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Fact Sheet for Virginia’s Professionals Working with Families

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Fact Sheet for Virginia’s Professionals Working with Families

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Browse our collection of Twice Exceptional books here:

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Browse our collection of Twice Exceptional books here:

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Twice Exceptional Learners-FRC Youtube Playlist

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Twice Exceptional Learners-FRC Youtube Playlist

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For more information, check out the Digital Resource Collections from the FCPS Parent Resource Center: Colecciones de Recursos Digitales (español) * Aprendo ...

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Characteristics and Needs of Twice Exceptional (2e) Learners

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Building Family and School Partnerships for Twice Exceptional (2e) Students K-12

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Building Family and School Partnerships for Twice Exceptional (2e) Students K-12

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Building Family and School Partnerships for Twice Exceptional (2e) Students K-12

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For more information, check out the Digital Resource Collections from the FCPS Parent Resource Center: Colecciones de Recursos Digitales (español) * Aprendo ...

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Understanding the Nature and Needs of Twice Exceptional 2e Students

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Understanding the Nature and Needs of Twice Exceptional 2e Students

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Understanding the Nature and Needs of Twice Exceptional 2e Students

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Supporting Teaching Twice Exceptional Students Toolkit Strategies 

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Supporting Teaching Twice Exceptional Students Toolkit Strategies 

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Twice-exceptional (2e) learners are students who have the ability to think, reason, and problem-solve at very high levels, and they also have special education needs.

FCPS wants to provide 2e students with classroom settings that recognize and encourage their intellectual strengths. At the same time, FCPS aims to offer these students flexible instruction and accommodations designed to support their areas of need. For example, teachers may:

provide extra help with planning and organization,

modify learning materials and/or environments,

offer flexible timelines, or

provide alternative learning experiences.

These practices help the 2e learner successfully access the many advanced learning opportunities that Fairfax County Public Schools (FCPS) offers.

FCPS and the 2e Learner

Over the past several years, FCPS has made an effort to raise teacher, parent, and student awareness about some of the typical characteristics of 2e students. As a school district, FCPS designs class instruction to respect the strengths and learning styles of 2e students.

The Advanced Academic Programs staff works closely with the Special Education staff to ensure that 2e students are supported by the very best research-based practices and interventions. As a result, 2e learners are finding success at all levels of advanced academic programs.

Professional Development

Because we are a very large school district, we use multiple venues for providing professional development and support to schools and teachers. Our workplace training includes:

teacher training courses offered through the FCPS Academy,

professional presentations to school staff, and

workshops delivered at FCPS's several advanced academic institutes throughout the year.

Families and School Partnership

We recognize the critical role parents play in helping schools meet the needs of 2e learners. We encourage parents to reach out and establish positive partnerships with their local schools. It takes the expertise of many people to problem-solve and find out what works best for each unique 2e learner.

The goal is to help our 2e students develop self-understanding. Recognizing which strategies and supports help them best learn is the critical first step towards encouraging each child to become his or her own advocate and to take ownership of academic success.

Identifying and serving 2e learners is a complex task that requires commitment and support on multiple levels. FCPS wants to make sure that every child who has the capacity to succeed in advanced academic programs is able to access the programs, accommodations, and support necessary to realize his or her potential.

FCPS Recommended Resources

We recommended the following resources for parents or school staff who support 2e learners.

Who are 2e Learners?

Resources for Parents and Schools

Virginia Department of Education Resource

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Twice-exceptional (2e) learners are students who have the ability to think, reason, and problem-solve at very high levels, and they also have special education needs. FCPS wants to provide 2e students with classroom settings that recognize and encourage their intellectual strengths.

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Affirming the neurodiversity of all students

Introduction

At Fairfax County Public Schools (FCPS), we affirm the neurodiversity of all students through promoting positive self-concept, leveraging and nurturing strengths, and universally designing learning environments that center students' lived experiences, abilities, and identities. Every individual is neurodiverse from one another as we all think, behave, feel, perceive, communicate, self-regulate, and learn in different ways due to our unique biological makeup, experiences, and identities. All of these different ways of being are value neutral, meaning that there is not one 'correct' or 'right' way of functioning.

FCPS is committed to a strengths-based approach, centering human variability at the forefront of our decision-making processes and design practices so that all students have equitable opportunities and access to a quality education. This includes removing or minimizing barriers, providing scaffolds and supports to meet students' needs, building mindsets that drive inclusive language and address biases, and promoting spaces of belonging. FCPS believes it is critical to honor and understand different forms of communication, expression, and cognition so that all students and staff feel seen, safe, and heard.

"When a flower doesn't bloom you fix the environment in which it grows, not the flower." -Alexander den Heijer

What is neurodiversity, neurodivergent, and neurotypical?

Neurodiversity is the infinite variation in human cognitive functioning (learning, thinking, perception, communicating, feeling, etc.) due to individuals' unique brain wiring, experiences, and ways of being. Every human on our planet is neurodiverse as we all think, behave, feel, perceive, and learn in different ways that are entirely unique to each individual (Singer, 2017). Neurodiversity is the umbrella term used to signify that all people process information and interact with the world around them in different ways, and includes those with neurological differences from what is neurotypical, known as neurodivergent.

Neurotypical and neurodivergent are identities and non-medical terms to represent different types of human neurocognitive function. Just as with any other identity within the diversity of human beings, one way of being is not better or worse than another.

Neurotypical means having a style of neurocognitive functioning that falls within the dominant societal standards of what is perceived to be normal or most commonly occurring.

Neurodivergent means having a style of neurocognitive function that diverges from what is considered typical. Neurodivergences are natural genetic and/or environmentally driven differences in neurocognitive functioning, and manifest differently in human beings due to the continuum of experiences. Individuals may process information, communicate, and/or experience the world differently than what is neurotypical. According to the National Institutes of Health (NIH), an estimated 15-20% of the world's population exhibits some form of neurodivergence (Division of Cancer Epidemiology & Genetics, 2022; Doyle, 2020). Neurodivergences are represented through medical conditions or diagnosis, can exist when a condition or diagnosis has not been identified, and may have one or multiple. A few examples of neurodivergences are Autism, dyslexia, ADHD, Generalized Anxiety Disorder, PTSD, and more.

The neurodiversity paradigm and disability movement both play critical roles in advocating for and advancing social justice efforts for individuals who have been marginalized. A person with a disability is defined by the Americans with Disabilities Act (ADA) as, "an individual who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment."

It is critical that all students have access to Tier 1 instruction , which includes evidence-based high quality core instruction and differentiated instruction with additional supports as needed, to access the general education curriculum.

If a neurodivergent student has been identified as having a disability, they may require accommodations, and/or specially designed instruction, and/or related services through special education services or Section 504 to remove barriers and access their general education.

"The barrier is in the environment, not the learner." (CAST, 2022)

Alignment to the Strategic Plan and Educational Equity Policy

The neurodiversity equity work aligns to the FCPS Strategic Plan 2023-30 four pillars of differentiated and culturally responsive learning environments; vibrant home, school, and community partnerships; diverse, adaptive, and supported workforce; and a culture of equity, excellence, and accountability. Additionally, this work supports the FCPS Strategic Plan's goals and equity commitments.

The FCPS Equity Policy centers students' strengths and needs and elevates urgency for those students who have been underserved.

FCPS, Equity, and Cultural Responsiveness

The Equity Office is committed to fostering a responsive, caring, and inclusive culture where all feel valued, supported, and inspired to thrive within FCPS. Leading the charge is the Equity and Cultural Responsiveness (ECR) Team , which includes the Neurodiversity Specialist. The ECR Team actively challenges deficit narratives and status quo in order to transform beliefs, practices, and systems that sustain inequities. Their role includes supporting the implementation of the Strategic Plan and Equity Commitments, as well as facilitating the creation of educational environments that meet the diverse needs of students, staff, and families. This team:

Supports division-wide capacity building and learning.

Works with schools and departments to make sure all FCPS employees have the knowledge, skills, dispositions, and tools needed to demonstrate cultural responsiveness when supporting students, staff, and families.

Supports region leadership, coaches, and principals.

Serves on system-wide collaborative teams.

Provides direct learning support for both instructional and operational employees.

This website will function as a living document as the work evolves and is responsive to our students, staff, community. As a collective unit, various departments, offices, and schools across our division will engage in the shared responsibility of developing, implementing, and sustaining neurodiversity-affirming practices for students and staff.

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FCPS affirms the neurodiversity of all students through promoting positive self-concept, leveraging and nurturing strengths, and universally designing learning environments that center students' lived experiences, abilities, and identities.

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Basic Facts about the Gifted and Academically Talented

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Basic Facts about the Gifted and Academically Talented

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Advanced Academics Identification and Placement

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Advanced Academics Identification and Placement

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Advanced Academics Identification and Placement

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Learn about the referral and screening and selection process for full-time (Level IV) and school-based (Levels II-III) Advanced Academic Programs.

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Meeting the unique needs of our students with disabilities.

Family Resource Center

Our Family Resource Center (FRC) offers free webinars, consultations, a lending library, and resources to help adults support the success of all students, including those with learning challenges, special needs, and disabilities.

Family Resource Center (FRC)

FRC YouTube Channel

The Family Resource Center (FRC) YouTube Channel includes videos of workshops and webinars for families and educators to support student success.

FRC YouTube Channel

Need a copy of your student record? Request a transcript.

This site requires JavaScript to be enabled in order to run.

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Programs and services that meet the unique needs of students with disabilities.

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Section 504 of the Rehabilitation Act of 1973 covers any student who has, has a record of, or is regarded as having, a physical or mental impairment that substantially limits one or more major life activities.
This site requires JavaScript to be enabled in order to run.

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Section 504 of the Rehabilitation Act of 1973 covers any student who has, has a record of, or is regarded as having, a physical or mental impairment that substantially limits one or more major life activities.

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K-12 LEARNING ACCELERATION GRANTS:

Please Note: VDOE has received the maximum number of applications for K-12 Learning Acceleration Grants the department is able to process at the program's current funding level. Additional applications for grants will be accepted if more funds become available for the program.

Parents/Tutors/Vendors: For assistance with K-12 Learning Acceleration grants, please contact Class Wallet at help@classwallet.com or 1-877-969-5536. Class Wallet has expanded their call/help center to respond to most inquiries within 48 hours.

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Teaching, Learning & Assessment " Specialized Instruction

News & Announcements

New 2022 Twice Exceptional Toolkit

The Supporting Teaching Twice Exceptional Students Toolkit Strategies (PDF) document is now available.

Overview

School divisions are required to identify gifted K-12 students and provide instructional services to meet their needs. The Virginia Board of Education adopted the Regulations Governing Educational Services for Gifted Students (PDF), which outline the requirements that school divisions need to include in their local plan for gifted education. Each school board approves a comprehensive plan for the education of gifted students that includes the components identified by the regulations. In addition, school divisions are required to submit a copy of their approved plan at the time of the VDOE's request for a technical review.

Information related to gifted education services is reported annually to the Virginia Department of Education by each school division. The information is combined to produce a statewide annual report which includes student demographics, program service options, and gifted education teacher or program administrator data. At the state level, the Virginia Advisory Committee for the Education of the Gifted (VACEG) provides guidance to the Board of Education and Superintendent of Public Instruction about the educational needs of gifted students.

