Identifying Gifted Students with Differences
Photo from: www.kootation.com
Gifted students with learning or physical differences are often labeled as "twice-exceptional." These children may have uneven academic skills, processing issues or motor skills problems that cause them to be overlooked when identifying gifted students (Delisle & Galbraith, 2002). It is estimated that between two and five percent of gifted students may be considered twice-exceptional (Foley-Nicpon, Assouline & Colangelo, 2013).
How to Help
As with most students, twice-exceptional children will do best in an environment that focuses on their strengths and not their weaknesses (Delisle & Galbraith, 2002). As educators are becoming more aware of this special population of gifted students (Foley-Nicpon, Assouline & Colangelo, 2013), they need to be sure to provide multiple opportunities for these children to learn and show what they know. One suggestion is to incorporate the Response to Intervention approach, integrating students' special-education services with gifted education opportunities (Foley-Nicpon, Assouline & Colangelo, 2013).
How to Help
As with most students, twice-exceptional children will do best in an environment that focuses on their strengths and not their weaknesses (Delisle & Galbraith, 2002). As educators are becoming more aware of this special population of gifted students (Foley-Nicpon, Assouline & Colangelo, 2013), they need to be sure to provide multiple opportunities for these children to learn and show what they know. One suggestion is to incorporate the Response to Intervention approach, integrating students' special-education services with gifted education opportunities (Foley-Nicpon, Assouline & Colangelo, 2013).