Workshop Series III - Twice Exceptional

1. Twice
Exceptional
Learners
Presented By: Learning Team C
Courtney Minor
Emily Dent
Tynesha Norman
Samantha Eggleston
Latoya White

2. Characteristics of
Twice-Exceptional
Learners
According to The National Education Association, the
following list depicts common characteristics that may
be observed with twice-exceptional learners.
• Twice-exceptional learners may struggle with basic
skills due to cognitive processing difficulties
• Show high verbal ability but extreme difficulty in
written language area; may use language in
inappropriate ways and at inappropriate times
• Demonstrate strong observation skills but have
difficulty with memory skills
• Show attention deficit problems but may concentrate
for long periods in areas of interest

3. Characteristics
Cont.
• Have strong questioning attitudes, which may appear
disrespectful when questioning information, facts, etc.
presented by teacher
• May be unwilling to take risks with regard to academics;
take risks in non-school areas without consideration of
consequences
• Can use humor to divert attention from school failure;
may use humor to make fun of peers or to avoid trouble
• Require frequent teacher support and feedback in deficit
areas; highly independent in other areas; can appear
stubborn and inflexible
• Show a wide range of interests but may be thwarted in
pursuing them due to processing or learning
problems (Higgins, Baldwin & Pereles, 2000; Weinfeld,
Barnes-Robinson, Jeweler, & Shevitz, 2006)

5. Testing of
Gifted and
Twice-
Exceptional
Learners
Assessments in both giftedness and disability must be considered
when testing for gifted and twice-exceptional learners.
Use multiple sources of data for identification such as intelligence
and achievement tests, teacher reports, and creativity tests.
Refrain from combining multiple assessment data into a single
score.
Reduce qualifying cutoff scores for gifted program.
Use formal and informal assessments. This can be standardized
assessments or the students classwork.
Confer with the student’s family to obtain information about their
performance outside of school.
To avoid bias identification, use culturally sensitive assessments to
compensate for language or cultural differences.

6. Services for Twice-Exceptional Learners, including
Least Restrictive Environment
-Specialized Services for Twice-exceptional students-Specialized programs and services that focus on providing for both areas
of exceptionality. A range of professionals are responsible for meeting the needs of the student. The districts’ educational
leaders are to ensure the supports and services are available to meet the need of the twice-exceptional students.
-Professional development-School staff will hold meetings to discuss the awareness of twice-exceptional learners.
Identification procedures and services are available to twice-exceptional learners. A planning time should be shared amongst
all educators and training on learning strategies, accommodations and communication should be addressed.
-IEP and Related Services-IEP team is necessary for making decisions about and monitoring the educational programs and
services of twice-exceptional students. The meetings will address allowing access to gifted and talented services.
-Talent Development Opportunities-This service allows twice-exceptional students the opportunity to develop and excel in
talent areas. This may include mentorship, internship, independent study experience, and other enrichment programs.

7. Services for Twice-Exceptional Learners, including
LRE cont.
-Family Involvement-Schools should engage in an ongoing communication with families in order to gather information in
assessment and meet the individual students needs.
-Roles and Responsibilities of Related Services and Support Personnel- This service includes mental health professionals that
can serve important roles in ensuring that twice-exceptional students receive appropriate programs.
-School Counselors- Provides direct and indirect services to assist the twice-exceptional students. They are available for
students to confidently address personal concerns.
-School Psychologist- This person is trained in the nuances of the twice-exceptional identification. They can provide
counseling service in many schools for students’ emotional difficulties and address appropriate classroom behavioral
programs with the general education teachers.
-Other Specialist and Services-The student may benefit from occupational therapy, speech and language. This is where
assistive technology or health care services take role.

9. Modifications and
Accommodations for
Twice Exceptional
Learners
• When the multidisciplinary team develops the
IEP and accommodations and modifications it is
important to ensure that they are based on the
learning and behavior traits of the learner’s
needs that are a result of the disability
(Assisting Students with Disabilities, 2018). Also,
when developing accommodations for student
with disabilities the IEP team must determine
how that disability “affects the student’s
involvement and progress in the general
curriculum” (Assisting Students with Disabilities,
2018).

10. Modifications and
Accommodations
cont.
Accommodations for Twice Exceptional Learners
· Removing distractions (setting)
· Providing cueing (presentation)
· Allowing Classroom movement (setting)
· Maintaining regular contact with parents
· Providing visual, auditory and written reminders
of assignments, procedures and tasks
(organizational/ presentation)
· Adjusting deadlines and time requirements for
tests, homework, and special projects (timing)
· Allowing for alternative assignments
(modification)

11. References
Accommodating Diverse Learners. (n.d.). Retrieved from William & Mary School of Education :
College of Education: Center for Gifted Education: education.wm.ed
Assisting Students with Disabilities. (2018). Retrieved from Florida Department of Education 4th
Edition 2018: fldoe.org
Higgins, D., Baldwin, L. & Pereles, D. (2000). Comparison of Students with and without Disabilities.
Unpublished manuscript.
Morin, A. (2018). Common Modifications and Accommodations. Retrieved from Understood:
understood.org
The National Education Association. (2006). The Twice-Exceptional Dilemma . Retrieved March 03,
2018, from http://www.nea.org/assets/docs/twiceexceptional.pdf
"Twice Exceptional" and the Gifted connection. (2016, April 08). Retrieved March 03, 2018, from
http://kidsnewwest.ca/2016/04/09/twice-exceptional-and-the-gifted-connection/
Weinfeld, R., Barnes-Robinson, L., Jewler, S., & Shevitz, B.R. (2006). Smart kids with learning
difficulties: Overcoming obstacles and realizing potential. Waco, TX: Prufrock Press.