Local Plan for the Education of the Gifted

Division school boards are required by 8 VAC 20-40-60A to approve a comprehensive Local Plan for the Education of the Gifted that includes the components identified in the regulations. Each school division has a gifted education coordinator assigned the responsibility of overseeing the implementation of the local gifted plan. Each year, the VDOE conducts a technical review of local gifted plans, reviewing each school divisions' gifted plan every five years.

VDOE & VACEG Publications

External Websites

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Gifted Education | Virginia Department of Education

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K-12 LEARNING ACCELERATION GRANTS: Please Note: VDOE has received the maximum number of applications for K-12 Learning Acceleration Grants the department is able to process at the program's current funding level. Additional applications for grants will be accepted if more funds become available for the program.

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We are moving into Virginia. How will my child's previous identification as a gifted student be handled?

Each school division in Virginia establishes procedures for the identification of gifted students and for the delivery of services to those students, consistent with the Regulations Governing Educational Services for Gifted Students. In order to have your child assessed, you will need to complete a referral. It would be helpful if the information from the previous school was provided with the referral. Your child's strengths and abilities may be assessed by an identification committee, according to the division's approved procedures. For further information, contact your child's principal, teacher, or school counselor.

Why don't gifted students have IEPs and other safeguards similar to special education students?

Federal law establishes policies and procedures for special education, but gifted education policies and procedures are established by state law.

What is the difference between screening and referral?

Screening is the annual process of reviewing existing, generally available, or specifically designated data for all students to determine whether students should be referred for identification for gifted services.

Referral is a direct procedure that enters a student into a school division's identification process. Referral of a student requires the school division to administer all assessments and reach an eligibility decision as specified in the division's approved local plan for the education the gifted. Referrals may be offered by parents, teachers, community members, administrators, peers, or the student him or herself.

Why are identification procedures and services different from division to division?

Virginia law allows school divisions to establish gifted education policies and procedures according to the needs and interests of the local division. Divisions may choose to provide either General Intellectual Aptitude or Specific Academic Aptitude programs. While these areas of giftedness are both academic, they serve different kinds of learners.

What do I do if I disagree with the decision of the identification committee?

Parents and school personnel may appeal the decision of the committee by following the procedure established by the division, usually by submitting a letter to the local gifted education coordinator or to the principal of the school.

Who can appeal an identification or placement decision?

An appeal may be made by parents or guardians, and school personnel, including school counselors, teachers, and principals.

What is a cut-off score? How are cut-off scores determined?

Eligibility decisions must be based on multiple criteria which may include scores on valid and reliable tests or assessments. Tests and other measures are ranked or scored according to the procedures established by the division and approved in the local plan. No single criterion shall be used in determining students who qualify for, or are denied access to, programs for the gifted.

What requires a division to have a gifted education program?

Gifted education programs are required by Virginia law, as specified in Virginia Administrative Code, 8VAC20-40-10 through 8VAC20-40-70.

How are gifted programs funded?

The Commonwealth of Virginia provides each locality with an apportioned share of funds to support local program services, based on that locality's total student enrollment.

How much additional money does my division receive for programs for the gifted?

The money is apportioned according to guidelines in the Standards of Quality, and must be matched with a prescribed amount of local funds.

How may those funds be spent?

State funds administered by the Department of Education and local matching funds may be used to support only those activities identified in the school division's approved local plan for the education of the gifted.

What is a "local match"?

School divisions are required to match state funds with local funds based on the composite index (ability to pay) formula.

What is a local advisory committee?

Each school board must appoint members to a local advisory committee. This committee is composed of parents, school personnel, and other community members. The purpose of this committee is to advise the school board and the division superintendent of the educational needs of all gifted students in the division, and to review the implementation of the Local Plan for the Education of the Gifted.

What are the responsibilities of the local advisory committee?

The committee conducts an annual review of the local plan for the education of gifted students, including revisions, and determines the extent to which the plan was implemented for each school year. The recommendations of the advisory committee must be submitted in writing to the division superintendent and to the school board.

What is "appropriately differentiated curriculum and instruction?"

"Appropriately differentiated curriculum and instruction" means curriculum and instruction adapted or modified to accommodate the accelerated learning aptitudes of identified students in their areas of strength. Such curriculum and instructional strategies provide accelerated and enrichment opportunities that recognize gifted students' needs for

(i) advanced content and pacing of instruction;

(ii) original research or production;

(iii) problem finding and solving;

(iv) higher level thinking that leads to the generation of products; and

(v) a focus on issues, themes, and ideas within and across areas of study. Such curriculum and instruction are offered continuously and sequentially to support the achievement of student outcomes, and provide support necessary for these students to work at increasing levels of complexity that differ significantly from those of their age-level peers.

How are teachers selected for work with gifted students?

Localities develop specific procedures to select administrative and teaching staff to deliver services to gifted students. Teacher selection may be based on a demonstrated ability to create and carry out flexible, differentiated, and enriched curricular experiences which are suited to the gifted students' needs, or other criteria established by the school division.

What training is required for teachers?

The Regulations Governing Educational Services for Gifted Students (PDF) require that school divisions provide professional development based on the teacher competencies outlined in 8VAC20-542-310 related to gifted education. Each school division specifies the required annual training expected of personnel. This training or professional development should include, but not limited to, classes offered by the division, courses at a local university or college, conference attendance, and options tailored to meet the needs of the specific educator or group of educators. Teachers of the gifted may also choose to complete the coursework to obtain an add-on endorsement in gifted education.

How are high school students provided with differentiated instruction?

The delivery of services for high school students, as specified in the school division's local plan, may include options such as:

Differentiation in the regular classroom

Honors or advanced level courses, such as Advanced Placement, Cambridge, or International Baccalaureate (IB) courses, that are differentiated for gifted learners

Seminars and special workshops

Mentorship's

Independent study

Counseling sessions

Access to secondary level specialized programs (i.e., Academic-Year Governor's School)

Access to dual-enrolled classes with colleges and universities

How are students selected for participation in Governor's Schools?

The Academic-Year Governor's Schools are established as "joint schools" by Virginia school law. As such, they are typically managed by a regional governing board of representatives from the school boards of each participating division. The regional governing board is charged with developing policies for the school including the school's admissions process. While these processes differ from school to school, all applicants are assessed using multiple criteria by trained evaluators who have experience in gifted education and the focus area of the specific Academic-Year Governor's School.

Any Virginia gifted tenth- or eleventh-grade student may apply for the Summer Residential Governor's Schools. Applications are made available in October through a Superintendent's Memo, and copies are sent to high school guidance departments of public and private schools, as well as each school division's gifted education coordinator. Each school division has a specific number of nominations it may send to the Virginia Department of Education. Nominations may be made by teachers, school counselors, peers, or by the students themselves. A school or division selection committee chooses the nominees from each school or division and forwards the nominees to a state committee. Consideration is given to students' academic records, test scores, extra-curricular activities, honors, and awards, creativity, original essays, and teacher recommendations. Students applying for the Visual and Performing Arts Summer Residential Governor's School participate in a statewide adjudication where they audition or present portfolios for review before a pair of professionals in the specific arts field. Because of the limited number of residential placements available, not all students who are nominated by their schools can be accepted for participation.

Gifted students may apply for the regional summer school in their area. The Summer Regional Governor's School director and the local planning committee with representatives from the participating school divisions at each regional site establish nomination and selection procedures.

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Frequently asked Questions about Gifted Education | Virginia Department of Education

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Each school division in Virginia establishes procedures for the identification of gifted students and for the delivery of services to those students, consistent with the Regulations Governing Educational Services for Gifted Students. In order to have your child assessed, you will need to complete a referral.

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Twice Exceptional (2e) Learners and Dyslexia

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Twice Exceptional (2e) Learners and Dyslexia

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Research indicates that between 2-5% of all students are identified as being gifted and having a disability (Dix & Schafer, 1996; Whitmore, 1981). The largest subgroup of twice-exceptional students is specific learning disability with giftedness (National Association for Gifted Children, Twice-Exceptionality White Paper). In turn, the most prevalent disability under the category of specific learning disability is dyslexia. Thus, most students who have been identified as twice exceptional are gifted students with dyslexia.

CHALLENGE OF IDENTIFICATION

Giftedness masks dyslexia and dyslexia masks giftedness. In the early grades, the twice exceptional student often presents with creativity, reasoning, critical thinking and strong oral language skills, while at the same time, he or she may experience difficulties learning letters and sounds and developing automatic decoding and spelling skills. Often one profile (the profile of strengths or the profile of difficulties) is recognized and not the other. See the printable document, "Signs of Dyslexia" to see these possible strengths and challenges presented alongside one another for each stage of a student's education.

FCPS offers a continuum of advanced academic services for students K-12 that builds upon students' individual strengths and skills and maximizes academic potential for all learners. To learn more visit Advanced Academic Programs.

MYTHS ABOUT TWICE EXCEPTIONAL STUDENTS
Myth: Twice exceptional students can compensate and succeed without added support.
Teachers are often concerned that providing interventions or accommodations for a twice exceptional learner is unnecessary. In fact, some teachers may be concerned that providing additional support to these students might not be fair to other students who are not receiving the interventions or accommodations, because it can lead the twice exceptional learner to outperform his or her peers. This requires a lot of discussion on the importance of a student-centered approach to education in which every student is treated individually and receives whatever he or she needs in order to reach his or her potential.

A gifted learner who is provided with special education services or accommodations as dictated by his or her needs may indeed perform at higher levels than a typically achieving student who is not receiving either category of services. Accommodations or specialized instruction for a twice exceptional learner are intended to provide him or her access to the appropriate advanced level of instruction and means to demonstrate understanding without the interference of a disability.
Myth: Twice exceptional students can and should do more work.
Simply assigning more work at the same level does not lead to greater levels of learning. For a student eligible for both Advanced Academic services and special education services for dyslexia, an increased reading and writing workload can actually interfere with their access to rich learning opportunities.

Gifted students should not simply be given MORE work; they should be given more rigorous work: meaningful, engaging, complex tasks that require critical and creative thinking. Students with dyslexia should be supported so that their weaknesses in decoding or spelling do not prohibit them from full, active participation in these tasks.

Increased academic rigor may include four elements: Concept-based curriculum, Problem-based learning; Students working as experts; and Problem Solving.
Myth: Twice exceptional students should be self-motivated learners.
There are many social emotional impacts of dyslexia that can affect a student's self-esteem, interfere with the willingness to take academic risks, or decrease the motivation to learn, even if a student is also eligible for Advanced Academic services. If learning has been overly associated with reading and writing rather than other forms of inquiry, a student may be perceived as being unmotivated or lazy behavior.

For a twice exceptional learner with dyslexia, the home and school contexts may offervery different opportunities and reveal distinct needs, which is one reason why home-school communication is so vital. We encourage families and educators (both special education and gifted educators) to establish a partnership. It takes the expertise of numerous individuals to problem-solve and find out what works best for each student. See "Families and Schools as Partners" for more information.

A focus on a growth mindset and on developing executive functioning skills is doubly important. First, it can help these students overcome the social emotional barriers dyslexia has introduced. Learn more in the section entitled, "Social Emotional Impacts of Dyslexia."

