twice-exceptional gifted students
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Twice-Exceptional Gifted Students
Sarah O’Brien
What is a Twice Exceptional Gifted Student?
A student that is gifted and has one or multiple disabilities
Was not recognized until the 1970’s No federal definition to guide identification
Population is hindered because of stereotypes About 7% of the gifted population falls under
this category
Marland Definition of Giftedness Intellectual, specific academic, leadership,
creative and productive thinking, visual and performing arts, and psychomotor
Disabilities covered by IDEA Physical, language, speech, vision, intellectual,
emotional, and behavioral
Sub Groups
Student identified as gifted but not identified disability Seen as underachieving
Student identified as having a disability but not identified as gifted Strengths go unnoticed Lack of adequate assessment
Not recognized as having a disability or being gifted Cancel each other out
Strengths
Superior vocabulary Highly creative Resourceful Curious Imaginative Questioning Problem-solving ability
Sophisticated sense of humor
Wide range of interests Advanced ideas and
opinions Special talent of
consuming interests
Trail (2011)
Challenges
Easily Frustrated Stubborn Manipulative Opinionated Argumentative Sensitive to criticism Inconsistent academic
performance
Difficulty with written expression
Lack of organization Lack of study skills Difficulty with social
interactions
Trail (2011)
Dual Emphasis- Gifted
Strengths & Interests
Accommodation
Content Extensio
n
Affective Guidanc
e and Counseli
ng
Differentiated
Instruction
Higher Order
Thinking Skills
Acceleration
Chapman & Kispert (2009)
Dual Emphasis- Disability
Challenges and
Remediation, Accommodati
ons and Modifications
Specific Program
s/ Tutoring & SPED
Teach Compensat
ory Strategies
Affective Guidanc
e and Counseli
ng
Differentiated
Instruction
Small Group Direct
Instruction
Chapman & Kispert (2009)
Peer Relations
Twice Exceptional students may find it difficult to relate to a specific peer group because they fall in two categories
Bullying may occur from other gifted or non-gifted students
Family Support
Empower student to adapt to disability Do not rescue, this can lower self-esteem
Encourage positive outcomes Find ways to encourage strengths and areas
where student excel Work collaboratively with school
Interventions that can be carried out at home as well as at school
Teacher Support
Encourage compensation strategies Organizers or parallel assignment
Be aware of bullying Pair students with others of similar strengths
Know that academic inconsistency may be attributed to fear of failure
Be flexible and challenging to students
School Counselor Support
Address the class as a precaution to bullying Acknowledge parents’ concerns Stress that blame should not be placed Focus on academic, social, and emotional
well-being Advocate for the importance of child’s
emotional well-being
What Does a Twice-Exceptional Gifted Person
Look Like?
References Beckley, D. (1998). Gifted and learning disabled: twice exceptional
students. Neag Center for Gifted Education and Talent Development. Retrieved from http://www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.html
Chapman, P. & Kispert, W. (2009). Twice-exceptional students: gifted students with disabilities (2nd ed.). Denver, CO: Colorado
Department of Education.
Davis, G. A., Rimm, S. B., & Siegle, D. (2011) Education of the gifted and talented (6th ed.). Upper Saddle River, NJ: Pearson
Education Inc.
Trail, B. A. (2011). Twice-exceptional gifted children: understanding, teaching, and counseling gifted students. Waco, TX:
Prufrock Press Inc.
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