I.

INTRO
WHAT IS A TWICE EXCEPTIONALITY
Let us begin by giving definitions to the opposing spectrums of Twice Exceptionality:
Giftedness and Learning Disability.
Giftedness as defined by the Institute of Educational Advancement is “the ability
to demonstrate outstanding levels of aptitude or competence in one or more
educational domains,” while a learning disability is “...a significant gap between
academic standards and assessed intellectual ability...” Therefore, a twice-
exceptional is a gifted individual who possess evidence of one or more disabilities as
defined by federal or state eligibility criteria. Often times the second exceptionality will
mask giftedness, or giftedness will compensate for the second exceptionality and make
it difficult to correctly identify and assess. They co-exist BUT seldom cooperate.
II. CHARACTERISTICS and IDENTIFICATION
2E CHILD CHARACTERISTICS

STRENGTHS
Superior and varied vocabulary
Advanced ideas and opinions
Exceptional creativity and cognitive
capacity
Wide range of non-academic interests
Curious, imaginative, inquisitive
DEFICITS
Poor social skills, simplistic language use
High sensitivity to criticism
Nonexistent organizational and study
skills
Poor performance in one or more
academic areas
Difficulty with written expressions

*Higgins, L. D. & Nielsen, M. E. (2000). Responding to the Needs of Twice-Exceptional

Learners: A School District and University’s Collaborative Approach.

What does 2E actually look like?

EXPECTATION REALITY
Gifted children are good at any field – Hyperfocused on one or two areas of
academic, and extracurricular. specific interest with subtle difficulties in
other areas.
The giftedness is prevalent with instances Tested because of a suspected disability
of exhibiting the learning disability. The where the giftedness was discovered. The
giftedness masks the disability. disability masks the giftedness.
Gifted children do not need academic Performs at the same level as other kids,
help. They rarely need help from teachers sometimes needing more specific
 or peers. accommodations for the giftedness to
shine.

IDENTIFICATION OF 2E

a. Assessments in both giftedness and disability must be considered when testing

for gifted and twice-exceptional learners.

b. Utilizes multiple sources of data for identification. Such as intelligence and

achievement tests, teacher reports, and creativity tests. Refrain from combining
multiple assessment data into a single score.

c. Use formal and informal assessments. This can be standardized assessments or the
students’ classwork. Confer with the student’s family to obtain information about their
performance outside of school.

d. To avoid bias identification, use culturally sensitive assessments to compensate for

language or cultural differences.

ACTUAL EXPECTED
Universal, structured Personal, tailored to individual
Main assessment of cognitive capacity Addresses multiple areas
Pen and paper Sensory, cognitive, psychological
Diagnostic test AFTER manifestations of Testing upon early signs/scheduled
2E testing = early intervention

III. ACCOMMODATIONS
The most important areas of concern that educational institutions should modify
according to the 2E learners needs are the curriculum, delivery, and setting.
Delivery of the material should be done in a method that capitalizes on the student’s
strengths first, and addresses their needs next. It may seem counterintuitive at first
but considering the strengths and interests of the student before addressing their areas
for remediation is a concept that has been strongly supported in 2e research (King,
2005). Many researchers argue that talent development is the most crucial component
of the education of 2e students.
a. CUEING
Cueing is a commonly used strategy in early reading instruction, in which
teachers prompt students to draw on multiple sources of information to identify words.
It's based on the theory that reading is a series of strategic guesses, informed by
context clues.
b. SIMULTANEOUS SENSORY REMINDERS
Providing visual, auditory and written reminders of assignments, procedures and tasks
such as personal bulletin boards, class calendars, etc. However, there are also times
when you want to readjust accordingly, especially when you are dealing with 2E
learners who are easily overwhelmed with information.

c. PACING
Compacted curriculum in strength areas and provide additional time as well as
organized, specific instructions in areas of need. This is also imperative in inclusive
setups wherein learners might be given multi-disciplinary activities that can take up
much time and effort in between.

Utilizing the traditional academic structure can be counterproductive for 2E students.

These students are well aware of their strengths and difficulties and providing them
with educational material that is rigid and will not suit both their giftedness as well as
their need can incur possible academic failure. These students may display elevated
levels of anxiety, poor academic self-concept, and executive functioning deficits due to
the significant discrepancies between their strengths and weaknesses and the material
that they are trying to understand and learn.
a. ADJUSTMENT
Adjusting deadlines and time requirements for tests that need to be taken, school and
homework that need to be accomplished and submitted (Reflections, Essays, written
work), and projects for presentation (Research, Show-and-Tell).

B. THEMATIC UNITS
This mode of delivery will allow the child to consider and utilize multiple approaches to
understand a larger concept that is tied to the aforementioned or multiple
standards. Examples of thematic units are as follows:
* a MAKABAYAN unit where the children have to create models of different land forms
(ANYONG LUPA) using organic materials and to provide a short product essay about the
process integrates arts and crafts, sensory stimulation, writing).

* a Science unit wherein learners plant, cultivate, harvest, and prepare dishes of
different edible crops with an added appendix on specific observations about the height,
number of days spent, volume of soil, water, fertilizer provided integrates Math,
Science, Home Economics (cooking and gardening).

C. INVENTORY
Be sure to provide various options in taking inventory of their outputs that are
appropriate to the ages, levels, and interest of the child. The submission of each of
these should also be flexible and according to the learners’ capcity.

Finding the ideal educational environment for your gifted or twice-exceptional child
requires schools that possess the equipment, classroom setup, and staff that provide
and embody appropriate characteristics to address the needs of a neurodivergent child.
However, with the advent of inclusive modifications and practices, there remain a
number of good schools that, at the very least, are able to partially equip the 2E learner
with a decent educational experience.
a. ASSISTIVE TECHNOLOGY
These can help students achieve a deep understanding of the big concepts rather than
worrying about the less grueling portions of learning such as correct spelling, minor
grammatical errors, etc.
b. IMMEDIATE SETTING
Allow students to choose where in the room they will work, as long as they are not
disruptive in doing so. This also requires the teacher to remove noticeable distractions
and to allow classroom movement instead of confining the learners to their desks.
c. PROFESSIONAL INVOLVEMENT AND DEV’T
Ideally, staff will hold meetings and training programs to discuss the awareness of
twice-exceptional learners. An IEP team is also necessary for making decisions about
and monitoring the educational programs and services of twice-exceptional students.
The meetings will address allowing access to gifted and talented services.
d. PEER COLLABORATION
This may include mentorship, paired-independent study experience, and other
enrichment programs. Anything that can allow and streamline twice-exceptional
students the opportunity to develop and excel in talent areas while improving their
socialization and interaction skills.

IV. CASE PRESENTATIONS

NAME: JAN
LEARNING INSTITUTE:
Personal Aspect: The mother experienced no difficulties in raising my child because
he is well-behaved; he can follow instructions; can do personal hygiene; can cook for
himself; and cleans his room.
Social Aspect: it's not a big problem because though he doesn't like to mingle with
people, he does when it is needed, like he joins and stays during family gatherings. He
talks when when someone talks to him especially if the topic is within his interest.
Academic Aspect: it's not an issue because I understand the case of my child. We are
a family who are satisfied and contented with what we have, and respect each other's
personality.
Intervention Method for the Disability: Upon discovering the case of my child, i
enrolled him to a school catering special children to address his condition.
Method of Developing Giftedness: I support his talent and encourage him to
explore more but respect his decision. I and the members of the family respect his
every word and action. We applaud him in every beautiful creation he makes but don't
force him to do things according to our wants. We let him be but prompt him
sometimes.