1. TWICE-EXCEPTIONAL LEARNERS By: Emily Marler

2. WHAT DOES IT MEAN TO BE TWICE-EXCEPTIONAL?  There is no federal definition for a twice-exceptional learner.  How could this cause a problem?  Basically, twice-exceptional learners are children with disabilities and giftedness.  Two of the most common forms of twice-exceptionality are students who are gifted with a SLD or a student who is gifted with ADHD.  Most common learning difficulties associated with twice exceptionality:  Dyslexia  Dyspraxia  Dyscalculia  ADHD  Fetal Alcohol Syndrome  Autism  Central-processing disorder

3. IDENTIFICATION  Identification procedures are complex for these students because they must be assessed in both areas.  Students are usually identified as one or the other first.  There are approximately 3 million academically gifted students in k-12 in American classrooms.  There are approximately 6 million students served under IDEA. It is estimated that about 6% of these students are twice-exceptional (U.S. Department of Education, 2002)

4. COGNITIVE NEEDS OF TWICE-EXCEPTIONAL  These students may exhibit inconsistent academic performance.  Teachers expect gifted students to perform well in all academic areas.  Teachers often focus on just one area of the twice-exceptionality.  Teacher’s should praise student’s for the things they do well. They should differentiation for disability and giftedness.  Asynchronous development is very common in this population.  Strong sense of curiosity but little productivity  Reinforce completed products  Difficulty concentrating  Disorganization is common

5. WHAT IS AN IEP  Every student with a disability in special education is required by law to have an IEP (Individualized Education Program).  An IEP is an education plan that is individualized to each student’s specific learning needs. The plan outlines accommodations the student needs, present levels of performance, and goals and objectives for the school year.  What does an IEP look like?  http://www.mde.k12.ms.us/docs/sped-information-page/iep-form-2014-07-01- final79855D183B5D.docx?sfvrsn=2 http://www.mde.k12.ms.us/docs/sped-information-page/iep-form-2014-07-01- final79855D183B5D.docx?sfvrsn=2

6. SOCIAL NEEDS OF TWICE-EXCEPTIONAL  Often feel out of sync with same age peers  Have difficulties forming friendships  Peer bullying  Difficulty with normal social etiquette  Anxiety in social situations and withdrawal

7. HOW CAN WE HELP FLOURISH SOCIAL DEVELOPMENT  Directly teaching basic social skills  Social stories  Role-playing  Provide opportunities for students to work with other students with similar interests  Guard against peer bullying  Create friendship groups  Encourage students to participate in extra-curricular activities  Teach self-advocacy skills

8. EMOTIONAL NEEDS OF TWICE-EXCEPTIONAL  It is extremely frustrating for these learners to deal with both exceptionalities.  Face unrealistic expectations set by themselves and others  At risk for depression  Often have low self-esteem  Experience great anxiety because of perfectionism  Pessimistic

9. HOW CAN WE HELP WITH EMOTIONAL DIFFICULTIES  First, identify students with emotional issues.  Students need help understanding and accepting their strengths and weaknesses.  Help perfectionists understand that mistakes are a part of the learning process.  Promote success as the result of effort, not ability.  Teach stress relief and calming techniques.  Teach students how to set goals that are realistic.

10. BEHAVIORAL NEEDS OF TWICE EXCEPTIONAL  Seems to lack motivation  Tendency to daydream  Acts immaturely  Difficulty managing change  Aggression or withdrawal  Impulsive

11. HOW CAN WE HELP WITH BEHAVIORAL NEEDS  Keep students engaged  Reinforce students for work done well  Teach self-management skills and impulse control  Give students proper time to adjust to change  Give students a break when needed  Walk and talk  Stress balls and other sensory outlets  time-outs from stressful situations

12. IS THERE A DIFFERENCE BETWEEN TWICE- EXCEPTIONAL BOY AND GIRLS? What do you think?

13. CHARACTERISTICS OF TWICE-EXCEPTIONAL GIRLS  Sensitive to public perceptions  Greater need for social acceptance  Social and coping skills are well developed  Parental perception is less demanding and educational performance is less important to parents  Bossy and constant talking  Teacher pleasing  Cattiness and discounting the success of others  Constantly busy

14. CHARACTERISTICS OF TWICE-EXCEPTIONAL BOYS  Plays classroom clown  Acts aggressively  Poor impulse control  Indulges in disruptive classroom behavior  Matures late

15. TWICE-EXCEPTIONAL INTERVENTION PROGRAM Step 1: Identify the twice-exceptional student Step 2: Analyze specific needs (Every student will have different needs. The ones discussed in this PowerPoint aren’t all inclusive, and there are some characteristics and needs that are not listed.) Step 3: Eradicating learned helplessness Step 4: Design an individual program

16. AN EXAMPLE OF A PERSON WHO IS TWICE- EXCEPTIONAL  https://www.youtube.com/watch?v=cpkN0JdXRpM https://www.youtube.com/watch?v=cpkN0JdXRpM  https://www.youtube.com/watch?v=YeWks6cgJ-k https://www.youtube.com/watch?v=YeWks6cgJ-k

17. REFERENCES  "Equity in Gifted/Talented (G/T) Education." Equity in Gifted/Talented Education. Texas Education Agency, n.d. Web. 19 July 2015.  Hill, Frances. The Hidden Gifted: Meeting the Needs of Gifted Students with Learning Disabilities. Hawthorne, NJ: Educational Impressions, 2007. Print. Teaching Gifted Learners Book B.  Ralabate, Patti, ed. "The Twice-Exceptional Dilemma." Prairie Schooner 10.3 (2006): 235-36. Web.  Trail, Beverly A. Twice-exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students. Waco, TX: Prufrock, 2011. Print.