The ultimate goal is for the student to work toward self-understanding, as this is the most powerful route towards self-advocacy and success. Finding and serving twice exceptional learners is a complex task that requires commitment and support on multiple levels to ensure that every student who has the capacity to succeed in advanced academic programs has access, accommodations, and support. See the section entitled, "Student Voice and Self-Advocacy" for more information.

Although twice exceptionality can pose particular challenges, schools are required to provide students who are identified as twice exceptional with the appropriate services they require to achieve. Gifted students may qualify as having a disability and be eligible for an IEP or sometimes a Section 504 plan.

REFERENCES

Dix, J., & Schafer, S. (1996). From paradox to performance: practical strategies for identifying and teaching GLD students. Gifted Child Today, January/February, 22-31.

Everatt, J., Ovampo, D., Veii, K., Nenopoulou S., Smythe I., al Mannai, H., & Elbeheri G. (2010). Dyslexia in biscriptal readers. In N. Brunswick, S. McDougall, & P. de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 221-245). Hove, East Sussex: Psychology Press.

National Association for Gifted Children. Twice Exceptionality White Paper. Retrieved from the World Wide Web on 1/30/2017 from https://www.nagc.org/sites/default/files/Position%20Statement/twice%20e...

Youman, M. (2012). Dyslexia in different languages and English language learners. In N. Mather & B. J. Wendling, Essentials of dyslexia: Assessment and intervention (pp, 223-240). Hoboken, NJ: John Wiley & Sons.

Whitmore, J.R. (1981). Gifted children with handicapping conditions: A new frontier. Exceptional Children, 48, 106-114.

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Twice Exceptional (2e) Learners and Dyslexia

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Some students who have been identified as 2e are gifted students with dyslexia.

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Supporting Twice-Exceptional (2e) Students with Autism Spectrum Disorder

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Supporting Twice-Exceptional (2e) Students with Autism Spectrum Disorder

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Twice-exceptional (2e) students diagnosed with Autism Spectrum Disorder (ASD) have high abilities. But they may also have challenges with, for example, interacting with others.

Each student with ASD is unique and may need individualized help. Listed below are some common challenges of 2e students with autism. Being aware of these challenges can help schools and teachers offer supports.

Social Interactions

Good social interaction requires recognizing the emotions of yourself and others, then responding in a socially acceptable manner. This process can be challenging for a student with ASD in many situations, such as during the following:

instructional time,

unfamiliar or unstructured situations (e.g., transitions, lunch, recess, extra-curricular activities), and

when working in groups.

It's important to help 2e students with social skills.

Suggestions for Addressing Social Skills:

Make the classroom a respectful and safe learning space that promotes inclusion and sensitivity to differences.

Use strengths and interests in structured, cooperative learning experiences.

Provide step-by-step directions and strategies to build skills in using social interactions (e.g., age-appropriate social stories, role playing, practice reading and labeling facial expressions and body language, perspective-taking). Capitalize on teachable moments and provide feedback to the student after a social interaction occurs.

Create opportunities for social connection through lunch bunches, clubs, and buddy programs. Practice having social conversations by using conversation starters and teaching turn taking.

Response to Environmental Stimuli

Twice-exceptional students with autism may have difficulty planning, organizing, and completing tasks, as well as with social-emotional regulation.

Suggestions for Addressing Environmental Stimuli:

Teach students strategies to support planning and organizing (e.g., practice routines, time management skills, use charts and calendars, agreed upon nonverbal signals and prompts, model new skills and provide frequent feedback).

Consider options for students who need support processing environmental stimuli (e.g., during lunch, PE, assemblies).

Allow students breaks for self-regulating behaviors, such as fidgeting, pacing, listening to music, or discussing their "off topic" interests.

Positive behavioral support, combined with non-punitive, predictable responses and encouragement, are essential for these students who are working hard to maintain emotional control.

Need for Predictability/Rigid Thinking

Twice-Exceptional students with ASD may be inflexible in their thinking and may have difficulty coping with unexpected events such as changes in schedules.

Suggestions for Addressing Need for Predictability:

Understand that inflexibility may be related to anxiety, not stubbornness. Look for solutions that prevent power struggles.

Some students with autism may benefit from direct, explicit teaching of flexibility skills.

Visual aids with schedules and prompts can help students with transitions and upcoming stressful events.

Provide positive feedback when students demonstrate flexibility.

Anxiety

Twice-exceptional students with ASD may experience anxiety, which can affect classroom performance as much as a learning disability.

Potential sources of anxiety may include a perceived lack of control over the environment, changes in routines, difficulty processing stimuli in the environment, phobias, fear of failure, and past traumatic experiences at school and with peers.

Awareness of potential sources of anxiety and building a student's ability to cope and self-advocate are key for ensuring a student is available for learning.

Suggestions for Addressing Anxiety:

Teach students skills for adapting to change and solving day-to-day problems as they occur (e.g., changes in schedules, assemblies, fire drills).

Provide strategies to support transitions (e.g., timers, visual schedules, visual or verbal cues)

Build student capacity to recognize and respond when feeling anxious (e.g. self-regulation techniques, deep or slow breathing).

Teach students skills to proactively seek assistance and self-advocate.

Severe anxiety may lead to chronic absenteeism, school phobia, school refusal, or dropping out (US Dept. of Ed, 2013-14). Parents and schools should be alert to changes in the 2e student's emotional state and address them as appropriate. School counselors, school psychologists, and school social workers can provide parents with referrals to outside agencies when necessary.

Parents may also wish to consult with their insurance providers and community agencies to find resources.

For additional information, see FCPS Mental Health and Resiliency.

Resources

Dawson, P., & Guare, R. (2018). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: Guilford Press.

Hughes-Lynch, C. E. (2010). Children with high-functioning autism: A parent's guide. Waco, TX: Prufrock Press.

Silverman, S. (2014). School success for kids with high-functioning autism. Waco, TX: Prufrock Press.

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Supporting Twice-Exceptional (2e) Students with Autism Spectrum Disorder

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Learn about understanding challenges and building on strengths for students with autism.

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Twice-Exceptional Kids: Both Gifted and Challenged

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Twice-Exceptional Kids: Both Gifted and Challenged

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Some children are highly gifted in areas such as math, writing or music. Then there are those with challenges that affect learning: They could have ADHD, dyslexia or dyscalculia, or perhaps they're autistic or have sensory processing issues. But there are also kids who fit both categories. They're called twice-exceptional, or 2e, which means that they have exceptional ability and disability. They are gifted in some way but they also face learning or developmental challenges.

Children who are both gifted and challenged can be tough to understand. Gifted kids can use their strengths to compensate for the special need, and in the process mask their learning problems. Or the special needs can mask the giftedness. In some cases, neither the disability nor the giftedness is recognized.

Once 2e kids are identified, it can still be difficult to get the supports these children need in school. If they're in a gifted program, they may be floundering in a certain area. If they're placed in a special-ed program, it may not challenge them, and they may be frustrated and restless. In either case, anxiety, depression, a lack of self-esteem and emotional dysregulation can result, leading to behavior problems.

Why 2e kids are overlooked

One reason twice-exceptional kids are in danger of slipping through the cracks is that their schools are set up to help kids meet grade-level academic skills, and they may be on grade level, despite their challenges.

"Let's take bright kids who have a reading disability," says Adam S. Zamora, PsyD, a neuropsychologist at the Child Mind Institute. "When they're reading, there are words that they don't know how to decode but they use inferential reasoning and their overall cognitive capacity to kind of figure out what the missing word might be. These kids might go under the radar."

They may eventually be diagnosed with a learning disability if they hit a wall when they reach later grades and expectations rise, or they may never receive the diagnosis and support they need.

Then there's the case of a 2e child who may have issues that overshadow his giftedness.

This was the case at first with Jenn Choi 's son, Logan, now 14. His special needs (ADHD and then dyslexia) were identified after he was asked to leave his first preschool for his "behaviors," which included not being able to sit in circle time.

But it wasn't until Logan was turning 5 and had his first neuropsychological assessment that his parents realized his potential, when he scored in a very superior range in visual-spatial thinking, including perception, analysis and synthesis. This can translate into excellence in math, science and engineering.

"It was a big surprise to us that he was really smart," Choi says. And it wasn't until first grade, when he attended an afterschool program at the Quad Mahattan, created for twice-exceptional kids, that she learned the term. Choi now offers a listserve for 2e parents in New York City.

Emotional and behavioral issues

Not having both talents and disability identified can have emotional and behavioral consequences for children.

"They know that they're capable of more and yet something is holding them back, and they can't really figure out why," says Laura Phillips, PsyD, a neuropsychologist at the Child Mind Institute."That's why you often see a lot of frustration and anxiety and even behavioral dysregulation in a lot of these kids."

They may come off as lazy because they're clearly bright but performing poorly in some areas. They may get a lot of criticism from parents and teachers: "You're just not trying on this math!" Their self-esteem suffers and they may experience depression.

Or they seem oppositional to teachers and parents. "Frustrated by their difficulties, they act out in infinite ways, and they get mischaracterized or misunderstood as being oppositional," Dr. Phillips says.

Giftedness can lead to misdiagnosis

Children who are gifted may have behaviors that look like ADHD or autism.

"One of the things we know about gifted children almost universally is that they are intense," says psychologist James T. Webb, who specializes in them. "If they're into dinosaurs, they eat, drink, live dinosaurs. If they're into math and factors, they love it. If they're into power struggles or sibling rivalry, it's equally as intense."

This intensity can make sitting in a regular classroom very frustrating. "The research indicates that for most gifted children, from one fourth to one half the regular classroom time is spent waiting for others to catch up," Webb notes. "If you're sitting there and your mind is intensely churning, you're likely to be seen as being off task, fidgety, interrupting others, classic behaviors that would be ADHD-like."

It's also easy to misdiagnose gifted kids as being on the autism spectrum. There's that intensity in interests. Also, "gifted children as a group just seem to be quirkier than other kids," Dr. Webb says.

Gifted kids can also be oversensitive to stimuli, making them avoid bright lights, noise and crowds. The combination of over-excitability and intellectual advancement can make them a bad match for their noisy and boisterous peers. "They just don't play well with others," he says. "They try to structure their world in a rigid way. They have difficulty with being redirected to new tasks. All of these are behaviors are ones you often see on the spectrum."

Of course a child can also be 2e - both gifted and have ADHD or autism.

How to identify 2e children

First, Dr. Webb emphasizes, parents and teachers need to be familiar with the concept of twice exceptionality. "One of the big myths about gifted children is that they will be equally gifted in all areas, or very close to that," he says.

"There really is no universally agreed upon definition of 'gifted' - even with respect to general intellectual ability," Dr. Phillips says, "as giftedness in its truest definition is not limited to intellectual potential, but instead can refer to extraordinary capabilities in creative thinking, specific academic areas, psychomotor functioning, or visual/performing arts." She says she and most school placement decisions use a Standard Score in IQ testing of 130 as the cut-off for gifted intelligence, which would place the child in the top 2 percent of the population.

Experts suggest that when a teacher sees a child who does just okay in some areas, but in one or two areas is a prodigy - or does exceptionally well in all areas except one, where she is lagging - the child should be referred for testing.

