1. The Twice Exceptional Who are they and how to meet their needs
Cheryl Franklin-Rohr
Twice-Exceptional Consultant

2. Purpose of this Presentation
KNOW
Who are these kids?
What are their physical, instructional, and emotional attributes?
How do multiple intelligences and learning styles impact their educational performance?
What is the implication for the classroom teacher?
UNDERSTAND
How the environment can quietly but potently form a line of communication from teacher to student, student to student, and student to teacher.
How the classroom environment will support or deter the students quest for affirmation, contribution, power, purpose, and challenge.
BE ABLE TO
Assess and adjust classroom environments.
Develop authentic and meaningful assignments and assessments.

3. Who Are the Twice-Exceptional?3
11/12/2017
Who Are the Twice-Exceptional?
If the embedded video doesn’t work, here is the link to YouTube.

4. Colorado Definition
Students who are identified as gifted and talented in one or more areas of exceptionality
and also identified with:
A disability defined by Federal/State eligibility criteria
The disability qualifies the student for an IEP or a 504 Plan

5. In what areas are students identified as gifted?
General or Specific Intellectual Ability
Specific Academic Ability
Reading, Writing, Math, Science, Social Studies, World Language
Creative or Productive Thinking
Leadership Ability
Visual Arts, Performing Arts, and Musical Abilities; or Psychomotor Abilities
ALP areas – don’t read slide

6. Specific Talent Aptitude
General Intellectual Ability
95th percentile and above on norm-referenced, standardized cognitive tests or subtests AND
Body of evidence showing strengths in one or more areas
Body of Evidence
Specific Academic Aptitude
Qualifying score on a cognitive test AND
2 of the following at the qualifying level:
Normed or criterion-referenced achievement test
Normed observation scale
Performance evaluation (contest, performance/portfolio)
OR, without a cognitive score, 3 or more of the above pieces of qualifying data
5 minutes
Ask: In what section do you think we might find these kids identified? Also, what problems are there with the normed observation scales?
In order to be identified as gifted, a student must have a body of evidence that meets the criteria in one or more of the categories of giftedness as defined in the state definition: General Intellectual Ability, Specific Academic Aptitude, Creativity, Leadership, or Visual and Performing Arts and Psychomotor. Meeting the criteria means that the data show advanced performance at or above the 95th percentile on a normed, standardized test or normed observation scale; rating in the Advanced or Distinguished category on a criterion-referenced, standardized test; performance data at a distinguished level of performance or judged by experts to be above grade level; high placement in a national or state contest judged by experts.
If you want to know more about identification, you can search on our website for Chapter 3 of the Gifted Education Guidelines.
Specific Talent Aptitude
(Creativity, Leadership, Visual or Performing Arts, Psychomotor)
Performance evaluation (contest, performance/portfolio) AND
Normed observation scale AND
Normed or criterion-referenced test in area of strength (or second performance evaluation) 6 6

7. Strengths of Twice Exceptional Students
Superior vocabulary
highly creative
resourceful
curious
imaginative
questioning
problem solving ability
Sophisticated sense of humor
wide range of interests
advanced ideas and opinions
special talent or consuming interest

8. Possible Areas of concern for Twice Exceptional Students
This is
too hard!
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

9. Effort ≠ Success

10. The goal of programming for twice exceptional students is to maximize success while minimizing frustration.

11. Affective Guidance & Counseling Affective Guidance & Counseling
Acceleration
Acceleration
Acceleration
Acceleration
Acceleration
Acceleration
Acceleration
Acceleration
Acceleration
Acceleration
Teach
Compensatory
Strategies
Teach
Compensatory
Strategies
Teach
Compensatory
Strategies
Teach
Compensatory
Strategies
Teach
Compensatory
Strategies
Teach
Compensatory
Strategies
Teach
Compensatory
Strategies
Teach
Compensatory
Strategies
Teach
Compensatory
Strategies
Small Group
Direct Instruction
Strengths
& Interests
Accommodations
Strengths
& Interests
Accommodations
Challenges and
Remediation
Accommodations &
Modifications
Challenges and
Remediation
Accommodations &
Modifications
Challenges and
Remediation
Accommodations &
Modifications
Challenges and
Remediation
Accommodations &
Modifications
Challenges and
Remediation
Accommodations &
Modifications
Challenges and
Remediation
Accommodations &
Modifications
Challenges and
Remediation
Accommodations &
Modifications
Challenges and
Remediation
Accommodations &
Modifications
Higher Order
Thinking Skills
Higher Order
Thinking Skills
Higher Order
Thinking Skills
Higher Order
Thinking Skills
Higher Order
Thinking Skills
Describe the graphic.
Must acknowledge the dual characteristics of 2E students
These two services should be happening simultaneously for the student. Many times we see people focusing more on the challenge areas. In this double bubble Thinking Map, we see that acceleration and content extension happen only on the strength side. Just as teach compensatory strategies and specific programs are on the challenge/remediation side. The bubbles in the middle show characteristics and needs in common to both groups. The content for the strategies in the middle may not be the same for both groups.
Content
Extension
Content
Extension
Content
Extension
Specific
Programs/Tutoring
SPED
Specific
Programs/Tutoring
SPED
Specific
Programs/Tutoring
SPED
Specific
Programs/Tutoring
SPED
Specific
Programs/Tutoring
SPED
Specific
Programs/Tutoring
SPED
Specific
Programs/Tutoring
SPED
Differentiated
Instruction
Differentiated
Instruction
Differentiated
Instruction
Differentiated
Instruction
Differentiated
Instruction
Differentiated
Instruction

