IDEA Workshop 3:Twice-Exceptional Learners

Learning Team E:Yeida Chavez

Shemiah OwensMelissa VandenBussche

SPE/51316 May 2016

Claustina Mahon Reynolds

Introduction

In this week’s workshop series we will cover:Characteristics of twice-exceptional learnersTesting of gifted and twice-exceptional learnersServices for twice-exceptional learners,

including LREModifications and accommodations for the

learner as specified in the individualized education plan (IEP).

Introduction A. Twice-exceptional students are gifted students who

have additional disabilities. B. Identifying the needs of the twice-exceptional student. 1. Standardized testing is good for classifying gifted

students. 2. Teachers and specialists should use holistic methods or

classifying a child as twice-exceptional student. C. The school community must be able to meet the

unique needs of twice-exceptional students and be able to respond to the range of diverse exceptionalities and potentialities manifested by these learners.

D. The school community must be able to meet the unique needs of twice-exceptional learners.

Twice-Exceptional Learners

Twice-Exceptional Learners

Poor motivation Students do not like school making it difficult for them to

concentrate. Many are visual learners instead of lecturing they should

be given them projects that allow them to use their hands. Behavior problem Discrepancy between verbal and written work These learners are able to communicate verbally but

writing might be their area that they struggle with. They also may be avid readers but be poor spellers. Creativity Anxiety

Assessing Giftedness and Talent

Assessing Giftedness and Talent

A. The assessment of gifts and talents necessitates multifactorial assessment of the student’s strengths, using both formal and informal measures.1. Informal measures include: a portfolio of work

samples, anecdotal records, checklists or rating scales of gifted characteristics, and evaluations by experts of a pupil’s creative products or performances.

a. A specific example of an informal measure of giftedness is the “jot-down.” Jot-down forms can

be used to help teachers focus on behaviors that in combination indicate giftedness.

Assessing Giftedness and Talent

2. Formal measures include: Tests of intellectual ability provide a formal measure of intellectual giftedness.

a. A specific example of a formal measure include Individual measures of intelligence such as the Wechsler Intelligence

Scale for Children (4th ed.) (Wechsler, 2003) or the Stanford-Binet Intelligence Test (5th ed.) (Roid, 2003) are preferred to group measures for their ability to present a more comprehensive assessment. 

b. Off-level testing: The use of assessment instruments designed for older students when evaluating the academic ability of a child thought to be gifted.

c. Creativity: A term with multiple meanings, generally referring to the production of novel or original ideas or products.

Services for Twice-Exceptional Learners

Services for Twice Exceptional Learners

Pupils with gifts and talents require exposure to a curriculum that is rigorous and intellectually challenging.

A continuum of service delivery options ranging from the general education classroom to a self-contained classroom supported by related service professionals.

A complex, integrated, and interdisciplinary curriculum because of their unique learning profiles;

Services and programs that address their social, emotional, and behavioral needs; and

Instruction that targets their gifts and talents while simultaneously providing individualized special education supports.

Services for Twice Exceptional Learners

Pupils who are twice-exceptional are not receiving the services that would allow for the full expression of their potential

Their disability masks their gifts and talents.Their giftedness allows them to compensate

and achieve at or near grade level so their disability goes undetected.

Modifications and accommodations for the learner as specified in the IEP

Modifications and accommodations for the learner

A. Most common accommodations for the twice-exceptional learner are acceleration and enrichment.

B. Accommodations and modifications for the twice-exceptional may include:

1. Access to alternative formats of text such as braille, large print and audio text.

2. Differentiation of instruction and student choice, acceleration and enrichment.

3. Curriculum compacting and acceleration of curriculum to nurture challenge and growth.

a. Acceleration may include: early admission to kindergarten or first grade, grade skipping, self-paced instruction, curriculum compacting, mentoring, dual enrollment and early graduation.

Transition PlanTransition plans for the twice-exceptional learner include:a. Advanced placement courses, dual enrollment and early graduation included in transition plans can help ensure the individual success of the twice-exceptional student.

Conclusion

A. Twice-exceptional students are gifted students who have additional disabilities. B. Identification of the needs of twice exceptional or classifying a child as twice-exceptional student.C. The school community must be able to meet the unique needs of twice- exceptional students and be able to respond to the range of diverse exceptionalities and potentialities manifested by these learners. D. The most common accommodations of twice-exceptional learners are acceleration and enrichment through dual enrollment, early graduation and advanced placement courses as written in the IEP. E. The school community must be able to meet the unique needs of twice-exceptional learners through the IEP.

References