twice exceptional, twice ignored? j. dusteen knotts, western kentucky university ava fergerson,...

Twice Exceptional, Twice Ignored?

J. Dusteen Knotts, Western Kentucky University

Ava Fergerson, Western Kentucky University

Twice Exceptional Students

Outcomes:

1. Define who are twice-exceptional learners?

2. What state law or policy addresses twice-exceptional students?

3. How would instruction for the 2e student look different from typical special education students or typical gifted students?

4. What are effective methods to use with the 2e learner?

5. What should be done in teacher preparation programs to address these needs?

Questions to think about

•Who are twice-exceptional or 2e learners? What would you predict?

•Who should teach them?

Twice Exceptional Students

Outcomes:

1. Define who are twice-exceptional learners?

2. What state law or policy addresses twice-exceptional students?

3. How would instruction for the 2e student look different from typical special education students or typical gifted students?

4. What are effective methods to use with the 2e learner?

5. What should be done in teacher preparation programs to address these needs?

Where are they now?

Attributes???

• Extreme discrepancies in Academic performance

• Spikes in test scores

• Severe differences in Verbal and non-verbal

• Exceptional creativity and imagination

• Exceptional knowledge in selected areas

• Areas where the student excels

….• Strong in logical and abstract reasoning

• Artistic abilities in music, art, movement

• Handwriting difficult to read but they can read it

• Weakness in simple recall skills (word recognition, math facts, decoding skills, etc.)

• Strong vocabulary skills

• Hypersensitivity and emotional reaction

• High levels of self criticism

…

• Often does not complete work

• Highly distractible

• Struggles with easy tasks but excels in higher level tasks

comorbidity

•Greater intensity•Curiosity•Shift in focus• Intense focus

•Trait Inhibition•When one trait hides the other

•Emergence of a New Trait•Emotional or behavioral manifestations

not typically found in gifted

New Paradigm

© 2007 by Coleman & Shah-Coltrane

2eCoP National Definition

Twice exceptional (2e) individuals evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; each may mask the other so that neither is recognized or addressed.

Twice Exceptional Students

Outcomes:

1. Define who are twice-exceptional learners?

2. What state law or policy addresses twice-exceptional students?

3. How would instruction for the 2e student look different from typical special education students or t typical gifted students?

4. What are effective methods to use with the 2e learner?

5. What should be done in teacher preparation programs to address these needs?

state law and policy

• State Directors of Special Education

• State Directors of Gifted Education

• State Education law• State Policy

• All States have special education law.

• How many have gifted education law?

States That Require Gifted Education Administrators (n=40)

2014-2015

Results OF 2E LAW OR POLICY

• Document Search and /or survey responses ( 50 states)

• The term twice-exceptional • Law for 12 states• Law and Policy for 5 states• Policy for 7 states

• The term 2e defined Three States

Colorado, Pennsylvania and North Carolina

Twice Exceptional Students

Outcomes:

1. Define who are twice-exceptional learners?

2. What state law or policy addresses twice-exceptional students?

3. How would instruction for the 2e student look different from typical special education students or typical gifted students?

4. What are effective methods to use with the 2e learner?

5. What should be done in teacher preparation programs to address these needs?

Differences in Disabilities & 2E

•2E learners show:•Discrepancies in

achievement•Areas of great talent and

areas of great weakness•Compensating strategies

Differences in disabilities & 2EChallenges of 2E

are that of a disability

•Poor memory of isolated facts

•Difficulty reading, writing, spelling

•Struggles with simple facts (addition, multiplication)

Strengths of 2E are that of giftedness

•Excellent comprehension

•Excellent verbal skills

•Capable of complex, conceptual problems

Twice Exceptional Students

Outcomes:

1. Define who are twice-exceptional learners?

2. What state law or policy addresses twice-exceptional students?

3. How would instruction for the 2e student look different from typical special education students or typical gifted students?

4. What are effective methods to use with the 2e learner?

5. What should be done in teacher preparation programs to address these needs?

Research

• Research peer-reviewed articles

• See handout

Effective Methods• Differentiation: a style of thinking, planning,

and teaching in order to meet the specific needs of a student

• Why is it important?

• How to differentiate:1. Materials 2. Process3. Product

Goal of differentiation is to move from dependence to independence.

DifferentiationMaterials Process Products

•MaterialsWhat accommodations does the student need?•Multiple texts•Computer or tablet•Varied resources

Materials Process Product

•ProcessHow can you vary assignments to

best promote the individual’s learning?•Use interactive methods•Incorporate the arts! Proven

method.•Scaffold assignments•Find out what the student is

interested in

Materials Process Product•Product

What is the most effective way to asses the student’s knowledge?•Use varied modes of expression•Foster higher-order thinking•Use self and peer evaluation

MUST teach self advocacy!Importance of asking the student

what their needs are

Strengths-based Instruction

•What is the root of all of this? Strengths-Based Instruction Allows students to demonstrate

strengths without the interference of weaknesses

• Image by Coleman 2015

Develop the Gift/ Ability

Manage the

disability

Twice Exceptional Students

Outcomes:

1. Define who are twice-exceptional learners?

2. What state law or policy addresses twice-exceptional students?

3. How would instruction for the 2e student look different from typical special education students or typical gifted students?

4. What are effective methods to use with the 2e learner?

5. What should be done in teacher preparation programs to address these needs?

Currently

Special Education

Gifted Education

Twice-Exceptional Education

GeneralEducation

How does this Change?

•Parents and Advocates

•Law and policies

•Research and Recognition

•Look at current models

•Change in teacher preparation programs• Co-teaching, collaboration, cross

training

Twice Exceptional Students

Outcomes:

1. Define who are twice-exceptional learners?

2. What state law or policy addresses twice-exceptional students?

3. How would instruction for the 2e student look different from typical special education students or typical gifted students?

4. What are effective methods to use with the 2e learner?

5. What should be done in teacher preparation programs to address these needs?

Video

• Observe with educated eyes and pay attention to vocabulary, expressions, focus, and the child’s reaction to the audience.

https://www.youtube.com/watch?v=JoBxFfz4Dko

Thank you

jdusteen.knotts@wku.edu