Twice Exceptional Students – Special Education Questions I need answer those question in 3 paragraphs using the attachmentWhat are the practical classroom

Twice Exceptional Students – Special Education Questions I need answer those question in 3 paragraphs using the attachmentWhat are the practical classroom implications for twice exceptional students?How might this affect how you think of and treat students who have disabilities? Eleanor
Twice-exceptional students
Twice-exceptional students may have both learning challenges and gifts that continue to go
unnoticed because they’ve developed abilities to adapt to their environment, and their
performance is therefore considered simply good enough (i.e. at or around grade level). In other
cases, these students may be identified as having a disability early on, with no educator ever
considering or exploring the possibility that they also possess particular “gifts and talents.”
Finally, some twice-exceptional students are designated as “gifted,” while an additional
exceptionality remains unaddressed–or perhaps even unacknowledged.
In the classroom, these students may exhibit behaviors that result in them being labeled
“disruptive” or “disrespectful”–particularly when they display “strong questioning attitudes”
(NEA, 2006, p. 7). Their coping mechanisms may isolate them in different ways–for example,
using humor “to make fun of peers” (p. 8). In terms of their abilities to complete quality
classwork, they may: struggle “with basic skills due to cognitive processing difficulties”;
experience issues with reading or attention; have “very focused” interests; demonstrate a lack of
social-emotional skills in interactions with peers; and/or demonstrate leadership abilities (p. 7-8).
Students falling into this category are incredibly diverse. In general, as with all students, their
behaviors should be considered in context– and with the goal of trying to figure out what is
going on with an individual kid.
With “twice-exceptional” students, teachers need to provide support around both “gifts” and
areas of struggle. Differentiated instruction is key, as well as direct instruction in areas of
weakness. As with all students, self-determination should be promoted (NEA, 2006, p. 12).
“Alternate ways” of demonstrating understanding of a skill or concept must be encouraged when
appropriate (p. 12).
This absolutely affects the way that I think about and treat students with disabilities. I have
personal experience with this “dilemma” and know that continually trying to adapt and cope
without support takes a toll over time. Every child has unique learning needs that should be
recognized, and it’s crucially important that we listen to what children have to say about their
own experiences in school. All students/people have “gifts,” and differentiation is really
imperative for this reason. Additionally, it is essential to remember that the individual needs of
children of color are frequently overlooked. Although these students have an increased
likelihood of being labeled as “disabled,” they are far less likely to be classified as “gifted”
(Turnbull et al., 2016).
Twice Exceptional Students
It is important that schools strive to include every student in a general education classroom. It is
beneficial when students of all skill levels work together in the classroom. “The purpose of The
Twice Exceptional Dilemma is to address the specific challenges of the largest group of twiceexceptional children, those students who have a disability and are also academically gifted”
(Belaney et al., 2006, p.1).
There are practical classroom implications for twice exceptional students. These students
represent “a potential national resource whose future contributions to society are largely
contingent upon offering them appropriate educational experiences. Without appropriate
education and services, their discoveries, innovations, breakthroughs, leadership, and other gifts
to American society go unrealized” (Belaney et al., 2006, p.2). These students require a mixture
of special education and gifted education. It is a very hard balance for some teachers to take on.
Every student is different and learns differently. It is important to look at their IEPs and figure
out how they learn best, some students respond better to sensory activities and some students are
auditory learners. The classroom should reflect the environment that gives students the best
chance at success.
This will affect how the teacher thinks of and treats students who have disabilities. “Twiceexceptional students present a unique identification and service delivery dilemma for educators.
Often educators, parents, and students are asked to choose between services to address one
exceptionality or the other, leaving twice-exceptional students both under identified and
underserved in our schools” (Belaney et al., 2006, p.1).
Twice exceptional students
Twice exceptional students are ones who simultaneously have gifts and disabilities (Turnbull,
Turnbull, Wehmeyer & Shogren, 2016). It’s often difficult to identify students who are twice
exceptional because their ability may mask their disability, their disability may mask their ability, or
their ability and disability may essentially cancel each other out.
Once a student is identified as twice exceptional, a teacher has to develop teaching techniques that
will balance their giftedness and their disability. From a practical standpoint, this could mean
providing assistance with reading through the content material (say for a student who has dyslexia)
but providing very challenging intellectual materials because of his gifts. It would be an interesting
and perhaps difficult balancing act.
The idea of twice exceptionalities would make me look at all students differently. The readings
made me consider that, perhaps, the underachieving student isn’t lazy but instead is gifted and has
trouble focusing. It made me consider that an average student may in fact be extremely gifted but
struggling to overcome a shortcoming. It made me consider that a student with disabilities may have
significant gifts that we haven’t been able to uncover. The whole reading was kind of mind-blowing.
National Eduation Association (2006). The twice exceptional dilemma. Retrieved
Turnbull, A., Turnbull, R., Wehmeyer, M., & Shogren, K. (2016). Exceptional lives: Special
education in today’s schools, 8th edition. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Twice exceptional
What are the practical classroom implications for twice-exceptional students?
