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