Gifted Special Population Action Plan- Twice Exceptional Students

Justine Deresz
Doral College
(EGI 4244) Educating Special Populations of Gifted Students
Spring 2022
Professor Liliana L. Salazar
February 8, 2022

Gifted Special Population Action Plan- Twice Exceptional Students

Brief definition Twice exceptional, or 2e students, are a unique and complex group of
of the special special population gifted students. This group of students display both at
population least above average to above average academic ability accompanied with
group of gifted some form of disability (Baldwin et al., 2016). The limiting disability this
students student experiences may be emotional, behavioral, physical, developmental,
sensorial, or a combination of two or more. They will also be included in
this category if they are diagnosed as having a cognitive disorder, learning
disability, ADHD or within the autism spectrum (Baldwin et al., 2015). The
student may demonstrate their high potential academically, creatively, or
both; while showing physical, behavioral, or learning incapacities (Gierczyk
and Hornby, 2021).
Characteristics A twice exceptional student is very difficult to generalize, as each student
that are common will display varied levels and combinations of abilities and disabilities. Due
in these students to this combination of aptitudes, a student may be identified as one or the
that help other or nothing at all; but, rarely both. A student’s gifted talents may
teachers identify overshadow, and in turn veil their disability. A disability may dominate a
them student’s gifted status and in turn commence behavioral and discipline
problems. Finally, the two may cross-cancel each other where neither
definition is met. Because of these obstacles, they are often
underrepresented if represented at all in the gifted community (Baldwin et
al., 2015). Although there is no one test for the 2e student, testing them
simultaneously for a disability and for giftedness has showed some promise
(Twice exceptional gifted students, n.d.)
Activities that Standardized tests and traditional methods of gifted classification do not
help in the apply very well to this subset of gifted students. Because of the student’s
identification, combination of talents and disabilities it is often difficult to identify a
assessment, and specific gifted ability or limiting disability. For example, a student may have
placement of a limited vocabulary when compared to their complex thoughts and upper-
these students in level academic reasoning. Or the opposite, and a student with a learning
gifted programs disability may not be able to express themselves in writing in the way they
express themselves with their high aptitude speaking ability. A student with
a physical, visual, or auditory impairment may lack the experiences or
abilities as their peers, and it can affect their test scores in a negative
manner. A teacher may be alerted to the academic or behavioral changes in a
student as their ability or disability gets ignored (Twice exceptional gifted
students, n.d.)
Challenges Unfortunately, the options for challenges for the twice-exceptional student
faced by these are diverse and likely if the student is misidentified or incorrectly placed in
students in their an academic program. If the disability masks the giftedness, a student may
educational never be placed in the appropriate academic program. In turn the student
environments will not be challenged and can exhibit academic, behavioral, and emotional
(related to issues (Baldwin et al., 2015). When disabling ailments overshadow
school, giftedness, the focus of the disability is the immediate concern (Twice
curriculum, exceptional gifted students, n.d.). Because of this there is an incongruity in
teacher, or peer) academic potential and academic performance. Usually, what occurs with
this student is remediation and special services and not academic
achievement (Baldwin et al, 2015 When a child can use their gifted traits to
overshadow their disability they will attempt to do so for classroom and
social cohesion. A gifted child with a disability may do well in their
academic endeavors but will forgo any growth in a possibility of new skill
sets to address their disability (Baldwin et al., 2015). If disabilities are
ignored, when the student is confronted with one of their weaknesses it may
be misinterpreted for laziness or underachievement. Also, it is very
unfortunate for a child to have a disability that doesn’t receive any adaptive
techniques and aide. Finally, if they both cancel each other out neither
specialty is addressed, and the student will likely go through school as an
“average” student (Twice exceptional gifted students, n.d.).
Instructional Twice exceptional students are not a homogenous group and have diverse
activities and learning, social, and emotional needs. Despite their disability, these students
strategies that will relate more with other gifted peers than those that are merely struggling
promote the with a disability. The first hurdle this student will face is being recognized
SOCIAL for both their giftedness and their disability. The student should be viewed
development of as an individual with unique talents that should be nurtured. The student
these students must be given the opportunity to socialize with peers who are of similar
upper-level thinking (Rowan and Townend, 2016). Because of the dual
feelings of being both exceptional and stereotypically labeled being
“without” 2e students may have issues in socializing. They may experience
more intense feelings of alienation and a sense of not belonging. Their social
needs in turn have a very direct relationship with their emotional needs. The
teacher in turn should assemble a team to help this student have a strong
social-emotional support system. Coaches, psychologists, physical
therapists, and like-minded peers are some examples of the people who can
be involved in creating a safe and healthy environment. The needs and
provisions of both the giftedness and the disability should be customized
and addressed. Family support is also ideal to care for the disability and
emphasize and support the twice exceptional student’s abilities (Baldwin et
al., 2015)
Instructional Having both abilities and disabilities can lead to poor self-concept and bouts
activities and of anxiety, frustration, and even anger. Twice exceptional students need both
strategies that group work and very specific individual plans set in place for success. When
promote the students are placed in groups with similar capabilities there is a greater sense
EMOTIONAL of belonging and purpose. This grouping technique is a strategy promoted
development of by the National Association of Gifted Children. Just as in their social needs,
these students the 2e student needs a strong advocacy support system: teachers,
administrators, peers, and family members. There needs to be a group
consensus on what is best for the individual student not just academically,
but socio-emotionally as well (Twice exceptional gifted students, n.d.). A
plan needs to be put in place that attends to the entire child, their weaknesses
 and strengths, in hopes of making the student feel understood on all levels
(Baldwin et al., 2015).
Instructional Twice exceptional students are a unique group with each student having
activities and varied levels of strengths and weaknesses. One solidifying event is that they
strategies that are all gifted. Sometimes because of their disability a 2e student may
promote the perform below academic norms. Once again educators need to identify that
ACADEMIC the child is gifted and that they have an accompanying disability. Teachers
development need to be creative and offer a variety of learning techniques until the
and achievement student finds one that works for them (Baldwin et al., 2015). This
of these students differentiated learning needs to include opportunities for enrichment,
acceleration, and offer curriculum compacting. Enrichment allows for
extended learning of subject matter beyond the basics. Acceleration is when
you provide students who have understood the benchmarks an opportunity
to complete assignments normally designated for higher grade levels. This
faster pace allows for the gifted student to have a more complex
understanding of the course material. Finally, curriculum compacting
condenses the above-mentioned enrichment and acceleration to diminish
repetition and move more rapidly beyond the lower-level academic
standards (Twice exceptional gifted students, n.d.)
Program model The model that bests suits a twice exceptional student is a dual diagnostic
characteristics program that assesses their diverse needs. First the teacher needs to be
best suited to educated on how to identify a twice-exceptional student. One study found
promote the that when teachers take informative courses on special population gifted
achievement of students, they are more able to identify the students that fit in such a group.
these students With more professional development, teachers are better able to create a
curriculum that meets a 2e student’s needs. The educational plan set up
needs to be inclusive, appropriate, and effective. The student needs to have
their academic needs met. They need to be grouped with other students who
are capable of higher-level thinking as they encounter daily challenges in
their fields of interest. The 2e student requires the social understanding of
those that think alike as well as opportunities to express themselves as an
individual. Finally, they need the emotional support of everyone in their
academic career to support and nurture their strengths and help them adapt
their weakness to best support their success (Rowan and Townend, 2016).
Activities, Family support is of great assistance for the twice exceptional student. All
strategies, students have an overall net gain when a family member is an advocate.
and/or resources Especially with a disability, a family member is there to provide
that promote the unconditional support. Family members are also able to be present when a
support and teacher, coach, or other mentor is not. It is understood that a safe and healthy
participation of social and emotional space needs to be available for the student experiencing
parents and giftedness and simultaneously a disability. Teachers can invite family
families of these members to collaborate with them for at-home learning activities. A teacher
students can recommend places to go with the student where they may find other
students with similar interests (i.e. a museum or the zoo). The educator can
 offer at home practice assignments to give to family members and ask them
to monitor progress. The student’s teacher also must collaborate with the
student’s therapist for their disability. Both members of the team can give
the family collaborative activities that will challenge both their disability
and gifted talent (Baldwin et al., 2015).
Resources Teachers can find many resources for disabilities and giftedness.
teachers can use
to provide Best Buddies International
support to this
special Disability (who.int)
population
group of gifted AAPD – American Association of People with Disabilities
students
https://www.nagc.org/

