Strategies for Teaching Twice-Exceptional Students
If the goal of education is to prepare all students to become productive and contributing members of society, educators must include twice-exceptional students in that objective. It is clear that these students have different needs than other students that cannot be met through traditional gifted or special education programs. As such, educators must “create learning communities that respect the intellectual, physical, and emotional needs of [twice-exceptional] students” (Baum, 2005). To create optimal learning opportunities, the classroom teacher should collaborate with other educators (gifted and special education), parents, and the students themselves to create environments that engage students’ strengths before their weaknesses. Keep in mind that these accommodations should be offered to the entire class, so that learning is enhanced for all students and the twice-exceptional student is not made to feel different or inferior.
Intellectual Environment
In order to create an appropriate intellectual environment for twice-exceptional children, educators can utilize several strategies. First, introduce a rigorous curriculum that offers the 2e student tasks that showcase his abilities rather than highlight his disabilities; learners “whose gifts are hidden by disabilities need the chance to show their capabilities to feel confident” (Job, 2010). Second, offer students options other than reading or teacher-led instruction to access information; some suggestions include websites, videos, demonstrations by the teacher or other students, problem-based learning, and simulations (Baum, 2005). Since writing and spelling are often challenging for twice-exceptional students, another strategy would be to integrate technology to allow non-traditional means of communication. For example, rather than requiring a written essay about a novel, allow students the option of using technological resources to create a presentation in Power Point or Prezi.
Physical Environment
Students spend a great deal of time in classrooms, and the physical environment can help or hinder a twice-exceptional child’s abilities. While teachers are usually encouraged to create a stimulating environment for children, this can actually inhibit learning for twice-exceptional children because of their struggles with focus and attention. If possible, provide an area in the classroom where students can go to sit quietly and regain their focus. This space could contain a computer, headphones, sketch pads, building blocks, or books; these are all are materials that give support to gifted students with behavioral or learning disabilities (Baum, 2005).
Emotional Environment
It is important for teachers to provide a safe, nurturing environment that acknowledges and appreciates differences in learning styles. In order to reach their potential, “twice-exceptional children need a generous network of supporters, and so do their families” (St. George, 2011). As stated earlier, educators should avoid making any student feel different or inferior; when implementing differentiation strategies to accommodate the needs of 2e students, they need to make those learning and assessment accommodations available to all students. Finally, twice-exceptional students need teachers to recognize and acknowledge their efforts.
Intellectual Environment
In order to create an appropriate intellectual environment for twice-exceptional children, educators can utilize several strategies. First, introduce a rigorous curriculum that offers the 2e student tasks that showcase his abilities rather than highlight his disabilities; learners “whose gifts are hidden by disabilities need the chance to show their capabilities to feel confident” (Job, 2010). Second, offer students options other than reading or teacher-led instruction to access information; some suggestions include websites, videos, demonstrations by the teacher or other students, problem-based learning, and simulations (Baum, 2005). Since writing and spelling are often challenging for twice-exceptional students, another strategy would be to integrate technology to allow non-traditional means of communication. For example, rather than requiring a written essay about a novel, allow students the option of using technological resources to create a presentation in Power Point or Prezi.
Physical Environment
Students spend a great deal of time in classrooms, and the physical environment can help or hinder a twice-exceptional child’s abilities. While teachers are usually encouraged to create a stimulating environment for children, this can actually inhibit learning for twice-exceptional children because of their struggles with focus and attention. If possible, provide an area in the classroom where students can go to sit quietly and regain their focus. This space could contain a computer, headphones, sketch pads, building blocks, or books; these are all are materials that give support to gifted students with behavioral or learning disabilities (Baum, 2005).
Emotional Environment
It is important for teachers to provide a safe, nurturing environment that acknowledges and appreciates differences in learning styles. In order to reach their potential, “twice-exceptional children need a generous network of supporters, and so do their families” (St. George, 2011). As stated earlier, educators should avoid making any student feel different or inferior; when implementing differentiation strategies to accommodate the needs of 2e students, they need to make those learning and assessment accommodations available to all students. Finally, twice-exceptional students need teachers to recognize and acknowledge their efforts.