Increasingly, professionals
in the field of education have been addressing the identification
and instruction of gifted students who also have been diagnosed
with a disability. Because the needs of these children must
be addressed differently than those students identified solely
as gifted or solely as disabled, neither of those categories
are sufficient to encompass the full range of these students'
needs. Accordingly, the term "Twice Exceptional" has
been utilized to describe those learners who are identified
as both gifted and learning disabled. Unfortunately, their
dual nature sometimes causes difficulty in identifying and
providing appropriate accommodations for such students.
Research suggests that there are three subgroups of twice
exceptional students who remain unidentified. One subgroup
is comprised of students who have an identified learning
disability, but have not yet been identified for their exceptional
abilities. These students’ potential remain unrecognized
because inadequate assessments and depressed IQ scores do
not accurately reflect their true intellectual abilities.
Another subgroup of twice exceptional students are children
who are considered gifted but exhibit difficulties in school.
These students are often considered underachievers when in
reality, screening procedures failed to discover slight learning
disabilities. As school becomes more rigorous, these pupils
may fall behind grade level. Generally, it is not until a
child has already fallen behind his peers that he is considered
to possibly have a disability. The final group of twice exceptional
students who may not be identified correctly are those whose
giftedness mask their disabilities. These children learn
to compensate in the areas that might cause difficulty. As
a result, these students are thought to be average learners
when in fact, their true potential has yet to be realized.
For students with dual exceptionalities, it is important
that educators provide enrichment activities which develop
strengths while also working with the disability. Additionally,
a variety of teaching strategies should be employed to help
these students succeed. Twice exceptional students should
be taught alternative ways of thinking and communicating
enabling them to learn according to their strengths. Additionally,
accommodations and adaptations can be provided to help students
reach their full potential. Twice exceptional students may
also be eligible for special education and related services.
Students who have been identified as gifted may also have
an Individualized Education Plan or 504 Plan to address learning
disabilities and ensure their academic success. The key for
educating students with dual exceptionalities is to foster
and challenge them, while also providing necessary supports.
The growing amount of research and reports in this area is
a telling sign that educators are working towards properly
identifying and addressing the needs of the twice exceptional
student.
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