Twice Exceptional

Twice ExceptionalTanya B. OBerryIf you want a picture of the future, imagine a boot stamping on a human face forever.George Orwell1984

Gifted failures

What is Twice Exceptional?Colorado says: Students who are identified as gifted and talented in one or more areas of exceptionality (specific academics, general intellectual ability, creativity, leadership, visual, or performing arts); and also identified with: A disability defined by Federal/State eligibility criteria: specific learning disability, significant identifiable emotional disability, physical disabilities, sensory disabilities, autism, or ADHD.The disability qualifies the student for an Individual Education Plan (IEP) or a 504 Plan. Twice Exceptional StudentsStrengths:SuperiorvocabularyHighly creativeResourcefulCuriousImaginativeQuestioningProblem-solvingabilitySophisticated senseof humorWide range of interestsAdvancedideasand opinionsSpecial talent or consuming interestChallenges:Easily frustratedStubbornManipulative Opinionated argumentative Written expression Highly sensitive to criticism Inconsistentacademic performanceLack of organizationand study skills Difficulty with social interactions Classroom EnvironmentTeach students to appreciate individual differences.Many students with learning difficulties prefer visual and tactile-kinesthetic formats for learning.Teach content by teaching concepts first and details second. Be a big picture to pieces teacher. (general to specific)

5How to Plan/Teach for 2ETeach short-term goalsScaffold tie past learning to new conceptsImmerse students with multiple intelligencesGlobal learners: visual, tactile and kinesthetic formatsTeach students to appreciate individual differencesFind and use technology to improve productivity

Indicators of Cognitive/Affective Strengths Capable ofsetting up situations to their own advantage as a coping method. Extremely creative to compensate for their disability. Have an unusual imagination. Uninhibited in expressing advanced ideas and opinions. Have a superior vocabulary. Have very high energy levels.7Indicators of Cognitive/Affective Strengths Have a wide range of interests not related to school topics or learning. Have a specific talent or consuming interest combined with an exceptional memory and knowledge.Are extremely curious and questioning. Possess high levels of problem-solving and reasoning skills. Have penetrating insights. Capable ofsetting up situations to their own advantage as a coping method. 8Indicators of Cognitive/Affective Problems Have discrepant verbal and performance abilities. Have deficient or extremely uneven academic skillsmay lack academic initiative, appear academically unmotivated, avoid school tasks, and frequently fail to complete assignments. Are extremely frustrated by school. Have auditory and/or visual processing problems:may respond slowly, work slowly, and appear to think slowly. Indicators of Cognitive/Affective Problems Problems with long-term and/or short-term memoryDifficulties exhibited by clumsiness, poor handwriting, or problem completing paper-and-pencil tasks.Unable to think in a linear fashion; have difficulty following directions.Easily frustrated; give up quickly on tasks; are afraid to risk being wrong or making mistakes.Distractible; unable to maintain attention for long periods of time; unable to control impulses. Poor social skills; demonstrate antisocial behaviors. Highly sensitive to criticism.Types of 2EPhysical disabilityLDADDADHDAutism/Aspergers Syndrome

Physical disabilityLowered expectations for physical and learning or behavioral disabilitiesMay have uneven academic skillsMotor skills may frustrate and cause them to act out and have self-esteem issuesSocial integration issues may be more profound

Learning DisabilityDefinition: Disorders in one or more of the basic processes of spoken or written language. May affect the ability to store, process or produce information.LD differences may manifest as inability to:ListeningSpellingSpeakingMathReadingWriting These students can have difficulty processing visual or auditory information.ADD Hyperactivity Distractibility ImpulsivityDisorganization

ADHDBehave as if driven by a motorAre fidgety and squirmy; have difficulty sitting stillLeave their seat without permissionRun, climb and move about incessantlyBlurt or talk excessively; unable to wait on teacher Have trouble sharing; unable to wait their turnIntrude on others conversation and play

Aspergers SyndromeAvoid eye contact Have trouble forming peer relationshipsLack empathyHave monotonous speech patterns

Aspergers SyndromeUnable to engage in small talkAppear to lack enjoyment in certain situationsRepetitive motor mannerismsUnusual passionate interest in one area

ResourcesTeaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use by Susan Winebrenner 2001Twice-Exceptional Students with Disabilities. Colorado State Department of Education2009