The Additional Burden of Auditory Processing Skill “Deficits” for a Young Person with Multiple Exceptionalities: A Case Study of a Twice-Exceptional Student

ABSTRACT

This article reports on the findings of a qualitative case study exploring the auditory skill “deficits” of a twice-exceptional male student who had multiple exceptionalities, including deficits in auditory processing skills, which contributed to learning issues and social connection difficulties in unique ways. Auditory skill deficits are an under-researched area in the field of gifted education, yet these are requisite skills necessary for learning in school. For this case study, auditory deficits were related to phonological processing, auditory sequential memory, lowered auditory recall abilities, and weaknesses in auditory analysis skills. The role that these auditory skill deficits played in the educational experiences of this young person is explored. Findings suggest that the presentation and impact of auditory processing deficits is very individual.

KEYWORDS:

• ADHD
• auditory processing disorder
• auditory processing skill deficits
• autism
• case study
• dyslexia
• multi-exceptionality
• twice-exceptional

Acknowledgment

The author would like to acknowledge the generous support of Griffith University’s Arts, Education, and Law group in the awarding of an Academic Equity Development Program in support of this research article. The author would like to thank the Griffith Institute for Educational Research and Research Assistant, Elizabeth Stevens for copyediting support.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Griffith University [AEL AEDP].

Notes on contributors

Michelle Ronksley-Pavia

Dr. Michelle Ronksley-Pavia is a Senior Lecturer and researcher at Griffith University, Australia. She is an internationally recognized award-winning researcher, working for over two decades in the field of gifted education. Dr. Ronksley-Pavia has published numerous articles and book chapters and regularly reviews for international gifted education journals. She has developed gifted education professional learning programs for schools, and regularly presents on twice-exceptionality and underserved gifted populations. Dr. Ronksley-Pavia serves as an Australian Delegate on the WCGTC and has also served as a member of the writing team for the WCGTC’s Global Principles for Professional Learning in Gifted Education.