The optimal way to pick up on twice exceptionality is through a neuropsychological evaluation.

"Neuropsych evaluations are really the best way to understand a student's full profile of cognitive and academic strengths and weaknesses, and to individualize a curriculum, which really is what these kids need," Dr. Phillips explains. "They might be three grade levels ahead in math, but they might need extra support in reading."

The challenge of educating the 2e child

According to a survey spearheaded by Choi of 503 parents with 2e kids, 254 of whom attend New York City public schools, their biggest challenge is being forced to choose between cultivating the child's intellectual ability and helping with their special-education needs; they are not usually offered at the same time.

One way to try to get the individualized teaching 2e kids need is by being placed in an Integrated Co-Teaching (ICT) class, with one general-education teacher and one special-needs teacher. But if 2e kids are performing at grade level, it can make it difficult to persuade schools that they should provide remediation or accommodations through an Individualized Education Program or a 504 Plan.

Choi says the survey showed parents are told that children in a gifted and talented program can't have an IEP, which is not true. The survey also showed that only 5 percent of the 2e kids had a gifted and talented placement in an ICT classroom.

Should kids be moved to older classrooms for the subjects where they excel? Dr. Phillips says it can be tricky because they don't have the maturity level to handle the homework and social demands. In some cases, parents may opt for private schools, with smaller classes and/or curriculum tailored to a particular student's strengths and weaknesses.

Instead of placing kids in older classes, Dr. Phillips recommends that parents provide a lot of enrichment outside school. One such resource: the Davidson Institute, including its Davidson Young Scholars Program for 2e students. Also, some museums provide weekend programming for gifted students.

How support can help

Getting support can help twice-exceptional children reach their full potential, both in terms of academics and on the emotional front.

When 2e kids are identified and supported, Dr. Zamora says, they can do better in school and have higher self-esteem. "If parents are well informed about what's going on with the kid, if the teachers really understand that this is a bright kid who just has these one or two areas of weakness, it can affect the way the teachers talk to the kid, the way they teach the kid," he says.

Another way to help 2e kids, adds Dr. Phillips, is to let them know it will get easier. "When I work with any sort of learning disability, I tell parents the years from kindergarten through 12 th grade are going to be the hardest years in their kids' lives" because they are required to take all the core subjects. But when they head off to college, they can select the courses in their areas of strength. "After that, they can choose careers that are suited to their strengths again and really shine there as well."

As for Logan, he attended three private schools between kindergarten and the middle of seventh grade, partially for behavioral issues but also because the curriculum wasn't challenging enough for him. Eventually he settled into a gifted and talented program in a public school, which has been a better fit. This month, he started at a competitive public high school Even with the changes, Choi says she feels all of Logan's needs haven't been met. She says his gifts put him on an engineering path, something that won't be addressed in school. Instead, she says, "We are going to have to figure it out as we go along."

What are twice exceptional, or 2e, students?

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Twice-Exceptional Kids: Both Gifted and Challenged - Child Mind Institute

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Twice-exceptional, or 2e kids have exceptional ability but also disability. They may have ADHD, autism, dyslexia, or another learning disorder. And they have a unique set of issues that need addressing.

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With Understanding Comes Calm with 2e Expert, Julie Skolnick - With Understanding Comes Calm

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Bringing out the best in 2e kids & adults Looking for guidance to support the twice-exceptional loved ones in your life? You've come to the right place. Learn How now twice-exceptional (2e) twice ex·cep·tion·al ˈtwīs ik-ˈsep-shnəl a person who is identified as gifted with learning differences: 2e, neurodiverse Guiding Parents Join me on a journey [...]

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7 myths about twice-exceptional (2e) students

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7 myths about twice-exceptional (2e) students

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Myth #1: Being gifted makes up for having a learning or thinking difference.

Twice-exceptional students can be confusing to teachers (and to parents). It can be hard to recognize or understand the signs. Sometimes giftedness may mask learning and thinking differences. Other times the extreme strengths and weaknesses "cancel each other out." In either case, 2e students can look as if they have average abilities.

Myth #2: Students can't be gifted and lack basic skills, so they're just not trying hard enough.

It can be hard to realize that a child who understands some things on such a profound level can have trouble with basic skills. But 2e students often have uneven skills. They may do really well in one area, like math, but have trouble with processing speed, social skills, or following directions. Without explicit instruction in those areas, it doesn't matter how hard 2e kids try - they're still going to have trouble.

Myth #3: 2e students aren't eligible for IEPs or 504 plans.

When students are mostly doing well, the school can sometimes be hesitant to evaluate them for special education services. But academics aren't the only thing to consider. There are other challenges that can point to learning and thinking differences, too. These can include things like trouble making friends or managing emotions.

The U.S. Department of Education made it clear that 2e students and behavior supports are covered by the Individuals with Disabilities Education Act (IDEA). Schools must evaluate a child if a disability is suspected. Students who are found eligible should have an IEP or a 504 plan.

Myth #4: Giftedness and challenges can't be addressed at the same time.

For 2e students to succeed, both their giftedness and their challenges need to be addressed. They need to be challenged in areas in which they're gifted. They also need support in the areas where they struggle, just like any other student with a learning or thinking difference.

Myth #5: Addressing weaknesses should be the top priority when helping 2e students.

The National Education Association stresses that programs for 2e learners should be individualized to meet both special education and gifted needs. One isn't more important than the other.

Myth #6: 2e students need accommodations, so they can't be in AP classes.

While data shows that 2e kids are underrepresented in gifted programs, it's not because these students can't be there. Accommodations are changes that make it easier for your child to learn. They change how kids learn, not what they learn. So they have no impact on the content of the AP course.

Myth #7: 2e students should be more mature than other kids their age.

2e kids often have what's known as asynchronous development. That means they're far ahead intellectually, but far behind socially and emotionally. This gap can cause kids a lot of anxiety and make it hard for them to get along with other kids their age.

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7 myths about twice-exceptional (2e) students

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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Gifted and Dyslexic: Identifying and Instructing the Twice Exceptional Student Fact Sheet

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Gifted and Dyslexic: Identifying and Instructing the Twice Exceptional Student Fact Sheet

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As individuals, each of us has a unique combination of strengths and weaknesses. But sometimes we are exceptionally strong or weak in certain areas. In the school setting, students with exceptional strengths and weaknesses may have different instructional needs than other students. Twice exceptional or 2e is a term used to describe students who are both intellectually gifted (as determined by an accepted standardized assessment) and learning disabled, which includes students with dyslexia.

The NAGC (National Association for Gifted Children) recognizes three types of students who could be identified as 2e:

Identified gifted students who have a learning disability

Students with a learning disability whose giftedness has not been identified

Unidentified students whose gifts and disabilities may be masked by average school achievement

It is commonly believed that many 2e students are misclassified, neglected, or receive inadequate intervention. Sometimes it can be a greater struggle to show that a student is eligible for services for treating dyslexia than for giftedness; at other times, proving eligibility for services for the giftedness is the challenge. For gifted students who also have dyslexia, it is important to advocate with equal energy for both the disability and the ability.

Raising awareness is an important first step toward helping these students. This fact sheet provides information on identifying 2e students, providing them with effective instruction, and raising questions for future research.

How common is 2e?

Studies commonly suggest that 2-5% of school- age children are 2e, with some reports being much higher. It is unclear if the rates of 2e differ among girls and boys. Boys are more often identified with the disability part of the 2e equation and therefore may more often be identified as 2e.

Some research has also shown that dyslexia is more common among gifted people in spatially oriented occupations, such as art, math, architecture, and physics. While each of these studies may have specific methodological strengths and weaknesses, in general there is some evidence that higher incidences of reading and/or language deficits are seen in such occupations or expertise. However, evidence is not conclusive that having dyslexia significantly increases the likelihood of being gifted.

What causes 2e?

Specific causes of 2e are not known. Research, however, suggests three possibilities:

In some cases, the co-occurrence of giftedness and dyslexia is due to chance or naturally occurring variations in human neurology

Some people with dyslexia develop gifts outside of the reading domain through experience or practice

In the course of early neurodevelopment, the brain is wired so that learning to read is difficult but learning in other domains is not; that is, in some cases, there may be a causal link between being at risk for dyslexia and giftedness

Exactly how and to what degree these three etiologies exist in the 2e dyslexia population remains to be discovered.

How can we identify 2e students?

Parents and teachers may fail to notice both giftedness and dyslexia. Dyslexia may mask giftedness, and giftedness may mask dyslexia. Some common characteristics of 2e individuals follow:

Superior oral vocabulary

Advanced ideas and opinions

High levels of creativity and problem-solving ability

Extremely curious, imaginative, and questioning

Discrepant verbal and performance skills

Clear peaks and valleys in cognitive test profile

Wide range of interests not related to school

Specific talent or consuming interest area

Sophisticated sense of humor

More formal criteria are also used to identify a person as 2e-both for dyslexia (see references below) and intellectual giftedness. Generally, the accepted standardized assessment for intellectual giftedness is a common, general, verbal or nonverbal IQ test, or a specialized measure of cognitive ability in one or more specific domains. However, the identification of 2e in schools today, and giftedness alone for that matter, varies greatly. For example, to receive formal services for the gifted part of the 2e equation, some schools require high scores on a standardized test of intellectual ability such as the Naglieri Nonverbal Ability Test or the Wechsler Intelligence Scale for Children-IV (WISC-IV); other schools require exceptional scores on state achievement tests; and very rarely do schools recognize nonacademic gifts such as dance, leadership, or art, to qualify for the program.

Key points to consider about assessments:

An assessment should be developmentally appropriate. Some tests are better suited for identifying skills in the very young rather than the older student.

Developmental change can cause changes in test scores because the types of variables that tests measure can change with age, and a child's brain takes time to mature. For example, it is possible for a child to test as gifted at age 5 but not test as gifted when tested again at age 7. This is one reason that a thorough evaluation that includes more than one aptitude test is very important.

The tests used should validly measure the relevant skills. Some schools have a "set in stone" test they use to assess eligibility for gifted services (and the gifted portion of the 2e equation). These tests can be limited in scope and may not tap broad and potential areas of giftedness. For example, nonverbal tests will not adequately measure high verbal intelligence; likewise, relying on superior scores on certain academic achievement tests may not do justice to gifts that do not manifest themselves in these school subjects.

When using these or any criteria to assess the student who may be gifted and dyslexic, it is important to approach the task with a developmental mindset. Dyslexia, for instance, can change in expression, quality, and degree with age. The underpinnings of the disorder may become apparent as language or motor problems early in life, and then later show up as written word recognition/word decoding problems. Later still, the child may have difficulties with fluency and comprehension. Finally, in adulthood, dyslexia may manifest itself only mildly or when the adult with dyslexia is pressed to spell unfamiliar words; or, it may continue to significantly affect reading and written expression. Similarly, because the neurology of the child changes over time, the nature of the giftedness of the individual with dyslexia may also change. Thus, it is important to be vigilant in making these assessments.

Finally, it cannot be stressed enough that identifying 2e students is critical to their academic success. Without a dual classification that includes both giftedness and dyslexia, the student may not have access to appropriate services that will provide the support and stimulation necessary to succeed.

