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    Twice Exceptional Summary

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    Twice exceptional (2E) students demonstrate high achievement or creative potential in one or more areas but also have one or more disabilities, such as specific learning disabilities, ADHD, or autism. These students experience increased creativity but also issues like low self-concept, anxiety, behavioral problems, and weak working memory. To meet their needs, 2E students require early identification of both strengths and weaknesses. They benefit from gifted programs that provide accommodations to facilitate success as well as special education services tailored to their disabilities. A dually-differentiated curriculum challenges 2E students while accommodating their weaknesses.

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    Twice Exceptional Summary

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    198 views4 pages
    Twice exceptional (2E) students demonstrate high achievement or creative potential in one or more areas but also have one or more disabilities, such as specific learning disabilities, ADHD, or autism. These students experience increased creativity but also issues like low self-concept, anxiety, behavioral problems, and weak working memory. To meet their needs, 2E students require early identification of both strengths and weaknesses. They benefit from gifted programs that provide accommodations to facilitate success as well as special education services tailored to their disabilities. A dually-differentiated curriculum challenges 2E students while accommodating their weaknesses.

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    Twice exceptional (2E) students demonstrate high achievement or creative potential in one or more areas but also have one or more disabilities, such as specific learning disabilities, ADHD, or autism. These students experience increased creativity but also issues like low self-concept, anxiety, behavioral problems, and weak working memory. To meet their needs, 2E students require early identification of both strengths and weaknesses. They benefit from gifted programs that provide accommodations to facilitate success as well as special education services tailored to their disabilities. A dually-differentiated curriculum challenges 2E students while accommodating their weaknesses.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    198 views4 pages

    Twice Exceptional Summary

    Uploaded by

    api-549331519
    Twice exceptional (2E) students demonstrate high achievement or creative potential in one or more areas but also have one or more disabilities, such as specific learning disabilities, ADHD, or autism. These students experience increased creativity but also issues like low self-concept, anxiety, behavioral problems, and weak working memory. To meet their needs, 2E students require early identification of both strengths and weaknesses. They benefit from gifted programs that provide accommodations to facilitate success as well as special education services tailored to their disabilities. A dually-differentiated curriculum challenges 2E students while accommodating their weaknesses.

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    Twice Exceptional Students

    General Description:
    A National Commission on Twice Exceptional Students defines 2E as the following:
    “Twice exceptional learners are students who demonstrate the potential for high
    achievement or creative productivity in one or more domains...AND who manifest one
    or more disabilities [which may] include specific learning disabilities, speech and
    language disorders, emotional/behavioral disorders, physical disabilities, Autism
    Spectrum Disorders, or other health impairments such as Attention Deficit/Hyperactivity
    Disorder.” (Reis, 2014, p.6)
    Key Markers of 2E:
    • Increased creativity
    • Low self-concept
    • Anxiety and emotional disorders
    • Behavioral issues
    • Social immaturity
    • Poor organizational skills
    • Auditory and/or visual difficulties
    • Weak working memory
    • Poor development of motor coordination
    • Difficulty with sequencing and following a sequence of instructions

    “Untraditional” Characteristics:

    Reis, 2014, p.221


    Special Needs of 2E students:

    • Early and accurate identification of both gifts and deficits…need opportunities to


    participate in gifted programs with appropriate accommodations to facilitate their
    success.
    • 2E students need a program that is challenging and yet also provides structure and
    strategies to accommodate weaknesses...access to enrichment activities in their area(s)
    of interest and strengths.
    • Students need special ed services for their barriers...instructional strategies that may be
    infused into an authentic, challenging curriculum...allowing them to thrive in an
    academically challenging environment.
    • "Dually differentiated curriculum"…students need to experience the freedom to succeed
    as learners.
    • An individual needs to feel that he/she has something to contribute and
    relate…students must have opportunity to interact with peers with similar strengths and
    interests.
    How can we meet their needs?
    Parents:
    • Acknowledge and accept both the weaknesses and the strengths of your child.
    • Do not blame others for lack of understanding but know that you will need to educate
    others about your child.
    • As a parent, you play a vital role in ensuring that your child's strengths are maximized.
    • Be an advocate; early intervention and training will help alleviate many of the upcoming
    challenges in secondary education.
    • Successful 2E children report that encouragement and support are key to their
    accomplishments and success. You make all the difference!
    Teachers:
    As teachers, to meet the needs of 2E students, we should provide a dually-differentiated
    curriculum, with a focus on talent development while accommodating areas of weakness. Here
    are some of the most common problems for 2E students and curricular accommodations to
    address these issues.

