The Other Side of the Coin: Perceptions of Twice-Exceptional Students by Their Close Friends

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dc.coverageDOI: 10.1177/21582440211022234
dc.creatorConejeros-Solar, María Leonor
dc.creatorGómez-Arizaga, María Paz
dc.creatorSchader, Robin M.
dc.creatorBaum, Susan M.
dc.creatorSandoval-Rodríguez, Katia
dc.creatorHenríquez, Sandra Catalán
dc.date2021
dc.date.accessioned2025-11-18T19:54:01Z
dc.date.available2025-11-18T19:54:01Z
dc.description<p>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.</p>eng
dc.descriptionFriendship 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.spa
dc.identifierhttps://investigadores.uandes.cl/en/publications/13a47744-0cc3-4c9b-bfd2-8d18e2a0dbfa
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/58542
dc.languageeng
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourcevol.11 (2021) nr.2
dc.subjectexperience
dc.subjectfriendship
dc.subjectpeers
dc.subjectschool
dc.subjecttwice-exceptional
dc.titleThe Other Side of the Coin: Perceptions of Twice-Exceptional Students by Their Close Friendseng
dc.typeArticleeng
dc.typeArtículospa
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