https://educationaladvancement.org/

In reaching out to any of these organizations, there is likely a group

(support, academic, emotional) that is available for a twice exceptional
gifted student.
Supporting Baldwin, L., Baum, S., Pereles, D., & Hughes, C. (2015). Twice-exceptional
research that is learners: the journey toward a shared vision. Gifted Child Today, 38(4),
critical to share 206-214.
about this http://eg21sgb7q.mp01.y.http.dx.doi.org.proxy.lirn.net/10.1177/1076217515
special 597277
population
group of Baldwin, L., Omdal, S., & Pereles, D. (2016). Beyond stereotypes:
students understanding, recognizing, and working with twice-exceptional learners.
(include the Teaching exceptional children.
citation) https://doralcollege.instructure.com/courses/491/pages/module-5-overview-
twice-exceptional-2e-gifted-student-2?module_item_id=71700

Doral college. (n.d.). Twice exceptional gifted students

https://doralcollege.instructure.com/courses/491/pages/module-5-overview-
twice-exceptional-2e-gifted-student-2?module_item_id=71700

Gierczyk, M., & Hornby, G. (2021). Twice-exceptional students: review of

implications for special and inclusive education. Education sciences.
https://proxy.lirn.net/MuseProxyID=mp02/MuseSessionID=0023icz/MusePr
otocol=https/MuseHost=files.eric.ed.gov/MusePath/fulltext/EJ1288320.pdf

Rowan, L., & Townend, G. (2016, September 8). Early career teachers’
beliefs about their preparedness to teach: Implications for the professional
development of teachers working with gifted and twice-exceptional students.
https://doralcollege.instructure.com/courses/491/pages/module-5-overview-
twice-exceptional-2e-gifted-student-2?module_item_id=71700