1. Twice Exceptional, Twice Ignored? J. Dusteen Knotts, Western Kentucky University Ava Fergerson, Western Kentucky University

2. Twice Exceptional Students Outcomes: 1. 1. Define who are twice-exceptional learners? 2. 2. What state law or policy addresses twice-exceptional students? 3. 3. How would instruction for the 2e student look different from typical special education students or typical gifted students? 4. 4. What are effective methods to use with the 2e learner? 5. 5. What should be done in teacher preparation programs to address these needs?

3. Questions to think about Who are twice-exceptional or 2e learners? What would you predict?Who are twice-exceptional or 2e learners? What would you predict? Who should teach them?Who should teach them?

4. Twice Exceptional Students Outcomes: 1. 1. Define who are twice-exceptional learners? 2. 2. What state law or policy addresses twice-exceptional students? 3. 3. How would instruction for the 2e student look different from typical special education students or typical gifted students? 4. 4. What are effective methods to use with the 2e learner? 5. 5. What should be done in teacher preparation programs to address these needs?

5. Where are they now?

6. Attributes??? Extreme discrepancies in Academic performanceExtreme discrepancies in Academic performance Spikes in test scoresSpikes in test scores Severe differences in Verbal and non-verbalSevere differences in Verbal and non-verbal Exceptional creativity and imaginationExceptional creativity and imagination Exceptional knowledge in selected areasExceptional knowledge in selected areas Areas where the student excelsAreas where the student excels

7. …. Strong in logical and abstract reasoningStrong in logical and abstract reasoning Artistic abilities in music, art, movementArtistic abilities in music, art, movement Handwriting difficult to read but they can read itHandwriting difficult to read but they can read it Weakness in simple recall skills (word recognition, math facts, decoding skills, etc.)Weakness in simple recall skills (word recognition, math facts, decoding skills, etc.) Strong vocabulary skillsStrong vocabulary skills Hypersensitivity and emotional reactionHypersensitivity and emotional reaction High levels of self criticismHigh levels of self criticism

8. … Often does not complete workOften does not complete work Highly distractibleHighly distractible Struggles with easy tasks but excels in higher level tasksStruggles with easy tasks but excels in higher level tasks

9. comorbidity Greater intensity Greater intensity CuriosityCuriosity Shift in focusShift in focus Intense focusIntense focus Trait Inhibition Trait Inhibition When one trait hides the otherWhen one trait hides the other Emergence of a New Trait Emergence of a New Trait Emotional or behavioral manifestations not typically found in giftedEmotional or behavioral manifestations not typically found in gifted

12. New Paradigm © 2007 by Coleman & Shah-Coltrane

13. 2eCoP National Definition Twice exceptional (2e) individuals evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; each may mask the other so that neither is recognized or addressed. Twice exceptional (2e) individuals evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; each may mask the other so that neither is recognized or addressed.

14. Twice Exceptional Students Outcomes: 1. 1. Define who are twice-exceptional learners? 2. 2. What state law or policy addresses twice- exceptional students? 3. 3. How would instruction for the 2e student look different from typical special education students or t typical gifted students? 4. 4. What are effective methods to use with the 2e learner? 5. 5. What should be done in teacher preparation programs to address these needs?

15. state law and policy state law and policy State Directors of Special Education State Directors of Special Education State Directors of Gifted Education State Directors of Gifted Education State Education law State Education law State Policy State Policy All States have special education law. All States have special education law. How many have gifted education law? How many have gifted education law?

16. States That Require Gifted Education Administrators (n=40) 2014-2015

17. Results OF 2E LAW OR POLICY Document Search and /or survey responses ( 50 states)Document Search and /or survey responses ( 50 states) The term twice-exceptional The term twice-exceptional Law for 12 states Law for 12 states Law and Policy for 5 states Law and Policy for 5 states Policy for 7 states Policy for 7 states The term 2e definedThree StatesThe term 2e definedThree States Colorado, Pennsylvania and North Carolina

18. Twice Exceptional Students Outcomes: 1. 1. Define who are twice-exceptional learners? 2. 2. What state law or policy addresses twice-exceptional students? 3. 3. How would instruction for the 2e student look different from typical special education students or typical gifted students? 4. 4. What are effective methods to use with the 2e learner? 5. 5. What should be done in teacher preparation programs to address these needs?

