1. G IFTED WITH LEARNING DISABILITIES Twice-exceptional By Corliss Wesley

2. T WICE - EXCEPTIONAL LEARNERS Twice-exceptional learners have the "characteristics of gifted students with the potential for high performance, along with the characteristics of students with disabilities who struggle with many aspects of learning."

3. T WICE - EXCEPTIONAL LEARNERS The twice-exceptional learners will experience extreme frustration when he/she cannot meet the expectations of his/her self and others (parents, teachers, etc.). The student's frustration combined with the teacher frustration, as to why the student does not comprehend materials, tend to lead to more conflict, misunderstandings, and failure in school.

4. R ESPONSE TO I NTERVENTION (R T I) RtI is a method of academic intervention designed to provide early effective assistance to children who are having difficulty learning. RtI is compiled of research based quality instruction, continuous monitoring of students progress, and early interventions for students at-risk of failure. Tier 1: Quality classroom instruction based on MS Curriculum Frameworks. Tier 2: Focused supplemental instruction. Tier 3: Intensive interventions specifically designed to meet the individual needs of students.

5. R ESPONSE TO I NTERVENTION (RTI)

6. C OMPREHENSIVE EDUCATIONAL P LAN Comprehensive educational planning for twice- exceptional learners is imperative to be performed by a collaborative team. These students need services to nurture their gifted potential and provide support in area(s) of disability.

7. C OLLABORATIVE TEAM CONSIST OF : Gifted education specialist, special education specialist, school psychologist, classroom teacher, parents, and the student. Occasionally, administrators, counselors, social workers, occupational therapist, and/or physical therapist. The collaborative team share their expertise in identifying the student's needs, determining level of support, selecting research-based interventions, assist teacher in developing and implementing a plan, and monitoring the student's progress.

8. Teaching students with dual exceptionalities is a demanding task, because the learning disability and the giftedness must be addressed simultaneously. This is considered difficult and demanding because of the opposing characteristic of the disability. Example: Learning DisabilityGifted Hold BackDrives Needs structureNeeds open-ended inquiry Creates skill deficitsPromotes conceptual leaps Needs supportSeeks autonomy Needs clarityNeeds complexity

9. R ISK AND R ESILIENCY In order to influence positive outcomes for students diagnosed with twice-exceptionalities, it is imperative to observe factors that place students at risk for school failure and resiliency factors that enable a student to overcome risk and adversity.

10. R ISK FACTORS Biological, psychological, cognitive, and/or environmental factors that hinder normal development. Resiliency Factors These factors act as protective buffers to shield the student from adversity. The student's is able to cope with and overcome risk and adversity.

11. I NFLUENCES A CADEMIC AND P SYCHOSOCIAL A CHIEVEMENT A qualitative case study research methodology identified five themes that influence academic and psychosocial achievement in students diagnosed with twice-exceptionalities. Five themes 1. Cognitive Characteristics 2. Educational Experiences 3. Interpersonal Relationships 4. Interpersonal Understanding 5. Self-Actualization

12. C OGNITIVE C HARACTERISTICS Cognitive development may be "out of sync" with their physical, social, and emotional development. Executive functioning deficits make it difficult for these students to plan, prioritize, and organize. Student may prefer unstructured problems and dislike the structure many teacher impose. Teachers should encourage creativity and independent thinking.

13. E DUCATIONAL E XPERIENCES Twice-exceptional learners may continue to be at risk due to instructors lacking understand of the learners unique characteristics and/or needs. Focusing on the negatives (behavior/ skill level) may result in the increase of defiant behavior and poor grades. It is best to use positive (praise/ encouragement) approaches to help develop compensatory skills

14. I NTERPERSONAL R ELATIONSHIPS Twice-exceptional learners cannot develop positive relationships unless they have an opportunity to bond with peers of similar ability.

15. I NTERPERSONAL U NDERSTANDING Learners may exhibit intense emotions, anxiety, oversensitivity, and low self-esteem. Dysfunctional perfectionism may also be exhibited. Dealing with both exceptionalities can be frustrating.

16. S ELF -A CTUALIZATION The effective implementation of positive educational experiences, interpersonal relationships, and intrapersonal understanding will result in the twice-exceptional learner to self- actualize.

17. A C HANCE TO R EAD : T WICE E XCEPTIONAL http://www.youtube.com/watch?v=Us8-tG6R024&feature=related This will give you a better understanding of twice exceptional learners.

18. R ESOURCES Trail,B.A. (2011).Twice-Exceptional gifted children: Understanding, Teaching, and counseling gifted students. pp. 17-36 Hill,F. (2005) Teaching gifted learners: The hidden gifted meeting the needs of the gifted students with learning disabilities. pp.22-28 Neihart,M.,Reis,S.M.,Robinson,N.M.,Moon,S.M.,( 2002)The social and emotional development of gifted children:What do we know?. pp.19-27