12. Curriculum Design Differentiated Instruction Pre-assessment Compacting
Opportunities for enrichment and extension
Multiple learning styles

13. Classroom Environment
Physical layout
Lighting
Time of day
Socio-emotional
Caring and trust
Risk-taking
Diversity
Relationship development
Expectations
Behavioral
Academic

14. Essential Learning vs. Access Skills
Responding, in print, to a prompt; telling a story; writing a persuasive essay
Handwriting or typing
Understanding relationships within the food chain
Reading a textbook or taking notes
Identifying cause and effect relationships in a historical event
Memorizing dates

15. Differentiation is responsive teaching rather than one-size-fits-all teaching.

16. “It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can, as efficiently as possible.”

17. Ways to Differentiate By Content By Process By Product
What you teach to address standards
By Process
Use Learning Styles
Multiple resources
By Product
Use Multiple intelligences
Choices to demonstrate learning

18. Focus on Strengths Rather than Weaknesses
“The surest path to high self-esteem is to be successful at something one perceived would be difficult.” Dr. Sylvia Rimm
Focusing on weakness can lead to:
Poor self-esteem
Lack of motivation
Depression
Stress

19. Finding Areas of Strength
11/12/2017
Finding Areas of Strength
Interview student
Use strength area to access instruction and increase motivation
Enhance strength area
Develop compensatory strategies
Develop advocacy skills
Social group with other “like” students
Might be appropriate to say here that 'interviewing' a student does not have to be a formal process!  Can just be a casual conversation.  ASK them what they like and are good at!  Develop a relationship with the kid!

20. Recommendations
Acknowledge and nurture the strengths and passions of twice-exceptional students.
Provide opportunities for students to demonstrate knowledge through areas of strength.
Remove barriers to learning.
Teach compensation strategies.
Provide direct instruction for specific areas of weakness.
Promote positive self-esteem, self-understanding, self-advocacy and independence.

21. Definition of Dyslexia
11/12/2017
Definition of Dyslexia
“These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.”
“ Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
International Dyslexia Association; National Center for Learning Disabilities; CDE
2min. 21

22. Definition of Dyslexia
11/12/2017
Definition of Dyslexia
The International Dyslexia Association, the National Center for Learning Disabilities, and the National Institute of Child Health and Human Development agree on the following definition:
“Dyslexia is a Specific Learning Disability that is neurological in origin.
“It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.”
2min 22

23. Dyslexia and Specific Learning Disability (SLD)
2323
11/12/2017
Dyslexia and Specific Learning Disability (SLD)
Not all students with dyslexia are eligible under federal criteria as having a Specific Learning Disability.
Federal criteria under IDEA (Individuals with Disabilities Act), strictly state that students must be achieving below grade level to qualify for the SLD label and for an IEP.
Many higher-achieving students with dyslexia or other reading/writing disabilities may qualify for a 504 plan.
3min

24. Dysgraphia
“Dysgraphia is the condition of impaired letter writing by hand, that is, disabled handwriting. Impaired handwriting can interfere with learning to spell words in writing and speed of writing text. Children with dysgraphia may have only impaired handwriting, only impaired spelling (without reading problems), or both impaired handwriting and impaired spelling.
Dysgraphia may occur alone or with dyslexia (impaired reading disability) or with oral and written language learning disability (OWL LD, also referred to as selective language impairment, SLI).”
International Dyslexia Association

25. Assess Yourself
Classroom assessment
Reflection

26. What Next? What are your strengths?
What area do you want to focus on next?
What supports do you think you will need?
Where can you go for more information?

27. Resources 2e Newsletter Booklets
How the Special Needs Brain Learns by David Sousa
How the Gifted Brain Learns by David Sousa
Misdiagnosis and Dual Diagnoses of Gifted Children and Adults by James Webb et al.
Smart Kids with Learning Difficulties by Rich Weinfeld, et al.

28. Resources
Teaching Kids with Learning Difficulties in the Regular Classroom by Susan Winebrenner
Twice-Exceptional Gifted Children by Beverly Trail
The Mislabeled Child by Rock Eide and Fernette Eide
To Be Gifted & Learning Disabled by Susan Baum and Steven Owen

29. Do nothing to diminish hope
Rick Stiggins