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Twice Exceptional

Twice Exceptional. Tanya B. O’Berry. “If you want a picture of the future, imagine a boot stamping on a human face forever. ” George Orwell 1984. Gifted failures. What is T wice E xceptional ?. Colorado says:

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Twice Exceptional

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  1. Twice Exceptional Tanya B. O’Berry “If you want a picture of the future, imagine a boot stamping on a human face forever.” George Orwell 1984

  2. Gifted failures

  3. What isTwice 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.

  4. Twice Exceptional Students Strengths: Challenges: Easily frustrated Stubborn Manipulative Opinionated argumentative Written expression Highly sensitive to criticism Inconsistent academic performance Lack of organization and study skills Difficulty with social interactions • Superiorvocabulary • Highly creative • Resourceful • Curious • Imaginative • Questioning • Problem-solvingability • Sophisticated senseof humor • Wide range of interests • Advancedideas and opinions • Special talent or consuming interest

  5. Classroom Environment Teach students to appreciate individual differences. Many students with learning difficulties prefer visual and tactile-kinesthetic formatsfor learning. Teach content by teaching concepts firstand details second.Be a big picture to pieces teacher. (general to specific)

  6. How to Plan/Teach for 2E Teach short-term goals Scaffold – tie past learning to new concepts Immerse students with multiple intelligences Global learners: visual, tactile and kinesthetic formats Teach students to appreciate individual differences Find and use technology to improve productivity

  7. 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.

  8. Indicators of Cognitive/Affective Strengths Have a wide range of interests not related to school topicsor learning. Have a specific talent or consuming interest combined withan 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 advantageas a coping method.

  9. Indicators of Cognitive/Affective Problems Have discrepant verbal and performance abilities. Have deficient or extremely uneven academic skills may 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.

  10. Indicators of Cognitive/Affective Problems Problems with long-term and/or short-term memory Difficulties 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.

  11. Types of 2E Physical disability LD ADD ADHD Autism/Asperger’s Syndrome

  12. Physical disability Lowered expectations for physical and learning or behavioral disabilities May have uneven academic skills Motor skills may frustrate and cause them to act out and have self-esteem issues Social integration issues may be more profound

  13. Learning Disability • Definition: Disorders in one or more of the basic processes of spoken or written language. May affectthe ability to store, process or produce information. • LD differences may manifest as inability to: Listening Spelling Speaking Math Reading Writing • These students can have difficulty processing visual or auditory information.

  14. ADD Hyperactivity Distractibility Impulsivity Disorganization

  15. ADHD Behave as if driven by a motor Are fidgety and squirmy; have difficulty sitting still Leave their seat without permission Run, climb and move about incessantly Blurt or talk excessively; unable to wait on teacher Have trouble sharing; unable to wait their turn Intrude on other’s conversation and play

  16. Asperger’s Syndrome Avoid eye contact Have trouble forming peer relationships Lack empathy Have monotonous speech patterns

  17. Asperger’s Syndrome Unable to engage in small talk Appear to lack enjoyment in certain situations Repetitive motor mannerisms Unusual passionate interest in one area

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

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