19. Differences in Disabilities & 2E 2E learners show:2E learners show: Discrepancies in achievementDiscrepancies in achievement Areas of great talent and areas of great weaknessAreas of great talent and areas of great weakness Compensating strategiesCompensating strategies

20. Differences in disabilities & 2E Challenges of 2E are that of a disability Poor memory of isolated factsPoor memory of isolated facts Difficulty reading, writing, spellingDifficulty reading, writing, spelling Struggles with simple facts (addition, multiplication)Struggles with simple facts (addition, multiplication) Strengths of 2E are that of giftedness Excellent comprehensionExcellent comprehension Excellent verbal skillsExcellent verbal skills Capable of complex, conceptual problemsCapable of complex, conceptual problems

21. Twice Exceptional Students Outcomes: 1. 1. Define who are twice-exceptional learners? 2. 2. What state law or policy addresses twice-exceptional students? 3. 3. How would instruction for the 2e student look different from typical special education students or typical gifted students? 4. 4. What are effective methods to use with the 2e learner? 5. 5. What should be done in teacher preparation programs to address these needs?

22. Research Research peer-reviewed articles See handout

23. Effective Methods Differentiation: Differentiation: a style of thinking, planning, and teaching in order to meet the specific needs of a student Why is it important? How to differentiate: 1. 1.Materials 2. 2.Process 3. 3.Product   Goal of differentiation is to move from dependence to independence.

24. Differentiation Materials Process Products MaterialsMaterials  What accommodations does the student need? Multiple textsMultiple texts Computer or tabletComputer or tablet Varied resourcesVaried resources

25. Materials Process Product ProcessProcess  How can you vary assignments to best promote the individual’s learning? Use interactive methodsUse interactive methods Incorporate the arts! Proven method.Incorporate the arts! Proven method. Scaffold assignmentsScaffold assignments Find out what the student is interested inFind out what the student is interested in

26. Materials Process Product ProductProduct  What is the most effective way to asses the student’s knowledge? Use varied modes of expressionUse varied modes of expression Foster higher-order thinkingFoster higher-order thinking Use self and peer evaluationUse self and peer evaluation  MUST teach self advocacy!  Importance of asking the student what their needs are

27. Strengths-based Instruction What is the root of all of this?  Strengths- Based InstructionWhat is the root of all of this?  Strengths- Based Instruction  Allows students to demonstrate strengths without the interference of weaknesses Image by Coleman 2015Image by Coleman 2015 Develop the Gift/ Ability Manage the disability

28. Twice Exceptional Students Outcomes: 1. 1. Define who are twice-exceptional learners? 2. 2. What state law or policy addresses twice-exceptional students? 3. 3. How would instruction for the 2e student look different from typical special education students or typical gifted students? 4. 4. What are effective methods to use with the 2e learner? 5. 5. What should be done in teacher preparation programs to address these needs?

29. Currently Special Education Gifted Education Twice-Exceptional Education General Education

30. How does this Change? Parents and AdvocatesParents and Advocates Law and policiesLaw and policies Research and RecognitionResearch and Recognition Look at current modelsLook at current models Change in teacher preparation programsChange in teacher preparation programs Co-teaching, collaboration, cross trainingCo-teaching, collaboration, cross training

31. Twice Exceptional Students Outcomes: 1. 1. Define who are twice-exceptional learners? 2. 2. What state law or policy addresses twice-exceptional students? 3. 3. How would instruction for the 2e student look different from typical special education students or typical gifted students? 4. 4. What are effective methods to use with the 2e learner? 5. 5. What should be done in teacher preparation programs to address these needs?

32. Video Observe with educated eyes and pay attention to vocabulary, expressions, focus, and the child’s reaction to the audience.Observe with educated eyes and pay attention to vocabulary, expressions, focus, and the child’s reaction to the audience. https://www.youtube.co m/watch?v=JoBxFfz4D ko

33. Thank you jdusteen.knotts@wku.edu jdusteen.knotts@wku.edu