Myths Of Twice-Exceptional Students

Therefore, it would be unproductive to attempt to persuade the audience, because they do not have the influence or power to bring about change. It would be in the speaker’s best interest to simply inform the audience about his or her topic. A more specific purpose would be to inform the audience of the benefits of special education for gifted students, such as the benefits of supplemental curriculum for the students, specialized educators working closely with the students, and long term influences of the classes on the

It is the first day of school. The new GRT has checked his mailbox and found that he has 18 identified gifted students to educate of this year. He notices four of the names have purple italicized text next to each name. Twice-exceptional. His insides feel unstable for a moment. The classes offered at his college included a Special Ed course, but now these children were right there in front of him. He would be responsible for their individual successes for an entire year. He had five In-service days to get to know the building, all of the teachers, the administration, and understand how uniquely different each of his twice-exceptionals were. There were also 14 other children. He knew from his Gifted Endorsement his identified students would

The targeted group of diverse learners for this Collaborative Professional Learning Project were the Exceptional Children (EC) of NCMS. The EC students are identified by a current Individualized Education Plan (IEP). The EC students at NCMS have varied and extensive needs. Some common characteristics of EC students include “holding negative attributions, being nonstrategic, unable to generalize or transfer learning, processing information inefficiently or incorrectly and poor social skills” (Smith, 2007). Likewise, some of the barriers to learning for EC students include, poor reading foundational skills, inability to follow multi-step directions, needs more time to complete tasks and master objectives, requires classroom modifications and accommodations

I do think that a 504 plan would help in addressing the skills that need to be remediated. A 504 plan is the most effective plan that spells out the modification and accommodations that will be needed for students with a disability who is not getting special education services to have an opportunity to perform at the same level as their peers. In elementary school, a twice-exceptional gifted learner could be place in a classroom that receive additional support so he/she can be remediated on skills that he/she has a deficiency and still be pulled out for gifted services. I am not sure of what happens in middle and high school but a twice-exceptional gifted learner can still explore any intervention programs that the school offer.

For Psychology of Exceptional Learners, I was given the opportunity to observe in Bishop Dunn Memorial School. This parochial school conveniently located on MSMC’s campus was a huge learning experience for me. I was able to sit in on a first grade general education class. It was a pleasure to get to watch co-teaching in action! The first day posed to be a little difficult because of not knowing which student had a disability so, I was unsure where to focus my attention. Due to FERPA, the Family Educational Rights and Privacy Act, the teacher was unable to disclose any information of which student has a disability or what disability that student faces. I was unable to see any work produce by the student, also. I was left to solely depend on my observations.

Parents are often the first advocates for twice-exceptional learners as they are the first to notice the strengths and struggles their children are experiencing. School counselors and teachers do well to listen to parents when they show concerns in this area (Assouline, Foley, & Huber, 2006). School counselors can work with parents to help them advocate for the multifaceted learning plans that their child needs (2006).

A longitudinal study completed by Cross et all (2004), examined the psychological traits of gifted students (n = 139) entering a two-year high school residential program. They tested the students using the MMPI-A upon entry to the school and after the two-year stay. Clinical scales mean scores for this study were between 40-50 for both tests. The standard deviations for the clinical scales at entry were between 7.58 – 12.11 which were similar scores found in the norm sample. At the two-year mark, the standard deviations were slightly larger suggesting a broader range of testing scores, but scores still did not deviate far from the norm. The validity scales were examined using Wilks’ Lambda and the K scale showed the only significant change. This showed that the students’ answers were consistent and honest. There were two clinical scales that showed statistically significant change, in individual students, between the entry and the two-year test; depression and hysteria. Scores in three of the five subscales of depression were significant; subjective depression, psychomotor retardation, and mental dullness. Denial of social anxiety, need for affection and inhibited aggresses were the three of five subscales of depression that were significant. Overall, the study found that gifted students do not differ

My experience the past two school year has disproven these two myths. Gifted students are not always high achieves and are not always welcomed addition to a classroom. They can have the same socially and emotional limiting problems and less than desirable characteristics as non-gifted peers. The bottom line is that gifted students are individuals with their own personalities and environmental influences. Their giftedness does not take these

Author states that whether parents admit it or not, they feel guilty over the preference they make for one child over another. According to psychologist Mark Feinberg even though parents, often spend much of family's wealth and energy into the care of the children with disabilities, but their fundamental programing attracts them to the gifted ones. According to Conger, report, the second-tier children at first seem to be ok and they learn how to manipulate the system for their own benefits. However in a deeper level they feel sad with more self-esteem questions.

“Twice Exceptional Learners: Who Needs to Know What?” in the Gifted Child Quarterly connects with our chapter seven reading in the textbook, Twice-Exceptional Children: Twice the Challenges, Twice the Joys. I chose this article because I am interested in learning more about twice-exceptionality. I teach in a center based gifted program, and I currently teach a few gifted students who either have attention deficit hyperactivity disorder or autism. The purpose of the study described in this article is “to gain a better understanding of the current knowledge, awareness, and experience concerning twice-exceptionality as reported by educational professionals familiar with gifted education” (Foley-Nicpon, Assouline, & Colangelo, 2013,

In the case with Student #1, college was an eye opener for him and really hit him hard. He was the first one to attend college so he had no knowledge of what to expect. The feeling overwhelmed and that really brought him down, after being at his lowest he suddenly realized that he had nothing going for him and he was determined to finally get something going for him and I believe that really helped in boosting him and his success in the following time after. His realization of needing to speak up and open yourself up to new things really helped him.

Every student deserves an equal and adequate learning experience, especially if they have an IEP or undiagnosed learning or physical disability. Doing whatever we can for our students should really always be a priority even when we have an entire class to look after and worry about. One of the reoccurring themes that have shown up in all of my research focuses on the students’ capabilities and how as teachers we can work with their strengths and weaknesses to help them succeed. Since students classified with ED have a poor record of success in academic achievement their learning environments must always be considered as well as their family dynamics and general traits.

Beginning in kindergarten, students may be referred for gifted services. Highly qualified professionals will identify students using multiple criteria including: achievement testing, teacher rating scales, parent questionnaires, portfolio of student products/performances (minimum of two), student self-assessment (grades 6-12 only), and grades/awards (grades 6-12

Who could ever think a ‘straight A’ student would be involved in a case such as stabbing?

An exceptional student is any student who has abilities or issues so significant that they require a special type of education and/or services to reach their full potential. The use of labeling is extremely controversial. Some disadvantages to labeling exceptional students are that these labels are mistaken for explanations, they emphasize the most negative aspect of the student, these labels may be viewed as permanent, self- fulfilling prophecies and cause stigmas. Other drawbacks of labeling are that teachers may have preconceived ideas of the child’s capabilities based on the label and may not teach the child to their fullest capability. This can create ineffective schooling. Another drawback is the teacher may stereotype students and forget