Twice exceptional students have a combination of some gifted abilities and other areas that
require intensive intervention (Belaney, et al. pg. 1). As always, it is essential to review the
child’s IEP, and go through the steps of processing the accommodations and interview the
student and family to provide support.
However, average students are students whose gifts and disabilities mask one another. As they
experience discrepancies between their strengths and weaknesses in school, they may become
frustrated leading to social, emotional, and behavioral problems (Belaney, et al. pg. 2). This is a
difficult situation. When the child’s strengths and weaknesses are previously identified, you can
capitalize on the strengths, and work on the weaknesses.
How do you identify, or even suspect that a student is twice-exceptional? Our texts states that
“Identification of twice-exceptional students is complicated. It requires both an awareness of the
unique relationship between the two areas of exceptionality as well as the knowledge and
capability to employ assessment and identification procedures that provide alternate vantage
points for viewing both giftedness and disability (Belaney, et. al. pg. 5).”
So the implication is that twice-exceptional student may be right here in my classroom, and go
unidentified. I think the same thing goes for students with disabilities. I assume that by the time
they reach my (high school) level, they should be identified.
How might this affect how you think of and treat students who have disabilities?
I will say that this entire class has made me think about my students who have been identified
with disabilities, and those student who may have disabilities, who have not been identified. I
look at all my students differently, and try to question the administration if they reach me unable
to read at grade level, etc.
I can sometimes be cynical when it comes to our education system, since I have so many
students without IEPs who come to me with obvious difficulty. I need to find out what the proper
channels (in my district) are, before it becomes to late to help some of my students.
Belaney, C., Clarenbach, J., O’Connor, K. J., Higgins, L. D., & Weinfeld, R. (2006). The twiceexceptional dilemma. In National Education Association. Retrieved April 7, 2018, from
Without being explicitly stated, twice exceptional students (or 2E students) are in most
classrooms and often go unidentified, according to The Twice-Exceptional Dilemma contributed
by Belaney, Clarenbach, O’Connor, Higgins, & Weinfeld to the National Education Association
(NEA). (2006). Twice-exceptional students can fit into a few categories such as being formally
identified with a giftedness that might disguise a disability, a diagnosed disability possibly
masking the giftedness, and not formally classified as either gifted or disabled where nothing is
readily obvious. (Belaney, et al., 2006). As educators, we need to identify the roles and
responsibilities to address needs of all students for them to reach their fullest aptitude, abilities,
skills, and potential in a safe learning environment using integrative instructional strategies.
Diversifying lessons to be able to fit into various modalities to help different learning
styles comprehend curricula. Teachers also consider identification of 2E students and assessment
components. Hoover, Klingner, Baca, & Patton (2008), advise teachers assessing learning at
instructional checkpoints to decide if more coaching or integrated opportunities could be used in
the lesson or where to go from that milestone. Belaney, et al., contributors to the NEA guide
(2006), suggest teaching students in their areas of interest as much as possible, never taking time
away from their strengths areas to make more time for deficiencies. I have witnessed the use of
manipulatives or allowing students to write or draw conclusions aid in teaching. Hoover, et al.,
(2008), discuss various ways to increase participation explaining inquiry-based and activityoriented methods. One such example could be response cards, with the use of whiteboards, preprinted, or hand signals to answer simultaneously. Students with disabilities are covered under
laws prescribed by the ADA whereas there is no federal legislation for students categorized as
gifted or talented and twice exceptional. (Turnbull, Turnbull, Wehmeyer, & Shogren, 2016).
Making content and curriculum understandable for students accommodating their academic
weaknesses by providing direct instruction and support for classroom success. Other practical
applications for twice exceptional students include addressing emotional health, behavioral
concerns, and social issues. All of which require knowing the student, their strengths, interests,
and deficiencies.
Reading the article Twice-Exceptional Dilemma Allowed my mind to ponder the struggle
students face every day. The use of Section 504 plans and IEPs are valuable resources and guides
to be adhered to, however, some students slip through the cracks and do not have those tools
available. This article offered an understanding that twice-exceptional students may present
opportunities for the classroom to grow together. Personally, I had not considered that a student’s
low academic self-efficacy and or esteem could be largely contributed to the lack of proper
identification or alternative services deemed appropriate to enhance cognitive development.
Hoover et al., (2008), urges educators to spice up curriculum and lessons providing interesting,
meaningful, engaging, and challenging instruction aiding students in their achievements.
Belaney, C., Clarenbach, J., O’Connor, K., Higgins, L., & Weinfeld, R. (2006). The
Twice-exceptional dilemma. National Education Association. Retrieved from
Hoover, J. J., Klingner, J. K., Baca, L. M., and Patton, J.M. (2008). Methods for teaching culturally
and linguistically diverse exceptional learners. Upper Saddle River, NJ: Pearson.
Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2016).Exceptional lives:
Special education in today’s schools. Boston, MA: Pearson.
