Twice+Exceptional

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**Gifted+Learning disabled= Average in appearance!! Teachers sometimes have "selective vision" when dealing with twice exceptional students. Their giftedness may not come out in the classroom due to their other exceptionality. (M. Hill)

Intellectually gifted children with special needs such as ADHD, learning disabilities, Asperger Syndrome, etc. have a hard time of it in our education system - because their giftedness can mask their special needs and their special needs hide their giftedness, they are often labeled as "lazy", "unmotivated", "not trying". Many people don't even realize that a child can be both gifted and learning disabled. Taken from uniquelygifted.org (M. Hill)

Gifted Students with Learning Disabilities ** (D.JLove) > > **Instructional Strategies for Twice Exceptional Students (D.JLove)**
 * **High abstract reasoning ability**
 * **Good mathematical reasoning ability**
 * **Keen visual memory, spatial skills**
 * **Advanced vocabulary**
 * **Sophisticated sense of humor**
 * **Imaginative and creative**
 * **Insightful**
 * **Exceptional ability in geometry, science, arts, music**
 * **Good problem- finding and - solving skills**
 * **Difficulty with memorization, computation, phonics, and/or spelling**
 * **Distractibility and/or disorganization**
 * **Supersensitivity**
 * **Perfectionism**
 * **Grasp of metaphors, analogies, satire**
 * **Comprehension of complex systems**
 * **Unreasonable self expectations**
 * **Often, failure to complete assignments**
 * **Difficulties with sequential tasks**
 * **Wide variety of interests (Baum, Owen, & Dixon, 1991; Silverman, 1989)**
 * **Be aware of the powerful role of language; reduce communication limitations and develop alternative modes for thinking and communicating.**
 * **Emphasize high-level abstract thinking, creativity, and a problem-solving approach.**
 * **Have great expectations: these children often become successful as adults in fields requiring advanced education.**
 * **Provide for individual pacing in areas of giftedness and disability.**
 * **Provide challenging activities at an advanced level.**
 * **Promote active inquiry, experimentation, and discussion.**
 * **Promote self-direction.**
 * **Offer options that enable students to use strengths and preferred ways of learning.**
 * **Use intellectual strengths to develop coping strategies.**
 * **Assist in strengthening the student's self concept.**


 * Dual exceptionalities ||
 * Author(s): Colleen Willard-Holt **
 * Source: ERIC May 1999 Digest # E574 ** ||