Supporting Twice Exceptional Students in the Classroom

by Amanda Drury

© June 2019

A gifted person who has learning challenges beyond those that come with giftedness alone,

are referred to in the literature as being twice exceptional, dual exceptional, multi-

exceptional, thrice exceptional, or gifted with learning disabilities (Baum, 2013; 2E

Newsletter, 2017; Hill, 2011; Hughes, 2017; Reis, Baum, & Burke, 2014; Ronksley-Pavia,

2015; Wescombe-Down, 2013.) Children who have high intellectual potential, demonstrated

talent, or creative productivity in one or more areas while also manifesting one or more

sensory-kinaesthetic, emotional, social, neurological, physical, or learning difficulties, are

twice-exceptional (Baldwin, Baum, Pereles & Hughes, 2015; Gyarmathy & Senior, 2018;

Reis, Baum & Buke, 2014; Silverman, 2013). They are defined by their asynchrony, which

can sometimes be more than five years of age equivalent difference between their strengths

and their weaknesses.

Being twice exceptional can be described as a paradox, cataclysm or explosion of strengths

and challenges which, when unsupported, confuse and frustrate the student, leaving them

with feelings of inadequacy (see appendix 1 for strengths and weaknesses that may be present

in twice-exceptional students, as illustrated by Anthoney et al., 2009).

There are many reasons for being twice-exceptional, which include learning or physical

disability, abuse or neglect in early childhood, mental illness, and attachment disorder

(Hughes, 2017; Ronksley-Pavia, 2015; Westcombe-Down, 2013). What is most important to

remember with the twice-exceptional student is they are gifted. They may have learning

challenges, but, being gifted means, they will still need extension, enrichment and

acceleration beyond their age norms in one or more areas. To protect their self-esteem, self-

efficacy, and mental wellbeing, consideration for their giftedness in their educational

programming, must happen above all else (Hill, 2011; Hughes, 2017; Ronksley-Pavia, 2015).

Baldwin, Baum, Pereles, & Hughes (2015) note the importance of being aware of masking in

gifted students with learning disabilities. Their giftedness needs as much support as their

disability. If the child’s disabilities are more prevalent than their giftedness, then it is

possible, due to their giftedness not being found, that the focus will be on their weaknesses

rather than their strengths. When the strengths of a twice-exceptional student are not

recognised, then self-esteem, confidence, mindset and efficacy are at risk (Hill, 2011).

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Appendix 2 and 3 show two models of education used for twice-exceptional students, notice,

they both have a high focus on talent development, supporting learning challenges, social-

emotional well being, and teamwork. The strengths-based approach to learning with twice-

exceptional student occurs when we combine these, along with suggestions across the

literature, which is illustrated in Appendix 4 and described on the next page.

What twice-exceptional students need, most of all is consistency and teachers who

understand them. Therefore it is paramount that teachers receive professional development

and training in their needs if they are to accommodate and extend them appropriately.

Appendix 5 lists other needs twice-exceptional children may or may not have, based on the

literature listed in the references.

Strengths-Based Approach for Twice-Exceptional Learners, adapted from Hill, (2011),

to include other relevant points from the literature:

Step 1: Identify

• Note behaviours that may be indicative of giftedness and/or disability, which have

been observed more than once.

• Seek support from persons responsible for gifted/special needs students in the school.

• If possible, arrange a meeting with the student’s parents to determine whether

observations made at school match behaviours from home. Discuss behaviours at

home, what the child’s interests are, information on past developmental milestones,

and how their skills such as reading and Maths are at home.

• Begin collecting evidence of giftedness and other suspected disabilities or challenges,

using a checklist to take down notes, including date, time and circumstances to

establish a pattern.

Step 2: Analysis of Specific Needs

• If the evidence from step one strongly points to the student being twice exceptional,

seek ways of having them assessed for Giftedness AND the suspected

disability/disabilities. Assessments, if possible, should be done by psychological

specialists who understand BOTH disability and giftedness and how they affect

learning and test scores - so testing is made more accurate (Hill, 2011). See if Duel

Assessment (for a disability and giftedness) is available and whether the child’s

parents would be willing to asses privately.

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Step 3: Create a Learning Profile

• Put together a learning profile for the student with detailed notes on how they learn,

both their weaknesses and their strengths, and update these as more information

comes in from assessments.

(An example and printable version is available in appendix 6)

Step 4: Eradicate Learned Helplessness

• Install growth mindset strategies for wellbeing into the daily classroom routine

(Dweck, 2012).

• Teach emotional regulation strategies to combat frustration (Baum, 2013; Hill, 2011).

For example, social skills programmes, counselling, one on one support.

• Put physical supports in place for helping the student to achieve in their strength areas

and to support their challenges

• Use interest based instruction to encourage attempts in challenge areas (Baum, 2013;

Siegle & McCoach, 2005). For example, if the student has a strong interest in Science,

but is dyslexic, teach writing around topics embedded in Science literature.