Unidentified 2e Students: Implications & Strategies.
According to the National Education Association (NEA), twice-exceptional (2e)
students present a combination of academic strengths and gifted abilities in some
areas, while showing difficulties or disabilities requiring significant intervention in other
areas (2006, p. 1). Inconsistent performance, uneven skills and asynchronous
development are characteristics that normally define this group of student (Bracamonte,
2010, p. 5). Giftedness can coexist with a number of disabilities and disorders, including
physical, sensory, emotional and behavioral, learning, Asperger’s, and ADHD, to name
a few.
The integration of this group of students in an inclusive educational environment
presents a number of unique challenges. Students who are gifted and disabled are hard
to identify and in fact, are often are misidentified. When identified, some educators and
service providers can find themselves choosing between exceptionalities when making
program adaptations, accommodations and providing resources for this group of
students. According to the NAE, the consequences of under identifying these twiceexceptional students and not attending to their needs can have life lasting
consequences for the student, including low self-esteem, underachievement, likeliness
to drop out, affect secondary education and even limit employment opportunities (2016,
p. 15).
Awareness, implication, and strategies.
Since twice-exceptional students sometimes have abilities and deficits
(behavioral, learning, social, etc.) that counterbalance each other (resulting in a
masking or hiding of the disability by compensatory skills or mechanisms) they can be
hard to identify and are often denied access to educational experiences or services
afforded to other students. In turn, difficulties with identification can result in 2e
students experiencing academic or organizational difficulties later on as the curriculum
increases in challenge; becoming easily bored in special programs; denied access to
gifted education services, or getting misdiagnosed as being emotionally disabled.
According to Turnbull et al. gifted and talented students do sometimes set very high
expectations for themselves (and feel there is a lot of external pressure on them as
well). This can create a lot of academic and extracurricular anxiety and pressure (2016,
p. 343). In consequence, twice-exceptional students can also develop unwillingness to
take risks in academic areas where he may not excel, present emotional immaturity,
and develop feelings of social maladjustment (NEA, 2006, p. 5).
Awareness of the characteristics and struggles of twice-exceptional students is
required of teachers to remain vigilant and try to recognized both extremes of ability in
this kind of student, identifying gifts and disabilities. Some of the ways, giftedness and
disabilities intersect in this kind of students include, differential levels of verbal and
written language abilities affected by cognitive processing, strong observation skills
coexisting with difficulty with memory, inquisitive, questioning, unusual imagination and
generating of ideas can coexist with either extremely focused or wide range of interests.
(NEA, 2006, p. 8)
In order to more successfully identify this kind of student teachers should try to to
implement assessment that target both the disability and the giftedness of the student.
This should be achieved by using multiple sources of evaluation and data, comparing
performance and achievement assessments (both formal and informal), and using data
from family on extra-academic performance. If student is culturally or linguistically
diverse, teachers need to make sure to use culturally appropriate assessments to avoid
biases (NEA, 2006, p. 7).
Once a student has been identified, it is important to try to uncover interests,
learning differences, needs, and strengths. In collaboration with other professionals
such as gifted student experts, teachers need to contribute to the development of an
IEP that includes opportunities for enrichment programs and additional educational
development opportunities. Ideally such IEP should result in ensuring that students
simultaneously receives gifted and specialized instruction. IEPs should also provide
accommodations for academic strengths and weaknesses as well as
instruction/interventions to address the specific social, emotional and behavioral issues
that can characterized twice-exceptional students.
Bracamonte (2010) and the National Education Association (2006) recommend a
number of strategies to be followed by schools to accommodate 2e students, including:
playing with strengths and gifts while accommodating weaknesses and disabilities,
addressing social and emotional needs, incorporating counseling support to address
behavioral issues, providing organizational guidance and one on one tutoring
opportunities (or direct instruction), and integrating technology to support success and
help academically talented students outgrow and compensate for their challenges.
If not properly identified, the intellectual abilities and overall achievement
potential of twice-exceptional students could suffer from prioritizing adaptations based
on disability alone. At the same time, professionals may not be fully aware of the
existence of disabilities if the twice-exceptional student manages to mask such
difficulties by developing coping or compensatory strategies. As a future teacher,
mindful of the idiosyncratic characteristics of twice-exceptional students, I will strive to
remain vigilant to make sure that both the gifts and challenges of these individuals are
both recognized, addressed and accommodated to allow them reach their full academic,
emotional, and social potential.
Bracamonte, M. (2010). Twice-exceptional Students: Who Are They and What Do They
Need?Twice Exceptional Newsletter. Retrieved April 8, 2018, from
National Education Association. (2006). The Twice-Exceptional Dilemma. Washington,
D.C. Retrieved April 8, 2018, from
Turnbull, A., Turnbull, R., Wehmeyer, M., & Shogren, K. (2016). Exceptional
lives: Special education in today’s schools, 8th edition. Upper Saddle River, NJ:
Pearson Merrill Prentice Hall.

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