2.  What is a Twice Exceptional Gifted Student?  A student that is gifted and has one or multiple disabilities  Was not recognized until the 1970’s  No federal definition to guide identification  Population is hindered because of stereotypes  About 7% of the gifted population falls under this category

3.  Marland Definition of Giftedness  Intellectual, specific academic, leadership, creative and productive thinking, visual and performing arts, and psychomotor  Disabilities covered by IDEA  Physical, language, speech, vision, intellectual, emotional, and behavioral

4. Sub GroupsSub Groups  Student identified as gifted but not identified disability  Seen as underachieving  Student identified as having a disability but not identified as gifted  Strengths go unnoticed  Lack of adequate assessment  Not recognized as having a disability or being gifted  Cancel each other out

5. Strengths  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 of consuming interests  Trail (2011)

6. Challenges  Easily Frustrated  Stubborn  Manipulative  Opinionated  Argumentative  Sensitive to criticism  Inconsistent academic performance  Difficulty with written expression  Lack of organization  Lack of study skills  Difficulty with social interactions  Trail (2011)

7. Dual Emphasis- GiftedDual Emphasis- Gifted Strengths & Interests Accommodation Content Extension Affective Guidance and Counseling Differentiated Instruction Higher Order Thinking Skills Acceleration Chapman & Kispert (2009)

8. Dual Emphasis- DisabilityDual Emphasis- Disability Challenges and Remediation, Accommodations and Modifications Specific Programs/ Tutoring & SPED Teach Compensatory Strategies Affective Guidance and Counseling Differentiated Instruction Small Group Direct Instruction Chapman & Kispert (2009)

9. Peer RelationsPeer Relations  Twice Exceptional students may find it difficult to relate to a specific peer group because they fall in two categories  Bullying may occur from other gifted or non-gifted students

10. Family SupportFamily Support  Empower student to adapt to disability  Do not rescue, this can lower self-esteem  Encourage positive outcomes  Find ways to encourage strengths and areas where student excel  Work collaboratively with school  Interventions that can be carried out at home as well as at school

11. Teacher SupportTeacher Support  Encourage compensation strategies  Organizers or parallel assignment  Be aware of bullying  Pair students with others of similar strengths  Know that academic inconsistency may be attributed to fear of failure  Be flexible and challenging to students

12. School Counselor SupportSchool Counselor Support  Address the class as a precaution to bullying  Acknowledge parents’ concerns  Stress that blame should not be placed  Focus on academic, social, and emotional well-being  Advocate for the importance of child’s emotional well- being

13. What Does a Twice-Exceptional Gifted Person Look Like?

14. References  Beckley, D. (1998). Gifted and learning disabled: twice exceptional students. Neag Center for Gifted Education and Talent Development. Retrieved from http:// www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.html  Chapman, P. & Kispert, W. (2009). Twice-exceptional students: gifted students with disabilities (2 nd ed.). Denver, CO: Colorado Department of Education.  Davis, G. A., Rimm, S. B., & Siegle, D. (2011) Education of the gifted and talented (6 th ed.). Upper Saddle River, NJ: Pearson Education Inc.  Trail, B. A. (2011). Twice-exceptional gifted children: understanding, teaching, and counseling gifted students. Waco, TX: Prufrock Press Inc.