Step 5: Design an Individual Programme

• Put an Independent Learning Plan (ILP) in place for the student, setting specific goals

for them, in coordination with their parents, with an equal focus on strengths and

challenges. Ideally, some of the learning plan goals should include both by using

student strengths to support their challenges. Goals should be SMART (Specific,

Measurable, Achievable, Reliable, and Time-Bound, see appendix 7), and reviewed

and updated at least twice a term (Brown, Leonard & Arthur-Kelly, 2016).

• Regularly update and differentiate the curriculum to fit with the student’s needs,

including challenge and extension (Baum, 2013).

• Provide opportunities for the student to excel in strength areas through mentorship,

school lunchtime activities or clubs, STEM (Science, Technology, Engineering and

Technology) projects, group leadership, and subject acceleration (Baum, 2013).

• Provide opportunities for the student to learn with like-minded peers or peers that

have similar interests (Hill, 2011; Rogers, 2007).

• Support their organisational skills through the use of written lists, with visual cues,

they can follow, which are inconspicuous (a list using a tablet app can achieve this

well) (Gathercole et al., 2006).

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• Support the student’s disability through targeted remediation to strengthen their

weaknesses (Baum, 2013).

By providing a strengths-based approach for not only twice-exceptional students but for ALL

students, we allow them to celebrate their strengths and the strengths of others, and to

celebrate difference, seeing it for all the wonderful things it can be. When we focus on

student strengths in twice-exceptional students, we are allowing them to thrive and be the

amazing people they can be into their adolescence and beyond. In this way, we are allowing

them to achieve and be successful in any way they wish to be.

Useful Web Sites

Videos https://www.youtube.com/watch?v=DNMRY9_FA0U

https://www.youtube.com/watch?v=WYVJS5oVae8

https://www.youtube.com/watch?v=83oy2XsKAxs

https://www.youtube.com/watch?v=W4Gj2UC8gYI

https://www.youtube.com/watch?v=ybmgVSdsMu8

https://www.youtube.com/watch?v=oiQKhHs04J0&t=7s

GTCASA (Gifted and Talented Children’s http://gtcasa.asn.au/

Association of South Australia)

GLD Australia (Gifted with Learning Disabilities) www.gldaustralia.org

Web sites associated with disability support:

SPELD (Specific Learning Difficulties http://www.speld-sa.org.au/

Association of South Australia)

Autism SA http://www.autismsa.org.au/

A Sensory Life (Sensory Processing Disorder) http://asensorylife.com/free-

handouts.html

2E information and support http://australiangiftedsupport.com/articles/

http://www.uniquelygifted.org/

http://www.hoagiesgifted.org/twice_exceptional.htm

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https://kidslikeus.org.au/2e/

http://www.2enewsletter.com/

Gifted information and support http://www.hoagiesgifted.org/

http://www.twicegifted.net/

http://www.sengifted.org

Directed at teachers

Twice Exceptional resources http://gifted.tki.org.nz/For-schools-and

teachers/Twice-exceptional-2E-students

Australian Curriculum http://www.acara.edu.au/curriculum/student-diversity

Gifted Advocacy http://www.nagc.org

Facebook Pages: https://www.facebook.com/gifted2Eau/

https://www.facebook.com/gtcasa/

Facebook Groups for Parents: https://www.facebook.com/groups/gifted2Eau/

https://www.facebook.com/groups/parentsofgiftedchildrenaust/

References and Further Reading

Books

(First addition available for free at:

https://www.cde.state.co.us/sites/default/files/documents/gt/download/pdf/level_1_r

esource_handbook_4th_ed_10-2-12.pdf

2E Newsletter (2017). Understanding your twice-exceptional student (2nd ed.). AND

Understanding your twice-exceptional child (2nd ed.) Winfield, IL: Glen Ellyn

Media. (You can purchase these from www.2enewsletter.com)

Anthony, T. Baldwin, L., Bianco, M., Bieber, B., Busby, B., Cornier, J. . . Worner, M.

(2009). Twice-exceptional students. Gifted students with disabilities. Level 1: An

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introductory resource book. (2nd Ed.) Denver, Colorado: Colorado Department of

Education.

Cam, P. (1994) Thinking Stories. Marrickville, NSW: Southwood Press. (This is a series of

books and teacher resource / activity books to encourage in depth thinking).

Dweck, C. (2012). Mindset: How you can fulfil your potential. London: Constable &

Robinson. (For learning about growth mindset)

Fonseca, S. (2011). Emotional intensity in gifted students. Helping kids cope with explosive

feelings. Moorabbin, Victoria: Hawker Brownlow Education. (Some good practical

advice on dealing with emotions in sensitive kids, particularly emotional

regulation and meltdowns).

Le Messurier, M. (2010). Teaching tough kids. Simple and proven strategies for student

success. London: Routledge. (This is a good one for dealing with the more

difficult kids, who may come from abusive backgrounds, or have very poor

emotional regulation – some great strategies and photocopiables in here).

Parker, M. N. (2017). The resilience and wellbeing tool box. A Guide for educators and

health professionals. London: Routledge. (A really good resource for assisting

with social skills, emotional well being, and positive mindset).