How is 2e treated?

Twice exceptional students are often lost in the school or IEP system, have their talents neglected in favor of remediation, or confuse diagnosticians so they do not qualify for much needed differentiated, specialized instruction they need for their gifts and to address their dyslexia. Practitioners and clinicians agree that the needs of a gifted student with dyslexia are very different from the individual with dyslexia or giftedness alone. Intellectual giftedness can complicate the diagnosis of dyslexia such that (because of high IQ) a person may not be found eligible for special services. Moreover, a reading disability may hinder the development of an academic gift because of focusing on the disability and neglecting growth and challenge in the areas of giftedness.

Students who have both gifts and learning disabilities require a "dually differentiated program": one that nurtures gifts and talents while providing appropriate instruction, accommodations, and other services for treating learning weaknesses. Unfortunately, research- based, well-defined, and prescribed practices for the 2e student with dyslexia are hard to find, and current practices vary widely.

Instruction for 2e students should be designed to develop higher-level cognitive functioning, or for their challenges-to develop basic skills (e.g. handwriting, reading, spelling, written expression, math computation). Otherwise, these students may be labeled average students or underachievers who simply need "to try harder."

One promising approach for 2e students is the multisensory, structured language approach used for the treatment of dyslexia. Like other students with dyslexia, gifted students may benefit from instruction that includes a variety of stimuli, technology, and multiple sensory modes.

Many have also found success with home-based approaches. While remediation for the reading problem may occur in school, 2e students may not receive adequate attention for their gifts. Therefore, it may be up to the parent to stimulate, inspire, and nurture the development of the child's strengths. There are many ways to do this, and some are described in the references below.

Generally, 2e can be a complicated condition to identify and treat. Perhaps because of the unique neurology and life experiences of 2e individuals, they are also at higher risk for personality disorders and depression. Evidence suggests that being 2e can be uniquely stressful, so teachers and parents need to consider the emotional as well as the academic needs of 2e individuals.

Unlike dyslexia and many other neurocognitive or emotional disorders that affect learning, 2e has no formal diagnostic definition (e.g., in DSM, IDEA, or NICHD). Most considerations of 2e are derived from gifted education, although 2e as a category has been receiving more attention from special educators interested in learning disabilities. In fact, many state and local school boards, as well as the National Education Association, are developing clearer standards, methods of identification and "treatment" prescriptions (for summaries and examples see NEA, 2006; Idaho Department of Education, 2010; Colorado Department of Education, 2009).

Key Points to Remember

To summarize, as we continue to learn from research and practice with these students, we can do the following now to better help these students:

Be aware of superior skills in areas in and outside of traditional academic domains

Take a developmental perspective toward understanding the individual, the assessment, and interpretation of test results

Advocate for broad behavioral assessments and eligibility for services that include appropriate treatments for both giftedness and dyslexia

Be aware of the special emotional needs and struggles of the 2e individual

Ensure that both the disability and the ability are addressed

Suggested Readings

Colorado Department of Education (2009). Twice-exceptional students gifted students with disabilities: Level 1, an introductory resource book. Available from www.cde.state.co.us

Gilger, J., & Hynd, G. (2008). Neurodevelopmental variation as a framework for thinking about the twice exceptional. Roeper Review, 30, 214-228.

Idaho Department of Education (2010). Twice- exceptional: Students with both gifts and challenges or disabilities. Available from www.sde.idaho.gov

Moats, L. C., & Dakin, K. E. (2008). Basic facts about dyslexia and other reading problems. Baltimore, MD: The International Dyslexia Association.

National Association for Gifted Children (NAGC): www.nagc.org

National Education Association (2006). The Twice Exceptional Dilemma. Available from www.nea.org/specialed

2e Newsletter available from http://www.2enewsletter.com/topic_store_subs cribe.html
The International Dyslexia Association (IDA) thanks Jeffrey Gilger, Ph.D., for his assistance in the preparation of this fact sheet. Dr. Gilger is Professor and Chair of Psychological Sciences, School of Social Sciences, Humanities and Arts, University of California, Merced. He is also a former member of the IDA Board of Directors. © Copyright The International Dyslexia Association (IDA). For copyright information, please click here.

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Gifted and Dyslexic: Identifying and Instructing the Twice Exceptional Student Fact Sheet - International Dyslexia Association

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Guidance to FCPS schools and families alike as they identify and provide services to students with dyslexia

The FCPS online dyslexia handbook provides information and resources to FCPS schools and families alike as they support students with dyslexia. The handbook reflects a division-wide commitment to ensure that these students' needs are met as a result of collective responsibility and collaboration across general and special education contexts.

The handbook itself is organized to reflect dyslexia at three levels:

In addition, the Appendices include a glossary of handbook terms, dyslexia resources, signs of dyslexia, and family guides to dyslexia for elementary and secondary schools.

Throughout this handbook, the term "students with dyslexia" has been used in lieu of the term, "dyslexic." The decision to use person-first language is to serve as a constant reminder that these students are more than their dyslexia (National Center on Disability and Journalism, 2017, retrieved from http://ncdj.org/style-guide/ on 3/7/17).

Defining students as dyslexic prevents us from crafting a fuller profile of them as students who struggle with decoding and spelling and do well in many other academic and nonacademic pursuits.

Our FCPS website is designed to be accessible to a variety of users with differing needs and is compatible with screen reading software.

© 2017 Fairfax County School Board. All rights reserved. This material may not be reproduced, displayed, modified or distributed without the express prior written permission of the copyright holder. For permission, contact the FCPS Department of Special Services, Office of Special Education Instruction, Willow Oaks Corporate Center, 8270 Willow Oaks Corporate Drive, Fairfax, VA 22031.
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Guidance to FCPS schools and families alike as they identify and provide services to students with dyslexia

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“I Grew Up Gifted and Autistic — and Suffered the Burnout of Twice Exceptionality”

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“I Grew Up Gifted and Autistic — and Suffered the Burnout of Twice Exceptionality”

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I'll say it: Being gifted isn't all it's cracked up to be. Especially if you're also neurodivergent.

I was identified as gifted in kindergarten. At age 6, I began participating in my school's Challenge program, where gifted students were pulled out of class once a week to engage in a curriculum that focused on critical thinking and self-directed learning. I loved it. Challenge days were the only days I looked forward to school.

Unfortunately, my giftedness didn't come alone. I am also autistic, though I remained undiagnosed until my senior year of high school - in part because my giftedness masked or distracted attention away from my autism.

I am twice exceptional - basically a neurodivergent gifted student. Today, the term twice exceptional (2e) has become popular in parenting and educational circles to describe gifted children who also have autism, attention deficit hyperactivity disorder (ADHD), learning differences, or other similar conditions. 2e wasn't in the academic vernacular when I was a kid. My parents, teachers, and even my therapist simply saw me as a weird gifted kid.

If I Couldn't Have Friends, I Would Have a Perfect GPA

2e children need specific support, but because of their seemingly contradictory conditions, they don't always receive it. Some children may become withdrawn - school becomes overwhelming, so they stop trying. They are then predictably but unhelpfully told they need to apply themselves; that they have so much potential. I took the other route: I kept up my high academic performance but also developed severe anxiety and depression from the pressures I felt thanks to my gifted label and the lack of support for my autism.
[Read: How to Nourish and Nurture a Gifted Child with ADHD]
By my sophomore year of high school, I was burnt out. School had grown harder, but my gifted support had ended in fifth grade; I was left to fend for myself. I grew up making straight As without studying, but I couldn't skate through anymore. I clung to the gifted label yet felt like I was wasting my potential. I had never learned to persevere or withstand academic failure, but suddenly I had no choice. I couldn't rely on my intrinsic abilities anymore. I had to work, but I didn't know how.

I was essentially abandoned by my school, and also began noticing stark contrasts between my classmates and me. They socialized effortlessly and made friends. I didn't. They could juggle school, extracurriculars, a social life, and self-care. I couldn't - I didn't hang out with anyone and showered twice a week at best. I didn't recognize it at the time, but I had executive dysfunction that was exacerbated by my mood disorder. Everything was harder for me than it was for my neurotypical peers, but I kept holding myself to the same, if not higher, standards.

At my lowest, I was suicidal, having weekly breakdowns, and battling an eating disorder. But my grades stayed high - that was my only priority. No matter how bad my mental health got, I clung to the idea that I needed to be the smartest. If I couldn't have friends, I would have a perfect GPA.

After receiving medication and an autism diagnosis, I recovered. I am now a university student who has learned to balance classes, a personal life, and self-care. I recognize how important it is to receive support for my autism. I know how to be kind to myself. But I can't help but wonder if learning these healthy habits from an earlier age could have saved me so much hurt.

Being identified as gifted is a blessing and a curse. Early identification gives parents and educators the opportunity to provide necessary support, but it also labels the child in a way that may create a pressure to excel. Especially when the necessary support and foundations aren't provided, the pressure can prove overwhelming.
[Read: My Twice Exceptional Son Isn't a Problem to Be Fixed]
Supporting Twice Exceptional Kids: 3 Tips for Parents and Educators

1. Watch gifted children for signs of neurodivergence. The criteria for giftedness often overlap with autism or ADHD symptoms, and though no study has been conducted on the topic, a correlation between giftedness and neurodivergence may exist. Gifted children may display neurodivergent traits without being neurodivergent, but because missing a diagnosis carries risks, parents and educators should err on the side of caution and be willing to assess gifted children.

2. 2e children should receive support throughout their educational careers. They should receive a curriculum that challenges them intellectually, and 2e students should become acquainted with difficulty. The National Association for Gifted Children encourages gifted programs to provide "supported risk," where children are encouraged to take risks with proper foundational skills and educator support. 2e children need these challenges to develop necessary social-emotional skills such as resilience, frustration tolerance, and self-management. Overcoming adversity also builds self-confidence and encourages a growth mindset.

3. 2e children need to know that they are more than their intelligence or test scores. For some children, the gifted label can become a burden rather than a compliment. Though there's nothing wrong with identifying children as gifted, parents and educators should be careful to praise them for effort as well as skill. Studies have shown that praising effort leads to greater persistence and positive outlook when children face challenges. Grades and performance may ebb and flow, but there are always opportunities for effort and growth. Gifted children need to know that their effort matters.

As more parents and educators talk about the challenges unique to 2e children, I am hopeful that struggles like mine will diminish. I hope greater awareness will bring more support, and that more 2e children will grow into flourishing adults who dazzle us with their talents - but, more importantly, ones who feel confident, healthy, and happy.

Twice Exceptional Children: Next Steps

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"I Grew Up Gifted and Autistic - and Suffered the Burnout of Twice Exceptionality"

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"No matter how bad my mental health got, I clung to the idea that I needed to be the smartest. If I couldn't have friends, I would have a perfect GPA."

