career developments of the participated Twice-exceptional students with outstanding musical talents and visually impairments students: (A) Their love toward music and outstanding ability in musical instrument performances (B) Other interests in addition to musical talent (C) Supports and encouragements from parents (D) Parents respect their choices and decisions (E) The recognition of musical talents from industry professionals (F) Supports and encouragements from teachers and friends (G) Friendly support system from schools (H) Financial affordability Based on the research findings above, recommendations are made in these four areas: Institutional aspects; Schools; Families; and Future Case Studies.
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Wang, Chien-Ru, and 汪倩如. "A case study of the mother parenting on a twice- exceptional and musically-talenteds student." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/zy2me3.
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碩士國立臺灣師範大學
音樂學系
105
The purpose of this study is to explore the mother's music in the double special needs of students to learn music education process, the researchers to a double special needs of students Xiao Ning's mother as a case to the depth of interviews as a research tool, through qualitative research methods, The interviewees were interviewed, aggregated, coded, analyzed and checked, and analyzed and discussed one by one. First, the mother in the music of the double special needs of students to learn different stages of different ways of education Preschool 0-8 years old: Discover music and discover power. Small stage: looking for mentors to seek opportunities. In the middle stage: platform piano · learning more ground high school stage: music test · self-affirmation adult stage: learning process · piano rain man. Second, the mother in the music of dual special needs of children raising the course of thinking. 1. by the teacher point of view to think about their mothers in music education education process. Teacher 's point of view - advantage of weakness. D teacher point of view: the end of music thinking learning in Sri Lanka. 2. Individuals grew up in the study of music education. 0-5 years old: joy and pain. 5-8 years old: life test early treatment of groping. 8-14 years old: daily life law. 14-20 years old: high school strong and sophisticated study. 20 years old to date: adult style double special model Finally, based on the results of the study, it is suggested that the relevant educational institutions, social welfare system can provide cooperative supports and services to the student, mother and the teachers. Also, it is hoped that practical and concrete suggestions will be provided as useful references for future research and study related to this topic.
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Huang, Yuchih, and 黃郁芝. "The Case Study on Positive Traits and Social Support of a Twice Exceptional Student with Non-Verbal Autism Spectrum Disorder." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/40755359690684406689.
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碩士臺北市立大學
特殊教育學系碩士班資賦優異組(日)
102
The purpose of this research aims to explore the positive traits and social support of a non-verbal student with autism spectrum disorder, named Hsiao-Yan. This study adopted case study of qualitative research. Semi-structured interview was used to collect the data of Hsiao -Yan, including his positive traits, and social support from social network around him. The aid of a self-made Life Experiences Questionnaire was adopted by the researcher. The study discovers that: 1. Positive traits: (1)The interaction of autistic features and postivive characher and strengths. (2) Hsiao-Yan has learned to been positive and happy. 2. Social support: (1) Family is Hsiao-Yan’s main emotional suppor, while school and the society mainly provieds him cognitive and material support. (2) There is mutual support between Hsiao-Yan and his parents. (3)Based on Ecological Systems Theory, microsystem and mesosystem of Hsiao-Yan influence him the most. (4) The interaction of positive traits and social support. The results showed as following: 1. Cognitive and material support of the society helps twice exceptional students develop their talents. 2. The development of talents and strengths makes twice exceptional students obtain self-confidence and delight. 3. Positive guide from caregivers and instructors can bring up the positive traits of twice exceptional students. 4. Twice exceptional students should be powered by emotional support. 5. Parents are able to bring through support for kids by integrating related information source, and help appropriately. Lastly, from the research results, this study intends to propose suggestions, and hopefully provide referencence for practical works, parents and future researchers.