Ricci, M. C. (2015). Mindsets in the classroom. Building a culture of success and student

achievement in schools. Moorabbin, Victoria: Hawker Brownlow Education. (Good

practical strategies for teaching growth mindset).

Thompson, A. D. (2016). Bright. Seeing superstars, listening to their worlds, and moving out

of the way. Perth, WA: Create Space. (An insightful book on profoundly gifted

children).

Other Articles and References

Baldwin, L., Baum, S., Pereles & Hughes, C. (2015). Twice-exceptional learners: The

journey toward a shared vision. Gifted Child Today, 38(4), 206-214.

Baum, S. (2013). Gifted and dyslexic: How the talent-centered model works. 2e Twice-

Exceptional Newsletter. November, 2013. Retrieved from

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http://www.2enewsletter.com/subscribers_only/arch_2013_11_Gifted&Dyslexic_

Baum.html

Betts, G., & Neihart, M. (2010). Revised profiles of gifted and talented. Retrieved from

https://samfordss.eq.edu.au/Supportandresources/Formsanddocuments/Document

s/Student Support Services/Advanced learners/betts-revised-profiles.pdf

Brown, G., Leonard, C., & Arthur-Kelly, M. (2016). Writing SMARTER goals for

professional learning and improving classroom practices. Reflective Practice, 17

(5), 621-635. doi: 10.1080/14623943.2016.1187120

Coleman, M. R., & Galagher, S. (2015). Meeting the needs of students with 2e. It takes a

team. Gifted Child Today, 38 (4), 252-254. doi: 10.1177/1076217515597274.

Foley-Nicpon, M. (2016). The social and emotional development of twice-exceptional

children. In M. Neihart, S. Pfeiffer, & T. Cross (Eds.), The social and emotional

development of gifted children: What do we know? (2nd ed.) (p. 122-138). Waco,

TX: Prufrock Press.

Gathacole, S. E., Lamont, E. & Alloway, T. P. (2006). Working memory in the classroom. In

G. D. Phye & S. J. Pickering (Eds.) Educational psychology: Working memory

and education. (pp. 219-240). Burlington: Academic Press.

Gyarmathy, E. &., Senior, J. (2018). The inclusion of multiple exceptional gifted students in

talent development programmes: Interaction synthesis of both provision form and

content. Gifted Education International, 34(1), 47-63. doi:

10.1177/061429416656500

Hill, F. (2011). From GLD to gold. In C. Wormald, & W. Vialle (Eds.), Dual exceptionality

(pp. 21-29). Wollongong, NSW: AAEGT.

Hughes, C. E. (2017). Focusing on strengths: Twice- exceptional students. In W. W.

Murawski & K. L. Scott (Eds.) What really works with exceptional learners.

Thousand Oaks, Ca: Corwin.

Meltz, M. (2017). Parents of twice exceptional children. Paper presented at The World

Council for Gifted and Talented Conference, Sydney, Australia.

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Reis, S. M., Baum, S. M. & Burke, E. (2014). An operational definition of twice-exceptional

learners: Implications and applications. Gifted Child Quarterly. 58(3). 217-230.

Rogers, K. (2007). Lessons learned about educating the gifted and talented: A synthesis of

the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.

Rogers, K. (2017). Worth the effort: Finding and supporting twice-exceptional learners in

schools. Paper presented at The World Council for Gifted and Talented

Conference, Sydney, Australia.

Ronksley-Pavia, M. (2015). A model of twice-exceptionality: Explaining and defining the

apparent paradoxical combination of disability and giftedness in childhood.

Journal for the Education of the Gifted, 38 (3), 318-340. doi:

10.11770162353215592499.

Siegle, D., & McCoach, B. D. (2005). Making a difference: Motivating gifted students who

are not achieving. Teaching Exceptional Children 38 (1), 22-27.

Silverman, L. K. (2013). Asynchronous development: theoretical bases and current

applications. In C. Neville, M. Piechowski & S. Tolan (Eds.) Off the charts:

asynchrony and the gifted child (pp18-47). Unionville, NY: Royal Fireworks

Press.

Wescombe-Down, D. (2013). Gifted and exceptional adults in higher education

environments: Identification, academic and HR synergy. Australian Educational

Leader, 35(3), 32.

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Appendix 1: Where Strengths and Challenges Collide

(copied from Anthony et al., 2009, p. 10)

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Appendix 2

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Appendix 3: Model for Identification and Programming for 2E children by Anthony et al. (2009, p.

16).

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Appendix 4: Strengths Based Approach collated together by Amanda Drury from the literature

(Based on information from Baum, 2013; 2E Newsletter, 2017; Hill, 2011; Hughes, 2017; Ronksley-

Pavia, 2015; Wescombe-Down, 2013.)

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Appendix 5:

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Appendix 6: An example of a learning profile (The learning concerns (TLS) Program. Baum &

Schader, 2005, cited in Rogers, 2017)

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