This presentation addresses twice exceptional learners. It includes characteristics of twice-exceptional learners, testing of gifted and twice-exceptional learners, services for twice-exceptional learners, including Least Restrictive Environment (LRE), and modifications and accommodations for the learner as specified in the individualized education plan

1. Characteristics of Twice-Exceptional Learners
While no twice-exceptional (2E) student is the same there are very specific characteristics
that are recognized in the students. Some of the disabilities that the student may have are
dyslexia, auditory processing disorder, and/or sensory processing disorder. One of the
more common is Asperger’s that is commonly seen in 2E students.
So, how do these students present in the classroom?
Above average achievement- Identified as gifted with difficulties in specific areas. The
giftedness masks the disability.
Struggling- Tested because of suspected disability and giftedness is determined. The
disability masks the giftedness
Average achievement- Performs at the same level as peers. The giftedness masks the
disability and the disability masks the giftedness
Below is a table of noted characteristics that shows both their strengths and their
weaknesses, but once again it varies by child.
Strengths Deficits
Superior vocabulary Poor social skills
Advanced ideas and opinions High sensitivity to criticism
High levels of creativity Lack of organizational and study skills
Extremely curious, imaginative, and
inquisitive
Discrepant verbal and performance skills
Wide range of interests not related to
school
Poor performance in one or more academic
areas
Penetrating insight into complex issues Difficulty with written expression
Specific talent or consuming interest Stubborn, opinionated demeanor
Sophisticated sense of humor High impulsivity
Excellent visual memory Does not do well on timed tests
Testing of Gifted and Twice-Exceptional Learners
Tests are common assessment tools for identification, but should not serve as the sole
source of identification. An identification strategy that includes multiple assessments—
both objective and subjective—is the best way to ensure no gifted learner is overlooked.
The majority of states do not require local education agencies to follow the same
identification process, so program criteria is left to the district or individual school.
Ability and Achievement Tests provide numbers or scores to describe a student's
performance in relation to others. Tests are often used as benchmark requirements for
entrance into specific programs or if a discrepancy in learning is suspected. However,

2. formal assessments are only one tool in determining twice exceptional learners. Tests
should be used in conjunction with subjective assessment tools.
Testing for Giftedness
Tests should be aligned within the characteristics of gifted and talented students within a
specific domain area. The variety of characteristics within the federal definition—
intellectual, creative, artistic, leadership, and specific academic fields—require more than
one assessment to identify. Quantitative instruments such as those listed below use
scores to describe the student's performance in relation to others or the degree to which a
student possesses a particular characteristic in relation to a standard level of performance.
Achievement Tests determine what the students already have learned and if they are
more advanced than their grade level peers. They may be academic specific (i.e. Math or
Language Arts) or standardized tests (such as SATs, ITBS, SRA, and MATs). These
assessments should not have a ceiling so students are able to show all of what they
know. Tests specifically designed for the gifted population include Test of Mathematical
Abilities for Gifted Students or Screening Assessment for Gifted Elementary Students
(SAGES).
Intelligence Quotient (IQ) or Cognitive Abilities Test Scores are also used to identify
gifted and talented students. While these tests provide information for the intellectual
domain, these tests are not as helpful in identifying someone with creative, leadership, or
other abilities. Typical ability tests include:
Individual
Stanford Binet (L-M)
Wescher Intelligence Scale for Children, 4th Edition. paper
Woodcock Johnson
Nonverbal Tests (for students from culturally and linguistically different
or low-income backgrounds to eliminate barriers).
Naglieri Nonverbal Ability Test or Test of Nonverbal Intelligence
Group
CogAT
Otis-Lennon
Hemmon-Nelson
Ravens Progressive Matrices
Matrix Analogies Test
Testing School-Age Children
School-Age Children are typically tested for giftedness using group testing methods
through their school's gifted and talented screening program. It is rare that any individual
test of ability or achievement will be offered to gifted students by their school or district.

