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 is Twice 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:
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
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

5. Classroom Environment
Teach students to appreciate individual differences.
Many students with learning difficulties prefer visual and tactile-kinesthetic formats for learning.
Teach content by teaching concepts first and 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 of setting 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 topics or learning.
Have a specific talent or consuming interest combined with an exceptional memory and knowledge.
Are extremely curious and questioning.
Possess high levels of problem-solving and reasoning skills.
Have penetrating insights.
Capable of setting up situations to their own advantage as 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 affect the 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