Dupla Excepcionalidade e Ensino de Ciências: uma revisão integrativa da literatura no Brasil

Raimunda Leila José da Silva; Juliana Eugênia Caixeta; Ricardo Gauche; João Felipe Camilo de Paula

doi:10.34624/id.v15i2.32553

Twice Exceptional and Science Teaching: an integrative review of the literature in Brazil

Raimunda Leila José da Silva Universidade de Brasília https://orcid.org/0000-0002-2634-2290
Juliana Eugênia Caixeta Universidade de Brasília https://orcid.org/0000-0002-0731-3224
Ricardo Gauche Universidade de Brasília https://orcid.org/0000-0001-9310-0489
João Felipe Camilo de Paula Universidade de Brasília https://orcid.org/0000-0003-1857-1912

DOI: https://doi.org/10.34624/id.v15i2.32553

Keywords: Twice, Exceptional, Science, Teaching

Abstract

Twice Exceptional is a condition in which a person has both high abilities/giftedness and a learning disorder, disability, and/or difficulty. Based on this assumption, the objective of this study was to carry out an Integrative Review of the Literature related to the Twice Exceptional carried out between 2011 and 2021 in the area of Natural Sciences. The results point to two aspects, on the one hand, the scarcity of research that addresses the Twice Exceptional in the scope of Science Teaching and on the other, the emphasis on the supplementary character of AEE for this public that needs, at the same time, complementation and supplementation pedagogical.

Downloads

Download data is not yet available.

PDF (Português (Portugal))

Published

2023-06-20

How to Cite

da Silva, R., Caixeta, J., Gauche, R., & de Paula, J. (2023). Twice Exceptional and Science Teaching: an integrative review of the literature in Brazil. Indagatio Didactica, 15(2), 27-40. https://doi.org/10.34624/id.v15i2.32553

Download Citation

Issue

Vol 15 No 2 (2023)

Section

Desenvolvimento Curricular e Didática

This work is licensed under a Creative Commons Attribution 4.0 International License.

The authors keep the copyright for their work, assigning the first publication rights to the journal.

The Journal Indagatio Didactica is under the CC BY 4.0 license.