2. According to Callard-Szulgit (10), twice-exceptional
students meet the following criteria:
Display one or more of these
criteria:
Identified as gifted in an
academic or artistic discipline
and/or
Display exceptional leadership
abilities and/or
Exhibit advanced creative arts
aptitude
AND Exhibit one or more of these criteria:
Identified as emotionally,
physically, or learning disabled
Spectrum disorder
ADHD
Sensory disabilities
Learning disabilities
*These disabilities fall under Federal
or State criteria, qualifying the student
for an IEP and/or a 504 plan.
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3. Marked intellectual ability
Above average creativity
Advanced problem solving ability
Often have a sense of humor
Inquisitive
Egocentric
In-depth interests in a variety of subjects
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4. Difficulty with written expression
Highly sensitive to criticism
Strong-willed
Difficulty socializing
Disorganized
Weak study skills
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5. Enlist the help of the CSE Department and the Resource
teacher.
Teach the child the way he or she learns (visual, auditory,
kinesthetic strategies).
Create a "menu" of activities for the student to choose
from.
Allow the child to practice kinesiology exercises to
strengthen both cerebral hemispheres.
Teach content first; details second.
Teach children to set realistic goals.
Accept the individual differences inherent in each child.
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6. Be the child’s advocate: inform teachers.
Record the child’s struggles AND strengths.
Respect the child’s differences; focus on strengths.
If spelling and writing are difficult, utilize a computer.
Read various articles regarding the twice exceptional
child.
Nurture outside interests.
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7. According to the National Education
Association, (http://www.nea.org/assets/docs/twiceexceptional.pdf)
“Federal law does not
require that states and
districts provide for the
educational needs of gifted
and talented learners. As a
result, gifted programming
decisions in the United
States are made at the
Although local states
state and many levels.
mandate that districts
identify gifted provide services, few states specify the services, or the grade
students and
levels in which students must be served. In states without mandates, or in
states that do not fund gifted services, it is up to local districts to determine
whether to provide services and which talent areas will be served. In these
cases, services are available only in well-funded districts.”
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9. Callard-Szulgit, R. (2008). Twice-Exceptional Kids: A guide for assisting students
who are both academically gifted and learning disabled. New York. Rowman &
Littlefield Education
National Association for Gifted Children. (2012). Parenting for High Potential, 1, 116. Retrieved from
http://www.nagc.org/uploadedFiles/PHP/PHP_Back_Issues/NAGCPHP_MarApr12_
Screen_mil.pdf
National Association for Gifted Children. (2008). Gifted by State: New York.
Retrieved from http://www.nagc.org/index.aspx?id=673
National Education Association. (2006). The Twice-Exceptional Dilemma. Retrieved
from http://www.nea.org/assets/docs/twiceexceptional.pdf
Warsaw, M. (2002). Davidson Institute for Talent Development. Meeting the Needs
of Twice-Exceptional Children. Retrieved from
http://www.davidsongifted.org/db/Articles_id_10140.aspx
Winebrenner, S. (2003). Intervention in School and Clinic, 38, 131-137. Teaching
Strategies for Twice-Exceptional Students. Retrieved from
http://www.hoagiesgifted.org/eric/fact/teach-strat.pdf
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