1. Twice Exceptional Learners: Huge Potential By: Margaret Flanagan

2.  Definition/Description of Twice Exceptional Learners  History of their Culture  Parent/Community Involvement  Implications Twice Exceptional Learners… who are they?

3.  Twice exceptional learners are those who are gifted and talented in one area (most of the time a pretty specific area) and also suffer from a emotional, behavioral, or learning disability.  Example: Raymond from the movie “Rain Man” had the ability to count toothpicks but did not pick up on socially acceptable behaviors Definition

4.  1. Students identified as gifted, but they are struggling in school (Beckley, 1998)  2. Students who have been identified as learning disabled, but have never been labeled as exceptional (Beckley, 1998)  3. Students who are average; they have not been identified as gifted, but also are not enrolled in special education services (Beckley, 1998) Three Subgroups

5.  1. Gifted students with physical disabilities  2. Gifted students with sensory disabilities  3. Gifted students with Asperger Syndrome  4. Gifted students with emotional/behavioral disorders  5. Gifted students with ADHD  6. Gifted students with learning disabilities (biggest group) Six Types of Twice Exceptional Learners

6.  No one way to diagnose  No one solution to accommodate  Students appear at all levels (academically) so there is no way to pinpoint one population  Secondary disability may greatly overshadow abilities  Finding their gifts may be difficult if they are told to repress such gifts in school (to fit in, be normal, etc.) Possible Problems

7.  Superior vocabulary  Creative  Resourceful  Curious  Imaginative  Questioning  Problem solving abilities  Drive Gifts AKA Strengths

8.  While accommodations can be made for academics, fighting the social challenges and stigmas can be a huge hurdle to attempt to overcome.  Self doubt, low self esteem, and anger at not being able to master something right away  Learning and knowledge may be their strength but they may be completely unable to function in a social setting; thus, they may completely lack friends Social Challenges

9.  Personality traits such as unorganized, non-logical, and nonlinear can be difficult to appreciate in typical students  Coming across as insensitive or arrogant are also traits that most people would dislike More Social Challenges

10.  Great minds like: Einstein, Helen Keller, and Robin Williams  Genius that draws attention; yet, they are lacking in other ways  The genius in their fields are noted/popular, but those who remain average or even labeled as disabled (which outshines their ABILITY) are not obvious, nor popular History of the Culture

11.  Special education teachers are more aware of this population  Need to partner with regular education teachers  Need to provide teacher training  Need to develop ways to identify via parents or schools  Need to develop the partnerships in developing plans and/or accomadations Attention Time

12.  Need to find ways to bring gifted areas into schools for exposure to all students  Strengthen social development  Incorporate community  Incorporate parents  Incorporate other aspects of culture More Attention

13.  Acknowledge this population (just as other populations were previously acknowledged: special education, ESL, etc.)  Provide training to other community organizations for specific reasons  Reach out to bring the community into the school; real life exposure  Use parents as a resource for their child Bringing Parents & Community Together

14.  Shared planning time for teachers: gifted and special education accommodation  Programs to employ: mentorships, internships, independent study experiences, non-academic competitions, community college programs, art and music programs, clubs, and other enrichment activities (NEA, 2006) Parent & Community Involvement

15.  Communication with families of identified learners  Support for families  Encourage work from home to come into school (build school-home connection)  Value work in specialties Family Inclusion

16.  Stop allowing these learners to be on the outside of learning  Include them and their strengths into learning  Find tools and resources for classroom and home supports  Reach out for support from the community  Change backwards thinking Conclusions

17.  Beckley, D. (1998). Gifted and learning disabled: twice exceptional students. Retrieved from http://www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.html  Brulles, D. (2006). Parenting twice exceptional children. Retrieved from http://www.sengifted.org/archives/articles/parenting-twice-exceptional- children  Hawking, S. (2009). My brief history. Retrieved from http://www.hawking.org.uk/  Kugler, M. (2014, June 12). The rain man's disorder: savant syndrome. Retrieved from http://rarediseases.about.com/cs/neurodisorders/a/052502.htm  NEA. (2006). The twice exceptional dilemma. Retrieved from http://www.nea.org/assets/docs/twiceexceptional.pdf References