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Noemi Estrada 4
Disability Oct. 24, 2013

Twice Exceptional Students
• Students who demonstrate superior intellectual ability to that of their peers and have a specific learning problem are twice exceptional. These students have cognitive, psychological, and academic needs that appear distinct from those of either gifted populations or those with LD (Douglass & Tieso, 2008).

Disability Masks Talent

These students are typically in programs that are solely focused on helping the student overcome his disability. Have significantly underestimated intellectual abilities due to an inadequate assessment that yielded a low IQ Become easily bored if instruction does not challenge them Usually misdiagnosed as having emotional disturbance


Gifted Students with ADHD/ADD Difficulty focusing, following directions, completing work, and organizing themselves, yet they are capable of performing at high levels when they are challenged.

Talent Masks Disability
Disability not identified and student does not receive the special education services needed. Judged as being an underachiever due to laziness and lack of self-motivation Performs at grade level until material becomes more challenging

Gifted students with physical disability – Does not affect cognitive ability. (E.g. Amputee) Gifted students with sensory disability Does not affect cognitive ability. (E.g. Blind) Gifted students with autism Language and social impairments paired with an passion for acquiring knowledge and advanced skills in a variety of areas. Gifted Students with EBD – Almost all students who are twice exceptional experience emotional problems. Gifted Students with Learning Disabilities – Seem to perform at average levels because their giftedness or disability shadows the other.

Talent & Gift Mask Each Other
Has trouble with material as it becomes more challenging Performs at grade level and twice exceptionality goes unnoticed Never referred for special education or gifted program

Twice Exceptional Students

• • Does not pay attention, but pays attention in areas of interest Come up with bizarre ideas, may seem to have a wild imagination that’s often confused for daydreaming Question teacher and may seem rude about it Have great ability to solve “realworld” problems and are great critical thinkers Have problems with reading, writing, and language; may use language incorrectly. Judged as immature because they express their frustration over not being understood by crying, anger, withdrawal, etc. Not willing to take risks in academics, but more than willingly take risk in non-academic areas without thinking of consequences. Very passionate about certain subjects, usually unrelated to school to the point that they excludes other topics. Discrepancies between written work and verbal interactions

Twice-exceptionality is not a diagnostic classification, so there is no established set of criteria for identifying twice-exceptional students. The best way to identify a student that is twice exceptional the teacher must be aware of the characteristics of one and look for them in a child. Use formal (standardized tests) and informal (student class work) assessments. Reduce cutoff scores for the gifted program to account for depression of scores due to the disability. Use more than one data sources used for the gifted program identification, such as intelligence and achievement tests, teacher reports, creativity tests, student interviews, self-referral, portfolio, and family or peer referral Do not combining multiple pieces of data into one score or it will lower scores and depress the total score which disqualifies students with strengths from gifted programs.

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Evidence-based Instructional Strategies
• • • • Inquiry Based Methods Direct Assistive Technology Instruction Guided Notes

Classroom Modifications & Accommodations
• Include gifted and talented instruction in the student’s IEP Keep the classroom environment consistent and set limits and expectations Teach the students self-regulating skills Extended test times Allow student to work in quieter areas if necessary


National Education Association. (2006). The Twice-Exceptional Dilemma. National Education Association. 1.1-28. Winebrenner, S. (2003, January). Teaching Strategies for Twice-Exceptional Students. Intervention is School and Clinic. 38. 3. 131137. Delisle, J. (2002). When Gifted Kids Don’t Have All The Answers. Minneapolis: Free Spirit Publishing Inc

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