Twice Exceptional

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Comment by Judy Twetten on October 10, 2009 at 10:25am

If you're not familiar with Belin-Blank Center for Gifted Education in Iowa city, IA they are a great resource for gifted education and are one of the leaders in the twice exceptional area of education. It's new to me also. I teach a gifted elementary program and my son was diagnosed with AD/HD after his first year of college.

Last June Belin Blank had a conference in Iowa City that was great.
Belin-Blank Center for Gifted Education http://www.education.uiowa.edu/belinblank/
that particular conference is under Programs-conferences/events-Belin Blank Advanced leadership institute.

The references listed below are also 2 good resources for twice-exceptional.
2e newsletter
http://www.2enewsletter.com/welcome%20page.htm

Hoagies Gifted-twice-exceptional
http://www.hoagiesgifted.org/twice_exceptional.htm

Comment by Jen Rose on June 20, 2009 at 4:54pm

I just learned this term today. My six-year-old has behavioral disabilities and is a brilliant artist. I am just starting the long process of putting a plan and team together for him. hugs to all who have such astounding, wonderful children.

Comment by Joan Affenit on November 25, 2008 at 3:10pm

To Chantal, IMHO is listserv-speak for In My Humble Opinion. I wonder if you've tried on-line courses? These are worthless for my son, who won't do ANYTHING independently, but if there are no ADHD issues, your son might do well with them. To Linda, bravo for you, I think that's a great idea! Many 2e kids, particularly those with serious production-based disabilities and/or social challenges, really need to have a full-time program with other 2e kids. The key for all gifted kids is finding true peers, and 2e kids have an even harder time finding true peers since NT gifted kids tend to be more mature than their chronological age, rather than less mature. Many gifted kids with dx's of ADHD, Aspergers, BP, anxiety, sensory, etc., are asynchronous socially.

Highly gifted and profoundly gifted kids with learning disabilities don't feel like they fit anywhere. I would recommend beyond social opportunities, to have as many classes and activities as possible together, to form a community.

Comment by Linda Sorg on November 25, 2008 at 6:53am

Hi everyone--I'm a gifted specialist in my two elementary schools. I have a few 2E kids. I have some of them visit me 1-on-1, so I can enjoy them with no distractions! They are delightful young people and a privilege to work with.

My district colleagues have mentioned perhaps having a group meet, composed of these kids, with no regard to grade level, since they are sometimes more like each other than their grade-level peers. We can give them opportunities to socialize with each other (to the extent that they want to--some of my kids with Asperger's have a limit), and we can have discussions about their unique needs and differences.
As moms, what do you think about that concept?

Comment by Chantal O'Connor on November 24, 2008 at 8:05pm

I did pull out and homeschool my son in 5th grade, but really had to hire some tutors and it was very hard because I work full time and my husband is in law enforcement with rotating days off and not very convenient work hours. He is currently in a therapeutic model school, and therapeutically is good, but academically is not strong enough. It is my only option. I'm not sure what you mean by IMHO??? Let me know more and perhaps I can figure out a way to lobby for this also. Thanks. PS - I'm in Vermont.

Comment by Joan Affenit on November 8, 2008 at 4:45pm

Good luck getting them to focus on your child's strengths - for myself I gave up and pulled my son out of school and am now homeschooling. I have heard of some successes but they are very school and principal and teacher specific.

Outside testing, and bringing the tester in person to IEP meetings to advocate for your child's needs, can help convince them. Choose a provider who has excellent communication skills as well as testing skills, as they have to engender trust in your school staff to be taken seriously. Even WISC-IV scores will show the extreme scatter that is usually apparent for 2e kids. My son had processing speed scores in the 1st through 9th percentile, with abstract reasoning, vocabulary, and other more ability-based subtests clustering around the 99th percentile. This finally convinced the school staff that he was twice exceptional. However, even getting your school to accept his profile won't necessarily get his needs met. Traditional schools really aren't equipped to provide these kids an appropriate education. Few schools nationally have made real inroads to do so (Albuquerque Public Schools, Montgomery County MD public schools), and even those are not perfect.

What is needed, IMHO, is federally legislated, mandatory, FUNDED, research-based programming for 2e children, probably in the form of magnet programs within school districts. I was starting to lobby for such action when I had to pull my son out of school and homeschool full time. I hope to yet resume that fight when I can.

Comment by Chantal O'Connor on October 4, 2008 at 9:16pm

I am trying to get my son's school to focus on his strengths and understand/know about Asperger, anxiety and perfectionsim. They have not been able to help him succeed in public school and I believe the biggest cause is not focusing on his strengths - his intellectual side. We need a different IEP all together.

Comment by Swattie on July 26, 2008 at 10:18pm

Have you found the answer yet? Let me know! That's what I'm looking for as well!

Comment by Chastity Pawloski on May 5, 2008 at 10:36pm

How do you get a school to recognize a twice-exceptional student's weaknesses when they are able to perform above level?

Comment by Chastity Pawloski on March 23, 2008 at 8:21pm

My son is more than twice-exceptional. He is gifted, has dysgraphia, anxiety and perfectionist issues (who doesn't) and is HILARIOUS! I love him very much and pity those who do not see just how exceptional (!!!) he is.