GIFTED WITH LEARNING
DISABILITIES
Twice-exceptional
By Corliss Wesley
TWICE-EXCEPTIONAL LEARNERS

Twice-exceptional learners have the "characteristics
of gifted students with the potential for high
performance, along with the characteristics of
students with disabilities who struggle with many
aspects of learning."
TWICE-EXCEPTIONAL LEARNERS
The twice-exceptional learners will experience
extreme frustration when he/she cannot meet
the expectations of his/her self and others
(parents, teachers, etc.).
 The student's frustration combined with the
teacher frustration, as to why the student does
not comprehend materials, tend to lead to more
conflict, misunderstandings, and failure in
school.

RESPONSE TO INTERVENTION(RTI)

RtI is a method of academic intervention
designed to provide early effective assistance to
children who are having difficulty learning. RtI is
compiled of research based quality instruction,
continuous monitoring of students progress, and
early interventions for students at-risk of failure.
Tier 1: Quality classroom instruction based on
MS Curriculum Frameworks.
 Tier 2: Focused supplemental instruction.
 Tier 3: Intensive interventions specifically
designed to meet the individual needs of
students.

RESPONSE TO INTERVENTION (RTI)
COMPREHENSIVE EDUCATIONAL PLAN

Comprehensive educational planning for twiceexceptional learners is imperative to be
performed by a collaborative team. These
students need services to nurture their gifted
potential and provide support in area(s) of
disability.
COLLABORATIVE TEAM CONSIST OF:
Gifted education specialist, special education
specialist, school psychologist, classroom teacher,
parents, and the student.
 Occasionally, administrators, counselors, social
workers, occupational therapist, and/or physical
therapist.
 The collaborative team share their expertise in
identifying the student's needs, determining level
of support, selecting research-based
interventions, assist teacher in developing and
implementing a plan, and monitoring the
student's progress.

Teaching students with dual exceptionalities is a
demanding task, because the learning disability
and the giftedness must be addressed
simultaneously. This is considered difficult and
demanding because of the opposing
characteristic of the disability. Example:
Learning Disability
Gifted
Hold Back
Drives
Needs structure
Needs open-ended inquiry
Creates skill deficits
Promotes conceptual leaps
Needs support
Seeks autonomy
Needs clarity
Needs complexity
RISK AND RESILIENCY

In order to influence positive outcomes for
students diagnosed with twice-exceptionalities, it
is imperative to observe factors that place
students at risk for school failure and resiliency
factors that enable a student to overcome risk and
adversity.
RISK FACTORS

Biological, psychological, cognitive, and/or
environmental factors that hinder normal
development.
Resiliency Factors
These factors act as protective buffers to
shield the student from adversity. The
student's is able to cope with and
overcome risk and adversity.
INFLUENCES ACADEMIC AND PSYCHOSOCIAL
ACHIEVEMENT

A qualitative case study research methodology
identified five themes that influence academic
and psychosocial achievement in students
diagnosed with twice-exceptionalities.
Five themes
1.
2.
3.
4.
5.
Cognitive Characteristics
Educational Experiences
Interpersonal Relationships
Interpersonal Understanding
Self-Actualization
COGNITIVE CHARACTERISTICS

Cognitive development may be "out of sync" with
their physical, social, and emotional
development. Executive functioning deficits make
it difficult for these students to plan, prioritize,
and organize. Student may prefer unstructured
problems and dislike the structure many teacher
impose. Teachers should encourage creativity
and independent thinking.
EDUCATIONAL EXPERIENCES

Twice-exceptional learners may continue to be at
risk due to instructors lacking understand of the
learners unique characteristics and/or needs.
Focusing on the negatives (behavior/ skill level)
may result in the increase of defiant behavior
and poor grades. It is best to use positive (praise/
encouragement) approaches to help develop
compensatory skills
INTERPERSONAL RELATIONSHIPS

Twice-exceptional learners cannot develop
positive relationships unless they have an
opportunity to bond with peers of similar ability.
INTERPERSONAL UNDERSTANDING

Learners may exhibit intense emotions, anxiety,
oversensitivity, and low self-esteem.
Dysfunctional perfectionism may also be
exhibited. Dealing with both exceptionalities can
be frustrating.
SELF-ACTUALIZATION

The effective implementation of positive
educational experiences, interpersonal
relationships, and intrapersonal understanding
will result in the twice-exceptional learner to selfactualize.
A CHANCE TO READ: TWICE
EXCEPTIONAL

http://www.youtube.com/watch?v=Us8-tG6R024&feature=related
This will give you a better understanding of twice exceptional
learners.
RESOURCES
Trail,B.A. (2011).Twice-Exceptional gifted
children: Understanding, Teaching, and
counseling gifted students. pp. 17-36
 Hill,F. (2005) Teaching gifted learners: The
hidden gifted meeting the needs of the gifted
students with learning disabilities. pp.22-28
 Neihart,M.,Reis,S.M.,Robinson,N.M.,Moon,S.M.,(
2002)The social and emotional development of
gifted children:What do we know?. pp.19-27