3. Trained professionals should always administer tests.
Testing Younger Children
It is difficult to make accurate IQ determinations at an early age (under 6). For younger
children, alternative measures of giftedness include characteristic checklists,
parent/teacher surveys and interviews, observations, and portfolios.
Testing Logistics and Results
Tests provide a variety of scores, including raw scores, percentile ranks, grade-equivalent
scores, and standard scores. Assessments should be current (recent norms) and non-
biased. Test norms should reflect the local demographic, not only national norms
(important for districts with a greater number of individuals from minority or ethnic
groups). In some cases, it is important to review subscores, as twice-exceptional students
can be overlooked if only using a general score.
Recommendations for Identifying and Testing Twice Exceptional Learners:
-Use multiple data sources for gifted programming identification: intelligence and
achievement tests, teacher reports, creativity tests, student interviews, self-referral,
portfolio, and family or peer referral
-Avoid combining multiple pieces of data into a single score; combining scores allows
lower scores to depress the total score, thereby disqualifying students with strengths from
gifted programs
-Review achievement and aptitude sub-scores for strengths and weaknesses
-Compare expected performance on statewide-standardized tests and psycho-educational
assessments with actual performance using the student’s daily classroom achievement, as
well as other authentic assessments
-Use both formal (such as standardized tests) and informal (such as student class work)
assessments
-Consult with families about student performance outside of school
-Be aware that identification is seldom pursued for students whose gifts and disabilities
mask one another
-Be aware of subtle indicators of exceptionality in students
-Use culturally sensitive assessment processes to prevent language and cultural
differences from creating bias in the identification process.

4. Services of The Twice Exceptional Student
 IEP team consisting of instructional specialist, parents, special education teacher,
general education teacher, and school administrator working together to provide a
program/plan specifically for the individual
 IEP Team will identify the possible services:
o Consultative services  Instructional Specialist
o Accommodations  large print text, additional time for assignments,
provision of notes and outlines, etc.
o Assistive technology  visual books, electronic dictionaries, portable
word processor, closed caption videos, etc.
o Direct services with instructions in the LRE (Least Restrictive
Environment)
 The gifted education services usually range from differentiated instruction in the
regular classroom to a more center-based program.
o Some twice exceptional students will attend local schools that will provide
differentiated instructions in the regular classroom provide the best LRE
option for the individual.
o Some twice exceptional students will be more suited at institutions or
school that are more center towards certain programs that will benefit the
individual.
 Examples:
 Bridges Academy –Studio City, California - "We are
dedicated to understanding and educating gifted and highly
gifted students with learning differences (twice-exceptional
or 2e students) and to fostering a successful academic and
social experience for our students and the broader
community through the work of two divisions: Bridges
Academy and The Center for Twice-Exceptional Research
and Professional Development (The 2e Center)."
 Liberty School – Durango, Colorado - "private school with
approximately 20 students in grades 1-8. Program is
designed for dyslexic, twice exceptional and gifted children
who flourish in a child-centered, inquiry-based curricular
program."
 It really depends on service options that are available within a
school division or the local region. In other words, who provides
what possible services within a locality?
 LRE for the Twice Exceptional Student:
o Creating a safe environment that provides the student with an opportunity
to maximize their strength
o Finding the best pace for learning

5. o Modify instruction that would best benefit the student
o Provide constant feedback in order to reduce frustration
o Never underestimate abilities, don’t reduce the rigor
 Find the best instructional strategies that help the individual learn
o Provide the best possible learning environment according to the individual
o Continuum placement option, which could include regular classes,
homeschool or even a residential facility, must be considered based on the
individual needs
 An example of an overview of state regulations for the twice exceptional student:
o Virginia gifted education regulations:
 Service options are defined as:
 Instructional approaches – 9 tips according to
http://www.hoagiesgifted.org/eric/fact/teach-strat.pdf:
1. Teach students to appreciate individual differences.
2. Be aware that many students who have learning
difficulties are global learners who prefer visual and tactile-
kinesthetic formats for learning success.
3. Always teach content by teaching concepts first and
details second.
4. 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.
5. Teach in a way that ties past learning to new content.
6. Immerse all the senses in learning activities. Use musical
chants, raps, rhymes, or rhythms for students who respond
to those methods
7. Provide specific instruction in organizational techniques.
Provide color-coded notebooks by subject areas and two
sets of texts, one that can be kept at home. Teach students
to organize their lockers, desks, and supplies. Help students
learn to use an assignment notebook or personal desk
assistant to keep track of assignments and long-term
projects. Use any other methods that work.
8. Find and use any available technology that will improve
a student’s productivity.
9. Allow students to take tests in separate, supervised
environments so they can either read the test aloud to
themselves or have someone else read it to them.
 Settings
 Staffing necessary: providing the right professionals to
provide the best services that benefit the individual.

