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date: 22 October 2021

Students with Special Needs Who Are Gifted and Talented (Twice Exceptional)locked

Students with Special Needs Who Are Gifted and Talented (Twice Exceptional)locked

  • Nina Yssel, Nina YsselBall State University
  • Kristie Speirs NeumeisterKristie Speirs NeumeisterBall State University
  •  and Virginia BurneyVirginia BurneyBall State University

Summary

Twice-exceptional (2e) students demonstrate both high ability and a disability. With their unique combination of advanced abilities and academic challenges, 2e learners do not fit neatly into a single category and often tend to get lost in the system. In spite of the fact that 2e students have been estimated to make up 2–9% of students with disabilities, they often remain unidentified due to the masking effect, in which one exceptionality masks the other, as well as their remarkable ability to compensate for areas of weakness. Once identified, programming presents challenges; for example, remediation may become the focus and the learner’s strengths ignored. In addition to providing enrichment and remediation, teachers have to consider the social-emotional needs of 2e students and how they learn. Problems with time management, organizational, and study skills not only result in frustration for students, parents, and teachers but also have a direct effect on 2e students’ academic performance. These students are characterized by a pattern of strengths and weaknesses, and programming should include support in their areas of need and validation of their strengths. When both exceptionalities are addressed successfully, 2e learners can reach their full potential.

Subjects

  • Curriculum and Pedagogy
  • Professional Learning and Development

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