    Baum, 2001, p.482


    Students:
    • Share your perspective and ideas with adults. Be honest about what does and doesn’t work
    for you.
    • Take ownership of your learning. Propose your own recommendations. Have flexibility and
    choice in the content and process of learning.
    • Find an active advocate to help develop your strengths
    • Continue to develop coping strategies to build and your strengths and pursue your talents
    • Self-advocacy extends beyond disability or giftedness. It’s a lifelong skill to be aware of and
    responsible for meeting your own needs

    Additional Web Resources for Teachers and Parents:

    • http://www.davidsongifted.org/Search-Database/entry/A10140

    • www.davidsongifted.org/Search-Database/entry/A10140

    • https://www.understood.org/en/friends-feelings/empowering-your-child/building-on-
    strengths/gifted-childrens-challenges-with-learning-and-attention-
    issues?utm_source=bing&utm_medium=cpc&utm_campaign=*EN%20-
    %20Other&utm_term=twice%20exceptional%20students&utm_content=2E&msclkid=3
    1d21cde0d491b9cac60475f7c05cb5e

    • www.2enewsletter.com/article_2e_what_are_they.html

    • http://www.nea.org/assets/docs/twiceexceptional.pdf

    “Just because you go to the doctor with a broken arm, they


    don’t put your whole body in a cast...
    You fix what’s broke and work toward that. It’s the same idea
    with special education services”
    (Baum, 2001, p. 56).
    Resources:

    Baum, S. M., Cooper, C. R., & Neu, T. W. (2001). Dual differentiation: An approach for meeting
    the curricular needs of gifted students with learning disabilities. Psychology in the Schools,
    38(5), 477-490.
    Beckley, D. (n.d.). Gifted and Learning Disabled: Twice Exceptional Students.
    Foley-Nicpon, M. (2013). Gifted Child Quarterly’s Special Issue on Twice-Exceptionality:
    Progress on the Path of Empirical Understanding. Gifted Child Quarterly, 57(4), 207-208.
    Foley-Nicpon, M. (2013). Twice-Exceptional Learners: Who Needs to Know What? Gifted Child
    Quarterly, 57(3), 169-180.
    Jones, K. (n.d.). Helping 2e Children Develop their Voices: Self-Advocacy [Newsletter written
    September, 2011]. Retrieved from http://www.2enewsletter.com/article_self-
    advocacy_2011_Jones.html
    McCullough, P. C. (n.d.). How Can Gifted Program Improve The Identification And Instruction Of
    Students From Underrepresented Groups? [Checklist].
    Ralabate, P. (2006). The Twice-exceptional Dilemma. Washington, D.C.: National Education
    Association.
    Reis, S. M. (n.d.). Reflections on the Education of Gifted and Talented Students in the Twentieth
    Century: Milestones in the Development of Talent and Gifts in Young People.
    Reis, S. M. (2014). An Operational Definition of Twice-Exceptional Learners: Implications and
    Applications. Gifted Child Quarterly, 58(3), 217-230.
    Ruban, L. M. (n.d.). Identification and Assessment of Students With Learning Disabilities. Theory
    Into Practice, 44(2), 115-124.
    Shultz, S. M. (2012). Twice-Exceptional Students Enrolled in Advanced Placement Classes. Gifted
    Child Quarterly, 56(E), 119-133.
    Baum, S. M., Schader, R. M., & Hébert, T. P. (2014). Through a Different Lens. Gifted Child
    Quarterly, 58(4), 311-327. doi:10.1177/0016986214547632
    Baum, S. M. (2001). Dual Differentiation: An Approach For Meeting The Curricular Needs of
    Gifted Students With Learning Disabilities. Psychology in the Schools, 38(5), 477-490.

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