6. Modification & Accommodations
Twice Exceptional Child
Accommodations and modifications allows a student, with exceptionalities, to be able to
complete a task that they would not be able to accomplish without the
accommodation/modification. Accommodations/modification for the twice exceptional
child (gifted children with special educational needs) can become more challenging, or
varies, because the contents of the 504 plan do not have any legal requirements. The table
below outlines possible recommendations for accommodations and modifications for the
twice exceptional child. The subject title has changed but referenced Davidson Institute
for Talented Development for Recommended Accommodations (Neumann 2004).
Twice Exceptional Child
Common Accommodation & Modifications
Subject Recommended Accommodations
Help Staying Focused  Minimize repetitive work.
 Provide alternative challenging
activities when the class is working
on content the student has already
mastered.
 Use visual aids such as charts and
graphs.
 Offer hands-on activities whenever
possible.
 Offer alternate ways to demonstrate
knowledge
Help with Distractions  Seat the student near the teacher.
 Seat the student away from the
window or other distracting stimuli
(i.e., air conditioner).
 Seat the student near a positive role
model.
 Let the student choose the location
of his/her seat.
 Avoid seating the student near
specified children.
 Cue the student with a private signal

7. to regain his/her attention.
 Stand near the student when giving
instructions or presenting lessons.
 When the student is working
independently, allow the use of a
music system with headphones to
help him/her focus.
 Provide guided lecture notes or a
note-taker to keep the student from
getting distracted by taking notes.
Help with Organization Skills  Allow extra time for completing
homework without penalty.
 Reduce the number and/or length of
homework assignments.
 Provide a mentor (teacher,
counselor, etc.) to spend time at the
end of each day to help organize
papers and assignments.
 Allow time during class for desk
organizing.
 Provide training in time
management.
 Provide training in study skills.
Help with Anxiety  Provide training in how to take
tests.
 Make tests oral rather than written.
 Allow extra time to complete tests.
 Allow a distraction-free place for
testing.
 Reduce the length of tests (for
example, by reducing the number of
math problems that must be
completed from 10 to 5).
Help with Completion of Work  Provide clear and concise
directions, verbally as well as in
writing.

8.  Allow the use of assistive
technology and teach the skills
needed to use it (i.e., electronic
keyboard and word processing
skills).
 Have the student verbalize
instructions before beginning an
assignment.
 Provide concrete examples for
homework or project assignments
and clearly state expectations.
 Reduce the number and/or length of
assignments.
 Have peer helpers read directions to
the student and check
understanding.
 Avoid penalizing the student for
poor handwriting.
Help with Communication  Set up a private way for the student
to indicate the need for help without
having to raise his/her hand.
Meet with the student weekly to track
progress and identify problem areas.
Help Getting Started  Divide a large assignment into
smaller units.
 Give the student a checklist of tasks
to be completed.
 Work with the student to develop
time estimates for each task.
 Make sure the student has the
necessary materials.
 Verify that the student understands
the instructions.
 Give the student a private signal to
get to work.
 Check on progress often in the first

9. few minutes of work.
 Provide regular reinforcement and
feedback.
Help Staying on Task  Seat the student close to the teacher.
 Establish the relevancy and purpose
of the task.
 Use physical proximity and/or touch
to help the student refocus
Help with Behavior  Set clear expectations and
consequences and adhere to them
consistently.
 Avoid power struggles and the use
of confrontational techniques.
 Offer the student alternatives.
 Use praise generously.
 Speak to the student in private about
inappropriate behavior.
 Ignore minor inappropriate
behaviors when possible.
 Monitor the student for signs of
frustration.
 Provide a place in the classroom
where a student can go to regain
control.
 Allow the student time out of
his/her seat to run errands, etc.
 Assign activities that require
movement.
 Let the student stand if he/she
chooses.
 Maintain frequent communication
with parents, including regular
reports on behavioral issues.
 Inform all personnel who work with
the student of his/her disabilities

10. and how they affect behavior.
 Structure transitional and
unstructured times, such as hallway
passing time and recess.
 Provide the student with formal
social skills training.
 Contract with the student and
provide rewards for completing the
contract.
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http://www.doe.virginia.gov/instruction/gifted_ed/twice_exceptional.pdf
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