TWICE-EXCEPTIONAL LEARNERS

By: Emily Marler

WHAT DOES IT MEAN TO BE TWICE-EXCEPTIONAL?There is no federal definition for a twice-exceptional learner. How could this cause a problem?

Basically, twice-exceptional learners are children with disabilities and giftedness.

Two of the most common forms of twice-exceptionality are students who are gifted with a SLD or a student who is gifted with ADHD.

Most common learning difficulties associated with twice exceptionality:DyslexiaDyspraxia Dyscalculia ADHDFetal Alcohol SyndromeAutism Central-processing disorder

IDENTIFICATION

Identification procedures are complex for these students because they must be assessed in both areas. Students are usually identified as one or the other first.

There are approximately 3 million academically gifted students in k-12 in American classrooms.

There are approximately 6 million students served under IDEA. It is estimated that about 6% of these students are twice-exceptional (U.S. Department of Education, 2002)

COGNITIVE NEEDS OF TWICE-EXCEPTIONAL These students may exhibit inconsistent academic performance. Teachers expect gifted students to perform well in all academic areas.

Teachers often focus on just one area of the twice-exceptionality. Teacher’s should praise student’s for the things they do well. They should differentiation for disability

and giftedness.

Asynchronous development is very common in this population. Strong sense of curiosity but little productivity

Reinforce completed products

Difficulty concentrating Disorganization is common

WHAT IS AN IEP

Every student with a disability in special education is required by law to have an IEP (Individualized Education Program).

An IEP is an education plan that is individualized to each student’s specific learning needs. The plan outlines accommodations the student needs, present levels of performance, and goals and objectives for the school year.

What does an IEP look like?

http://www.mde.k12.ms.us/docs/sped-information-page/iep-form-2014-07-01-final79855D183B5D.docx?sfvrsn=2

SOCIAL NEEDS OF TWICE-EXCEPTIONALOften feel out of sync with same age peers

Have difficulties forming friendships

Peer bullying

Difficulty with normal social etiquette

Anxiety in social situations and withdrawal

HOW CAN WE HELP FLOURISH SOCIAL DEVELOPMENT Directly teaching basic social skillsSocial storiesRole-playing

Provide opportunities for students to work with other students with similar interests

Guard against peer bullyingCreate friendship groupsEncourage students to participate in extra-curricular activitiesTeach self-advocacy skills

EMOTIONAL NEEDS OF TWICE-EXCEPTIONALIt is extremely frustrating for these learners to deal with both exceptionalities.

Face unrealistic expectations set by themselves and others

At risk for depression

Often have low self-esteem

Experience great anxiety because of perfectionism

Pessimistic

HOW CAN WE HELP WITH EMOTIONAL DIFFICULTIESFirst, identify students with emotional issues.

Students need help understanding and accepting their strengths and weaknesses.

Help perfectionists understand that mistakes are a part of the learning process.

Promote success as the result of effort, not ability.

Teach stress relief and calming techniques.

Teach students how to set goals that are realistic.

BEHAVIORAL NEEDS OF TWICE EXCEPTIONAL Seems to lack motivation

Tendency to daydream

Acts immaturely

Difficulty managing change

Aggression or withdrawal

Impulsive

HOW CAN WE HELP WITH BEHAVIORAL NEEDSKeep students engaged

Reinforce students for work done well

Teach self-management skills and impulse control

Give students proper time to adjust to change

Give students a break when neededWalk and talkStress balls and other sensory outletstime-outs from stressful situations

IS THERE A DIFFERENCE BETWEEN TWICE-EXCEPTIONAL BOY AND GIRLS? What do you think?

CHARACTERISTICS OF TWICE-EXCEPTIONAL GIRLSSensitive to public perceptions

Greater need for social acceptance

Social and coping skills are well developed

Parental perception is less demanding and educational performance is less important to parents

Bossy and constant talking

Teacher pleasing

Cattiness and discounting the success of others

Constantly busy

CHARACTERISTICS OF TWICE-EXCEPTIONAL BOYSPlays classroom clown

Acts aggressively

Poor impulse control

Indulges in disruptive classroom behavior

Matures late

TWICE-EXCEPTIONAL INTERVENTION PROGRAM Step 1: Identify the twice-exceptional student

Step 2: Analyze specific needs (Every student will have different needs. The ones discussed in this PowerPoint aren’t all inclusive, and there are some characteristics and needs that are not listed.)

Step 3: Eradicating learned helplessness

Step 4: Design an individual program

AN EXAMPLE OF A PERSON WHO IS TWICE-EXCEPTIONALhttps://www.youtube.com/watch?v=cpkN0JdXRpM

https://www.youtube.com/watch?v=YeWks6cgJ-k

REFERENCES

"Equity in Gifted/Talented (G/T) Education." Equity in Gifted/Talented Education. Texas Education Agency, n.d. Web. 19 July 2015.

Hill, Frances. The Hidden Gifted: Meeting the Needs of Gifted Students with Learning Disabilities. Hawthorne, NJ: Educational Impressions, 2007. Print. Teaching Gifted Learners Book B.

Ralabate, Patti, ed. "The Twice-Exceptional Dilemma." Prairie Schooner 10.3 (2006): 235-36. Web.

Trail, Beverly A. Twice-exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students. Waco, TX: Prufrock, 2011. Print.