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Book Recommendation-Bright Not Broken: Gifted Kids, ADHD and Autism

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Book Recommendation-Bright Not Broken: Gifted Kids, ADHD and Autism

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Kennedy, Diane M., author.Bright not broken : gifted kids, ADHD, and autism

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Supporting the Identification and Achievement of the Twice Exceptional Student

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Supporting the Identification and Achievement of the Twice Exceptional Student

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Book Recommendation-School Success for Kids with High-Functioning Autism

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Book Recommendation-School Success for Kids with High-Functioning Autism

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Silverman, Stephan, 1942-, author.School success for kids with high-functioning autism

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Book Recommendation-Creative, successful, dyslexic : 23 high achievers share their stories

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Book Recommendation-Creative, successful, dyslexic : 23 high achievers share their stories

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Book Recommendation-The dyslexia empowerment plan : a blueprint for renewing your child's confidence and love of learning

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Book Recommendation-The dyslexia empowerment plan : a blueprint for renewing your child's confidence and love of learning

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This article provides a number of strategies for teachers who work with learning-disabled students, teachers who work with gifted potential, and guidelines for parents.

Author: Winebrenner, S.
Publications: 2e Newsletter (originally appeared in Understanding Our Gifted)
Year: Winter 2002

The field of gifted education has discovered ways to create and maintain optimum learning conditions for twice-exceptional students. It is important for parents and teachers of twice-exceptional students to teach compensation strategies. Specific teaching and learning methods enable such students to successfully progress on their learning journeys.

Twice-exceptional students cannot improve by simply "trying harder." Their learning challenges often emanate from a series of neurological twists and turns as messages try to make their way to the brain from the source of the stimulus, be it seeing or hearing or some other perceptual sensation. The good news is that these students have above-average intelligence and can be taught specific compensation strategies that can allow them to make significant progress in their productivity in school.

While planning and teaching these strategies, it is helpful to remember the words of Kenneth Dunn (1987): "If they are not learning the way we teach them, let's teach them the way they learn!" When we keep trying to teach kids in ways that have repeatedly failed, discouragement soon replaces optimism. Furthermore, we want to send messages full of hope and confidence to the students. Rather than implying there is something wrong with the kids themselves because of their repeated failures, we can change methods of instruction until we find one that is a "good fit," and learning success can be achieved.

The rule to follow when teaching students who are twice exceptional is simple. When teaching in their areas of strength, offer them the same compacting and differentiation opportunities available to other gifted students. When teaching in their areas of challenge, teach them whatever strategies they need to increase their learning success. Never take time away from their strength areas to get more time to work on their deficiencies. Never remediate their weaknesses until you teach to their strengths!
Guidelines for Teachers Who Work with Learning-Disabled Students

1. Take time at the beginning of every school year to help all your students appreciate and support individual differences. The more you demonstrate that diversity is a good thing, the more your students will learn to accept individual differences in positive ways. Teachers and schools must enforce policies that do not allow teasing, name calling, or other practices that demonstrate rejection of kids because they are different. The more a teacher provides differentiation opportunities in her class, the more she sends the message that being different is natural, and that all differences are valued as part of being human.

2. Make sure students see the "big picture" before they try to learn its pieces. Strategies that are helpful include watching a video before and after studying a novel or other unit of work, hearing a story read aloud before reading it individually, and working from graphic organizers that fit on one page so the whole "picture" of the entire unit content is visible at once.

3. Teach students how to set realistic, short-term goals and to take credit for reaching those goals, even if they represent only a portion of the entire task.

4. Make everything visual. Use graphic organizers, charts, graphs, timelines, vocabulary maps, other types of learning maps, and any other tool that condenses lots of words into a few pictures or graphics. If you are lecturing, supplement your words with visual organizers as you talk. Stop frequently to check for understanding with group response methods, rather than simply accepting one or two verbal responses from volunteers.

5. Use musical chants, raps, rhymes, or rhythms for students who respond to those methods.

6. Build lots of movement into the learning tasks. Many students with learning challenges are very kinesthetic in their learning and truly appreciate movement opportunities. Ask students to stand or jump to indicate their responses to questions. Use team games where kids get to walk to different areas of the room to indicate a response. Allow students to hold onto squeezable objects to enable them to keep moving their hands such as Kush balls. Guard against the impulse to label highly kinesthetic learners as ADHD.

7. Understand that these students often prefer "hands-on and experiential learning situations. They love to do projects, to construct models and visual representations of what they have learned. Unfortunately, such students are often prevented from this type of learning activity as teachers fear that students with learning difficulties will "lose control" of their behavior. The irony is that acceptable behavior is much more likely to occur when students are interested in what they are learning.

8. Allow struggling readers to listen to [audiobooks] before the class reads a designated story or novel. Listening to one chapter at a time allows these kids to be much more active participants in class discussions and activities in reading and even in content areas. An agency called Recording for the Blind and Dyslexic has recordings of almost every book used in American classrooms. They have a plan where individual families can borrow the [recorded] books for a nominal fee. All that is required is a letter from a medical or educational professional.

9. Provide specific instruction in organization. Provide color-coded notebooks by subject areas, and two sets of texts, one of which can be kept at home. Teach kids to keep charts for supplies and homework. Post reminder notes on the door through which the child passes on his way to school.

10. Use technology that will improve the student's productivity. It is not "cheating" to use calculators, recorders, word processing, and spell-check programs for a student with learning weaknesses.

11. Allow students to take tests in separate, supervised environments so they can either read the test aloud themselves or have someone else read it to them.

Guidelines for Teachers Who Work with Gifted Potential

1. Allow students to experience compacting and differentiation in their areas of strength. Offer pretests to document previous mastery of a subject area. Allow students to move through new content at a faster pace and to use some of the remaining time to work on projects in their areas of interest.

2. Don't worry about the "fairness issue." If you are worried that other students will resent the options available for your gifted students or students with learning challenges, simply offer the same options for the whole class. The same methods you have devised for exceptional learners may benefit many other students as well.

Guidelines for Parents

1. Understand that many children who are twice exceptional have uneven standardized test scores. This is a common profile, and it paints an accurate picture of the very definition of this condition - strong highs and significant lows. Often, the learning disability "depresses" the gifted ability so the child scores in the average range. Teachers may perceive that parents are looking for status by insisting their child has exceptional abilities. Keeping a journal of exceptionally capable behaviors you observe outside of school may be helpful.

2. Ask that your child be able to participate in activities in his areas of strength. Be prepared to support the school's efforts to assist your child in her areas of weakness. Above all, resist efforts by school personnel to limit your child's profile to either gifted or learning challenged. Schools may focus on the disability and stop looking for any other exceptionality once the disability is documented.

3. Seek out the best available services for diagnosis based on neurological assessments, rather than simple behavioral checklists. Proper diagnosis, combined with effective learning plans, go a long way toward learning success for your child.

4. Find all the information you can about learning styles, and share that information with your youngster. Help him learn how to use his strength areas to compensate for tasks he finds particularly difficult.

5. Advocate for your child to use any technology that increases his learning success. It helps some students to make tape recordings of teachers' lectures.

6. If all else fails, consider homeschooling.... In some cases it is impossible to get schools to recognize the gifted aspect of this condition. On the other hand, be as realistic as possible when you make this decision. Homeschooling is not always easy.

7. Understand the special challenges that come with the quest for friends. Recall from your own experiences how much easier it is to relate to people with similar needs and interests. Encourage your youngster to join clubs or groups that share her passionate interests. Do not be concerned if your child chooses friends of different ages. A 10-year-old with the mind of a 12-year-old has very little in common with his age peers in many areas. Ask yourself how many of your own friends are within one year of your present age - then relax!

The Challenge
Teaching or parenting children who are twice exceptional is very challenging. The most serious challenge is making certain that the giftedness is recognized. Any efforts parents and teachers can direct toward understanding and teaching the whole child, with all his complicated learning needs, will go a long way toward creating optimum learning conditions for these very interesting and challenging youngsters. Happily, there are many more resources available now than ever before.

This article is a condensed version of an article by the same title from Understanding Our Gifted, Winter 2002. Reprinted with Permission, Open Space Communications; www.ourgifted.com. Susan Winebrenner writes on topics related to teaching gifted students and students with learning difficulties. She is co-author with Dina Brulles of the third edition of Teaching Gifted Kids in Today's Classroom, and The Cluster Grouping Handbook. They have also created a multimedia kit for the former book that includes a DVD demonstrating effective strategies to use with gifted and 2e students. The third edition of her book, Teaching Kids with Learning Difficulties in Today's Classroom, with Lisa Kiss, a special education director from Pennsylvania, will be out in 2014. These materials are all described at www. freespirit.com. Finally, she has released the long-awaited revision of her very first book, Super Sentences, through Author House.

Disclaimer: The appearance of any information in the Davidson Institute's Resource Library does not imply an endorsement by, or any affiliation with, the Davidson Institute. All information presented is for informational and archival purposes only. The Davidson Institute bears no responsibility for the content of republished material. Please note the date, author, and publisher information available if you wish to make further inquiries about any republished materials in our Resource Library.
Permission Statement
This article, which appeared in the November, 2013, issue of 2e: Twice-Exceptional Newsletter ( http://www.2enewsletter.com/), is a condensed version of an article by the same title from Understanding Our Gifted, Winter 2002. Reprinted with Permission, Open Space Communications.

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Strategies for Teaching Twice-exceptional Students - Davidson Institute

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This article provides a number of strategies for teachers who work with learning-disabled students, teachers who work with gifted potential, and

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Resources to Help You Understand Twice Exceptional Students

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Resources to Help You Understand Twice Exceptional Students

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Check out the latest expert articles from the Davidson Institute. Our blog covers everything - gifted education and support, parenting strategies for gifted children, social and emotional resources, gifted testing and identification, and more.

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Guides to Twice Exceptional Students - Davidson Institute

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Check out the latest expert articles from the Davidson Institute. Our blog covers everything - gifted education and support, parenting strategies for gifted children, social and emotional resources, gifted testing and identification, and more.

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What Teachers can do to Help with Time Management

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What Teachers can do to Help with Time Management

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This article, by Sandra Rief, M.A., focuses on how teachers can help AD/HD students build their organizational and time management skills. This advice can be applied to many students (2e or gifted) who face these types of challenges.

Author: Rief, S.
Publications: 2e Newsletter
Year: September 2006

[Please Note: Sandra Rief writes about AD/HD, but her advice applies to the many 2e students with and without AD/HD who are challenged by organization and time management.]
Time Awareness
Lack of time awareness is very common among individuals with AD/HD. They often underestimate how long it will take to complete a task or to arrive somewhere on time. In addition, students with AD/HD tend to be oblivious to deadlines and due dates. It's important to remember that these tendencies are part of the disorder and not apathy or deliberate misbehavior.

To increase students' awareness of time, teachers should make use of any opportunity to practice time estimation. For example, challenge students to estimate how long it takes to walk to the office and back (without running), or to do any other task. Make a game out of predicting, timing, and checking the students' time estimates for various activities.

Encourage self-monitoring during independent seatwork time by asking students to record their start time on their paper. When the work period is over, have them record the time again, regardless of how much work they actually produced. This documentation is helpful with regard to how well the student is able to stay on-task and work productively.
Assignment Sheets, Calendars, and Student Planners/Agendas
Communicate and maintain the clear expectation that students will use their assignment calendars to record all assignments. Set aside time to lead students in recording assignments on their calendars, whether it is a few moments at the end of the subject period or at the end of the school day.

