2.    Twice-exceptional children’s giftedness may mask their disabilities and adults do not notice their disability. However, another student’s disability may mask his or her giftedness. 

3.    Some students appear to be “average achievers” because their disability and giftedness “cancel out”. 

4.    However, a child’s giftedness does not “make up for” his or her disability. Children who are twice exceptional will still need accommodations to be successful, although identifying the appropriate accommodations may be challenging.

5.    There is no federal requirement for gifted education and gifted students do not qualify for IEPs or 504s unless they also have a disability.

6.    “The National Education Association estimates that approximately 6% of students served by IDEA are academically gifted. They also report that every school has twice exceptional students, and through Federal Law, those students’ specific needs must be met.” (exceptionallives.org)

7.    Twice-exceptional children may also have social-emotional challenges. Children may suffer from low self-esteem and feelings of isolation.

8.    Due to their disabilities, some students who are otherwise gifted may lack basic skills (for example, they may be capable of advanced math but struggle to follow directions. Or, they may be highly advanced verbally but struggle with even the most basic math.)

9.    Programs for twice-exceptional students must be individualized. There is no one-size-fits-all plan because students may be living with a variety of disabilities.

10.Twice-exceptional students often suffer from asynchronous development. While they are far ahead academically and intellectually, they are also far behind their peers socially and emotionally. This can lead to frustration for both the child and his or her peers.

·      Educational teams should determine what is best for each child on an individual basis

·      Teachers should be in regular communication with parents

·      For students with attention challenges …

o   Minimize repetitive work

o   Provide alternate, challenging activities when the student has already mastered a skill

o   Allow the student to demonstrate his or her understanding of a concept in alternate ways

o   Preferential seating

o   Allow extra time 

o   Re-inforce organizational skills and study skills

o   Divide work into smaller “chunks”

o   Checklists/task menus 

·      For students with anxiety …

o   Provide frequent reassurance 

o   Allow extra time

o   Encourage the student to show his or her learning in a preferred way

 

·      For students with behavior challenges …

o   Frequently review expectations

o   Praise the student generously

o   Speak to the student privately about behavior

o   Allow/encourage breaks

o   Give choice about seating

o   Behavior contracts & rewards