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  • 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. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEsta pesquisa explora a manifestação da dupla excepcionalidade referente à construção da autoimagem e o tipo de experiências com colegas e professores. Os casos de quatro (4) estudantes de 8 a 15 anos que apresentavam transtorno do déficit de atenção (TDAH) com alta capacidade e transtornos do espectro autista (TEA) com alta capacidade, foram anali-sados. Os resultados indicam que os estudantes tinham uma noção da discrepância de sua condição, apesar de ignorá-la. Eles estavam motivados a aprender, mas ficavam entediados com tarefas pouco desafiantes ou repetitivas. Além disso, apresentavam boas relações com colegas e professores, no entanto, para o grupo de alunos com TEA e alta capacidade, esta relação tinha uma conotação negativa. As implicações para a pesquisa e a prática educativa, são discutidas. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEl presente estudio explora la construcción de autoimagen y el tipo de experiencias ocurridas con compañeros y profesores en la condición de doble excepcionalidad. Se analizan cuatro casos de estudiantes de 8 a 15 años que presentaban trastorno de déficit de la atención (TDAH) con alta capacidad y trastorno del espectro autista (TEA). Los resultados indican que los estudiantes presentaban una noción de la discrepancia de su condición a pesar de desconocerla; estaban motivados al aprendizaje, pero se aburrían con tareas poco desafiantes o repetitivas; presentaban buena relación con profesores y compañeros, sin embargo, para el grupo de estudiantes con alta capacidad y TEA existía una connotación negativa. Se discu-ten implicancias para la investigación y práctica educativa. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

  • Astronomy is critical for human development, driving technology and innovation, and creating knowledge that allows humanity to understand the universe more fully. Women, however, remain underrepresented in this field. Many women leave the field before becoming established, yet little is known about women who persist and succeed. The purpose of this study was to explore the abilities, experiences, milestones, and individuals that have contributed to women’s talent development along their trajectories in astronomy, in the specific case of Chile. In-depth interviews were conducted with five talented women in astronomy, who have developed their academic and professional careers in Chile. The results show that micro, meso, and macro levels of influence, in conjunction with different time periods, were critical for the participants’ trajectories and have impacted the direction of women’s paths. The astronomers highlight early experiences, mentor support, validation, and gendered experiences as they navigate their own insecurities and develop self-confidence. Implications for the study of talent development in female astronomers are discussed.

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