Teachers will probably find it useful to use a transparency of the calendar to model how students should record their assignments. To ensure that students write the assignments on the day they are due, walk them through recording on the correct date. Then regularly monitor the assignment calendars and help students who have difficulty recording assignments correctly. Also, routinely ask table partners or groups seated together to check each other to see that everything is accurately recorded on the calendars.

Assigning "study buddies" is another way to help students help each other. These partners can be responsible for checking each other to make sure assignments are recorded on calendars. When one is absent, the other can collect all handouts, notices, and assignments for the missing partner. Buddies exchange phone numbers so that one can call the other to communicate what was missed that day in class. When selecting buddies, be sure to pair a well-organized, tolerant, and helpful partner/study buddy with a disorganized one.

Keep a master monthly calendar listing all activities and assignments posted in the classroom. Have students transfer due dates of any projects, tests, class trips, or important activities/events onto their monthly calendar. Instruct students to keep the monthly calendar clearly visible and easy to locate in their notebook.
Schedules
Establish a daily routine and schedule for the classroom. Post the schedule and refer to it throughout the day, pointing out any changes that will be taking place in the normal routine. With younger students, use pictures to depict the daily routine.

Have students who receive special education or related services, write down their weekly schedule and tape it to their desks. Keep accessible each of your students' special schedules to help you keep track of the days and times they are pulled out of class, or when service providers are coming to the classroom to work with a student.

Encourage students and parents to carefully plan their weekly routine at home and to follow an established homework/study schedule. Ask parents to first help their son or daughter become aware of how much time the child spends in a typical day on all activities from school dismissal until bedtime.
Long-term Assignments
Structure any long-term assignments, such as reports and projects, by breaking them into smaller, manageable segments. Assign separate due dates for each segment, such as getting a topic approved, an outline submitted, research notes/resources listed, and turning in a first draft. Post the due dates and frequently refer to them as reminders.

Make sure parents are aware of a long-term assignment by providing them with a handout that explains the assignment and includes the timeline and scoring rubric. Suggest to parents that they closely monitor timelines and help with the pacing of the assignment by seeing that their student gets started promptly, goes to the library, gathers resources, and so forth. Consider providing some of your AD/HD students and their parents advanced notice about upcoming projects and reports, enabling them to have a "head start" (especially with planning and research). Monitor progress by asking to see what the student has accomplished so far, and provide a lot of feedback along the way.
Other Ways Teachers Can Help with Time Management
Some additional tips for helping students manage their time include:

Provide students with a course outline or syllabus and help them prioritize their activities and workload.

Teach the students how to tell time and how to read a non-digital clock as well as calendars and schedules.

Present ALL assignments, page numbers, due dates, etc., both verbally and visually; and post all assignments in a consistent place in the room, such as the corner of the board or on a separate assignment board.

Make use of "things to do" lists. Model for the class and teach how to write down and cross off accomplished tasks. In addition, you can attach a "things to do" list to students' desks and monitor the practice of crossing off accomplished items.

Be sure to provide students with enough time during transitions to put their materials away and get organized for the next activity. Try using a timer for transitions. First make a statement to alert the students, such as: "You have five minutes to finish what you are working on and to put away your materials." Then set the timer.

Teach students how to self-monitor on-task behavior so that they are using class time effectively for doing work.

If tardiness is an issue with a student, try an individual contract to motivate the student to improve behavior. On any home/school monitoring system that you might use, such as a daily report card or daily/weekly monitoring form, include an item that indicates a student's punctuality, such as "seated by beginning bell time."

Provide extended time as needed, and consider more flexibility with regard to accepting late work.

Use frequent praise and positive reinforcement. Reward students for meeting deadlines, finishing in-school assignments, etc.

Encourage students who take medication at school to have a beeper watch set for the time they need to go to the nurse's office.

If writing speed is a problem, allow for bypass strategies.

Adapted from these books by Sandra Rief: The ADD/ADHD Checklist (1998), The AD/HD Book of Lists (2003), and How to Reach & Teach ADD/ADHD Children, 2nd Edition (2005). Sandra Rief is an award-winning teacher, consultant, and author. Sandra has served on the Professional Advisory Board of CHADD (Children and Adults with Attention Deficit/Hyperactivity Disorder). She can be reached at www.SandraRief.com.

Disclaimer: The appearance of any information in the Davidson Institute's Resource Library does not imply an endorsement by, or any affiliation with, the Davidson Institute. All information presented is for informational and archival purposes only. The Davidson Institute bears no responsibility for the content of republished material. Please note the date, author, and publisher information available if you wish to make further inquiries about any republished materials in our Resource Library.

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What Teachers Can Do to Help with Time Management - Davidson Institute

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This article, by Sandra Rief, M.A., focuses on how teachers can help AD/HD students build their organizational and time management skills. This advice can

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How Teachers Can Support Twice Exceptional Students

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How Teachers Can Support Twice Exceptional Students

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Twice exceptional students, or 2e students, are learners who are identified as exceptionally bright but who also have disabilities (for example ADHD, mild autism, dyslexia, or other learning or behavioral challenges) that need specialized attention. According to a report on twice exceptionality by National Association for Gifted Children, there are approximately three million gifted children in grades K-12 in the United States, approximately six percent of the total student population.

Characteristics of twice exceptional learners:

According to the Davidson Institute, a nonprofit serving profoundly gifted young people 18 and under, common characteristics of twice exceptional students include:

Outstanding critical thinking and problem-solving skills.

Above average sensitivity, causing them to react more intensely to sounds, tastes, smells, etc.

Strong sense of curiosity.

Low self-esteem due to perfectionism.

Poor social skills.

Strong ability to concentrate deeply (in areas of interest).

Difficulties with reading and writing due to cognitive processing deficits.

Behavioral problems due to underlying stress, boredom, and lack of motivation.

The dichotomy of 2e students' abilities makes it challenging for the average classroom teacher to provide an effective and appropriate education. But twice exceptional children deserve an education that fits, just like all students. With that in mind, here are eight ways teachers can support twice exceptional students.

1. Focus on the student's strengths

Following a strength-based model of education is the best course of action for supporting twice exceptional students. Recognize their giftedness first, not their disability. In other words, put more emphasis on developing their unique talents than remediating their deficiencies. Engage your twice exceptional students in challenging curricula tailored to their strengths. Give them opportunities for high-level abstract thinking, creativity, and problem solving.

2. Address social-emotional needs

Twice exceptional students need a nurturing environment that supports the development of their own unique potential. A safe, supportive, problem-solving culture that values individual differences and learning styles is best. Strategies include instruction shaped around students' interests and strengths, activities designed with multiple intelligences in mind, flexible grouping, and an emphasis on individual growth. "Help your student expand their emotional vocabulary to better express their needs," suggests teacher/administrator Michael Postma," and seek out healthy friendships, keeping in mind that sometimes, intellectual friends are more important than chronological friends."

3. Be aware of the classroom environment

Twice-exceptional students are often highly sensitive to their surroundings. Fluorescent lighting, uncomfortable furniture, noisy HVAC systems, and not enough space can make learning difficult. Consider using lamps instead of overhead lighting, offer alternative seating options, and make space available so students can regroup when they're feeling overwhelmed. Figure out the best seating option for classroom work and offer an alternative, quiet spot for test-taking.

4. Teach executive functioning skills

A lack of executive functioning skills can have a negative impact on both the emotional well-being and academic performance of twice exceptional students. It's important to give 2e students explicit instruction on organizational, time management, and study skills. Set up methods of communication that will help them stay on track, such as frequent reminders of objectives and time frames, as well as visual cues and private signals that will help them stay on track.

5. Individualize instruction

All students benefit from individualized instruction, but it is essential for students with discrepant abilities. The National Association for Gifted Children has called for children who are 2e to receive "a dually differentiated program," one that nurtures their gifts and talents while accommodating for learning weaknesses. Classroom teachers, gifted educators, and special educators need to work together to implement effective strategies. In addition, opportunities for one-on-one tutoring should be encouraged.

6. Give 2e students some control

Connecticut teacher Caroline Galeota recommends giving 2e students some control over their own work environment. "Some of my students have benefitted from having music playing and using noise-canceling headphones while working on tasks during the school day," she says. "These accommodations help students succeed and remain engaged. Opportunities for creativity and choice can also support 2e students-teachers can give the class the option to pursue their interests and explore independent study projects."

7. Integrate technology

Assistive technology is highly recommended for twice exceptional students who may be struggling with dysgraphia, poor handwriting, and/or underdeveloped fine motor skills. Tools such as keyboards, word processing and dictation software, e-calendars, and graphic organizers are beneficial accommodations.

8. Provide counseling support

Many gifted children have an innate drive to achieve perfection. This can generate a great deal of psychological conflict in academically talented children who have difficulty achieving. In addition, many 2e students struggle with self-esteem because of their disparate abilities. Group counseling can help these students see that other kids are having experiences similar to their own. And individual counseling can help them deal with their own unique struggles.

What strategies have you found helpful in supporting twice exceptional students? Share in the comments below.

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How Teachers Can Support Twice Exceptional Students

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Twice exceptional students, or 2e students, are learners who are identified as exceptionally bright but who also have disabilities (for example ADHD, mild autism, dyslexia, or other learning or behavioral challenges) that need specialized attention.

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Book Recommendation: Teaching Gifted Students with Disabilities

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Book Recommendation: Teaching Gifted Students with Disabilities

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Book Recommendation: 101 School Success Tools for Smart Kids with Learning Difficulties

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Book Recommendation: 101 School Success Tools for Smart Kids with Learning Difficulties

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Roffman Shevitz, Betty, 1954-101 school success tools for smart kids with learning difficulties

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Children's Literature

T he Mysterious Benedict Society by Trenton Lee Stewart, Diana Sudyka, Diana Sudyka

Grade 5-9-After Reynie Muldoon responds to an advertisement recruiting "gifted children looking for special opportunities," he finds himself in a world of mystery and adventure. The 11-year-old orphan is one of four children to complete a series of challenging and creative tasks, and he, Kate, Constance, and Sticky become the Mysterious Benedict Society. After being trained by Mr. Benedict and his assistants, the four travel to an isolated school where children are being trained by a criminal mastermind to participate in his schemes to take over the world. The young investigators need to use their special talents and abilities in order to discover Mr. Curtain's secrets, and their only chance to defeat him is through working together. Readers will challenge their own abilities as they work with the Society members to solve clues and put together the pieces of Mr. Curtain's plan. In spite of a variety of coincidences, Stewart's unusual characters, threatening villains, and dramatic plot twists will grab and hold readers' attention. Fans of Roald Dahl or Blue Balliett will find a familiar blend of kid power, clues, and adventure in Society, though its length may daunt reluctant or less-secure readers.

This book answers the charges that special programs for gifted children are elitist. The authors demonstrate that it is simply appropriate to provide educational experiences that each child needs at a particular time."

The Invention of Hugo Cabret by Brian Selznick

Orphan, clock keeper, and thief, Hugo lives in the walls of a busy Paris train station, where his survival depends on secrets and anonymity. But when his world suddenly interlocks with an eccentric, bookish girl and a bitter old man who runs a toy booth in the station, Hugo's undercover life, and his most precious secret, are put in jeopardy. A cryptic drawing, a treasured notebook, a stolen key, a mechanical man, and a hidden message from Hugo's dead father form the backbone of this intricate, tender, and spellbinding mystery.

