Who is a student that is twice-exceptional? A student who is twice-exceptional often functions at a high intellectual level, but has a “specific academic deficit coupled with an executive processing deficit”. (Van Tassel-Baska, 1991, p. 246) These students can be grouped into three categories: 1. An identified gifted student who has an unidentified learning disability. 2. A student with an identified learning disability who is also gifted. 3. An unidentified student whose gifts and disabilities may be masked by average achievement. (Baum, 1991)
Teachers often do not recognise or identify them RADAR RADAR RADAR RADAR RADAR RADAR RADAR RADAR RADAR
It is important to identify these students Gifted students with disabling conditions remain a major group of underserved and under-stimulated youth. (Cline, 1999)
The problem is . . . Giftedness and disabilities can “ mask” each other and can cancel each other out and often students compensate for their disability! (Winebrenner, 2003)
Some Characteristics! <ul><li>May show an inability to persevere in the accomplishment of goals. </li></ul><ul><li>May demonstrate a general lack of self confidence or low self-esteem. </li></ul><ul><li>May exhibit confusion as they struggle to understand why they can know an answer but are not able to say it or write it correctly, which may create social and emotional difficulties for students. </li></ul><ul><li>May have a tendency to experience intense frustration with difficult tasks that may produce a general lack of motivation. </li></ul><ul><li>May experience feelings of learned helplessness. </li></ul>(Winebrenner, 2003)
What are some of the things teachers can do to support them? <ul><li>Teach students how to set realistic short-term goals and to take credit for reaching those goals, even if they represent only a partial amount of the entire task. </li></ul><ul><li>Differentiate the curriculum to meet their needs. </li></ul><ul><li>Work collaboratively with support teachers available in the school. </li></ul><ul><li>Consider providing specific instruction in organizational techniques. </li></ul><ul><li>If necessary use technology that will improve the student’s productivity. </li></ul><ul><li>Make modifications to teaching and assessing. For example, allow students to take tests in a separate area so they can either read the test aloud or have someone else read it to them. </li></ul>(Colbert & Reil, 2004)
References <ul><li>Baum, S. (1994). Meeting the needs of gifted/learning disabled students. The Journal of Secondary Gifted Education, 5 (3), 6-16. </li></ul><ul><li>Cline, S., & Schwartz, D. (1999). Diverse Populations of Gifted Children. NJ: Merrill. </li></ul><ul><li>Colbert, R., & Reil, S. M. (2004). Counselling Needs of Academically Talented Students with Learning Disabilities. The American School Counselor Association: Professional School Counselling, 8 (2), 156-167. </li></ul><ul><li>Van Tassel-Baska, J. (1991). Gifted Education in the Balance: Building Relationships With General Education. Gifted Child Quarterly, 35 (1), 20-25. </li></ul><ul><li>Winebrenner, S. (2003). Teaching Strategies for Twice-Exceptional Students. Intervention in School and Clinic, 38 (3), 131-137. </li></ul>
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