Johnson, D. B. Henry Climbs a Mountain. Houghton Mifflin Company. Boston, 2003

(Henry wants to climb a mountain, and nothing is going to stop him. Then Sam, the tax collector, puts him in jail. But being locked up doesn't stop Henry. He still gets to splash in rivers, swing from trees, and meet a stranger. This bear, modeled on the real Henry David Thoreau, roams free.)

Lasky, Kathryn. The Librarian Who Measured the Earth. Little, Brown and Company. New York, 1994

(This lively picture-book biography begins more than two thousand years ago, when a very smart baby was born in ancient Greece. His name was Eratosthenes. From the time he was a baby, Eratosthenes was full of wonder and questions. Wherever he went as he grew up, and whatever he did, his curiosity and questions propelled him from one discovery to the next. More than anything, however, Eratosthenes wanted to find out how to measure the earth. Everyone knew the earth was round, but no one knew how big around it was. Eratosthenes knew he couldn't walk around the world to measure it, but could he stand in one spot and figure it out? How he did, coming up with a measurement that is only two hundred miles different from our own calculations today, is an inspiring story that is a celebration of curiosity and a tribute to the questing mind.)

Scieszka, Jon and Lane Smith. Math Curse. Viking. New York, 1995

(Did you ever wake up to one of those days where everything is a problem? You have 10 things to do, but only 30 minutes until your bus leaves. Is there enough time? You have 3 shirts and 2 pair of pants. Can you make 1 good outfit? Then you start to wonder: Why does everything have to be such a problem? Why do 2 apples always have to be added to 5 oranges? Why do 4 kids always have to divide 12 marbles? Why can't you just keep 10 cookies without someone taking 3 away? Why? Because you're a victim of a Math Curse. That's why. But don't despair. This is one girl's story of how that curse can be broken.)

Brown, Ruth. If at First You Do Not See. Holt, Rinehart, and Winston. New York, 1982

(The caterpillar goes off in search of food, but each time he thinks he has found a meal, he discovers that he has stumbled onto one creature or another who does not want to be eaten. At last a scarecrow puts the caterpillar in his pocket where he can rest. When he wakes, the caterpillar has become a butterfly. In this book, the reader's imagination is called into play to make sense of both story and pictures.)

Good Masters! Sweet Ladies!: Voices From a Medieval Village by Laura Amy Schlitz, Robert Byrd (Illustrator)

Using a series of interconnected monologues and dialogues featuring young people living in and around an English manor in 1255, she offers first-person character sketches that build upon each other to create a finer understanding of medieval life. The book was inspired by the necessity of creating a play suitable for a classroom where "no one wanted a small part." Each of the 23 characters (between 10 and 15 years old) has a distinct personality and a societal role revealed not by recitation of facts but by revelation of memories, intentions, and attitudes. Sometimes in prose and more often in one of several verse forms, the writing varies nicely from one entry to the next. Historical notes appear in the vertical margins, and some double-page spreads carry short essays on topics related to individual narratives.
Cooper, Melrose. Gettin' Through Thursday. Lee & Low Books, Inc. New York, 1998
(Andre dreads Thursdays. Thursday is the day before Mama gets paid at work each week--it's the day when money is tight and spirits are low for Andre and his older brother and sister. As report card day approaches, Andre anticipates making the honor roll and Mama says she'll throw a royal party for just such an event. But Andre can't believe his eyes when he looks at the calendar and sees that the report card day falls on the worst possible day of the week: A Thursday. Andre's predicament--and the loving solution that his family offers--will strike a chord with readers of all backgrounds.)
Frasier, Debra. Miss Alaineus. A Vocabulary Disaster. Harcourt, Inc. New York, 2000
(Anyone who has ever been daunted: discouraged or disheartened, by a mere word in a dictionary will cheer wildly: in a manner lacking all restraint, as Sage transforms embarrassment into victory in this outrageous and touching story of loving--and mistaking--our glorious language.)

Pappas, Theoni. fractals, googols and other mathematical tales, Wide World Publishing, San Carlos, CA, 2002.

(This book, for grades 4 to 8, contains information about famous problems, mathematicians, and events in the history of mathematics from the perspective of Penrose the cat. Each tale centers on one particular event and is accompanied by historical background information. For example, in the tale about the Mobius strip, Penrose falls asleep and dreams he is in a room where he can walk from the floor to the ceiling without touching the walls.)

Phillips, Christopher. The Philosophers' Club. Tricycle Press. California, 2001

(What is silence? What is wisdom? How do you know you're here? Think you don't have a clue? Well, think again. Because in the Philosophers' Club, you'll come up with plenty of answers--answers that always lead to more questions, questions, questions that will get your mind humming and give you plenty to talk about with your friends. Join the conversation!)

Smith, David J. If the World Were A Village. A Book about the World's People. Kids Can Press. New York, 2002

(At this moment, there are more than 6 billion people on the planet! It's hard to picture so many people at one time but what if we imagine the whole world as a village of just 100 people? In this village: 22 people speak a Chinese dialect, 20 earn less than a dollar a day, 17 cannot read or write, 60 are always hungry, and 24 have a television in their homes. If the World Were a Village tells us who we are, where we live, how fast we are growing, what languages we speak, what religions we practice and more. So come and learn about our global village. What you find out may surprise you!)

Dorros, Arthur. Abuela. Dutton. New York, 1991

(Rosalba tells of a day in the park with her abuela (grandmother). Rosalba imagines flying over New York City with her abuela, seeing the harbor, the airport, the streets and office buildings, the Statue of Liberty. Rosalba's narrative is sprinkled with terms in Spanish, her abuela's language, offering just enough challenge to invite an English-speaking child to become fascinated with the words. The illustrations are joyous, colorful, and rich in details to explore.)

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Family Resources - Advanced Academic Programs

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Resources to support the development of students at home, including critical and creative thinking strategies, research in the field of advanced learners, and enrichment opportunities.

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One of the most helpful talents for all-talented kids is organizing their time to do what they need -- and want -- to do.

Time Management for Gifted Kids

Learn to Tame Time

Gifted kids find it especially difficult to manage their time. When a child is so interested and stimulated by her world, school projects and after-school programs can easily become overwhelming. Highly motivated minds may tend towards perfectionism and idealism, leading many gifted kids to overcommitment and even burnout. You are your child's best resource, so become her time-management expert now and launch into a smooth back-to-school routine.

Know Your Child

More specifically, know your child's learning style. Is he an analyzer or a visualizer? Does he think step-by-step or more holistically?

Knowing how your child learns and thinks will help you choose the tool that's right for him to get organized. Will it be a grid or a picture? A to-do list or a flow-chart?

Many gifted kids don't want to structure their time, so prepare yourself to be flexible and creative. Organizing just one day might be a good way to show him the limitations of his time and the priority-setting he'll need to do.

Before you sit down with him, know your own plan for homework rules, regular routines, and free-time choices.

Know Your Plan

Before your child can master time, you'll need to set some ground rules.

What happens after school? You can take this time to talk about the school day in a relaxed way. Have a snack and get all the news. Plus, you can help your child decide if the rest of the day holds enough time for everything he wants and needs to accomplish.

Schedule homework first thing. This may be difficult, but your child needs this type of structure to learn priorities.

Find your child's homework space with his needs in mind. Some kids need a quiet environment with no distractions; others can work just as well at the kitchen table with music playing. If you haven't already, read the Know Your Child section.

Make sure reference books are within easy reach of her study spot.

Offer her this learning tip: Studying smaller amounts of information for several days is more effective than one marathon all-nighter.

Stay involved. Find the mid-point between paying no attention to your child and overbearing watchfulness. Younger children need more supervision than older children, who are developing self-discipline. When your child is in middle school, if you are still helping with daily homework, it's time to let go. Be a resource she can go to, not a constant crutch.

Too much work? There will be times when she'll have more work than she can accomplish, or when a project is going so well she doesn't want to put it aside. This is an ideal time to teach perfectionists to prioritize -- not everything deserves a maximum amount of time. Sometimes, it's okay to "skim the surface," especially when she's feeling overwhelmed or the project isn't high priority. Then you can establish consequences for not completing assignments that are important.

Plan ahead for relaxing activities like television, books, and play. Zoning out can be refreshing and can give him time to incubate ideas. Review your child's hobbies and interests. What helps him best recharge his batteries: time alone; time with friends; time with books, a favorite TV show, a pet, or a pet project? Help him set aside time every day for this. Choosing TV programs or video games in advance will balance his needs for other kinds of fun and self-care.
Time Tools

Setting up a way to manage your gifted child's time depends in large part on how your child thinks.

Logical, analytical thinkers keep neat notebooks and like to organize. Their sock drawers are neat. Creative, holistic, or "feeling" thinkers have looser ways of keeping organized. They might keep their socks on the floor, over the door, and in the drawer -- but they know where they are!

Keeping your gifted child's mind in mind, here's your jumping off point for finding the right time-management tool. Play and experiment with the following examples. You and your child will have time right where you want it.

Charts and Pictures

Planning by Picture
One way to engage kids who are visual learners is to make a time chart that looks like a favorite topic.

For example, start with a large multi-tiered hamburger. In a 24-hour day, how much lettuce, cheese, or ketchup will he need? Is cheese the homework? Is the sauce his free time? Let your child have fun deciding.

Planning by Pie Chart
Try planning by pie chart! Here's an example.

Print out your own blank pizza chart to schedule on!

Use anything that will serve the end goal: a system for time management that keeps your child involved in her own successful planning.

Ready for more Resources? Try These:
CEC Approved and Suggested Books

Grids and Lists

Here are some examples for setting up a schedule. The priorities for each activity will change daily. One day, for example, the long-term research paper might not be as important as practicing for an upcoming recital. And remember to "plan for planning." Balancing long- and short-term goals takes energy, thought, and time!

Choose a few of the designs below, try them out with your gifted child, and decide together what's best for now. If you need to, you can reinvent your tool anytime. What's important is that you get started before school does.

Planning by Activity

Planning by Time

Planning by To-Do List

Wednesday

Priority

Activity

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One of the most helpful talents for all-talented kids is organizing their time to do what they need -- and want -- to do.

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 (2e) Archives - CHC Podcasts presents Voices of Compassion | Children's Health Council

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CHC Podcasts presents Voices of Compassion | Children's Health Council

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Enjoying the CHC Voices of Compassion Podcast? Please consider supporting CHC's Community Education and outreach efforts, like this podcast and CHC Online Resource Library, with a gift today.

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Twice Exceptional (2e) Archives - CHC Podcasts presents Voices of Compassion | Children's Health Council

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Enjoying the CHC Voices of Compassion Podcast? Please consider supporting CHC's Community Education and outreach efforts, like this podcast and CHC Online Resource Library, with a gift today.

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Aging Out, Not Left Behind: Transitioning to Adulthood with Ann Phelan

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Podcast · Camp On Tour and Maximizing Psychology · Through interviews, research presentations, resource sharing, and more, we provide our listeners with knowledge, insight, and a deeper understanding of all things neurodiversity.

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Free social-emotional learning resources such as lesson plans, worksheets, and other activities, based on CASEL standards. Created specifically for neurodivergent students by a neurodivergent team.