Parents & Teachers- 2e or Twice Exceptional students are complex kids who are GIFTED & HAVE LEARNING CHALLENGES (adhd, asd, dyslexia, executive function etc
2E or Twice-Exceptional Students | If you suspect your child is twice-exceptional or has recently been identified as such, here's how to get started.
Gifted children who also have a disability are referred to as 2e or twice exceptional children. What is a 2e child and can they be dyslexic? Learn more.
2e kids display amazing gifts, talents, or potential in some areas while also being challenged in other areas with learning differences.
What is twice exceptional. Why it matters and how we as educators can recognise and support twice exceptional (2e) learners in our classroom.
FTC Disclosure: This post contains Amazon Affiliate links.* You've asked and here's my answer, folks! Here are my top picks for gifted, 2E (twice exceptional), and homeschool resources. I recommend these gifted, 2E, and homeschool resources as a school psychologist and as the mother (and now homeschooler!) of a PG, 2E, and full of OE little guy. My Favorite Websites for All Things Gifted, 2E (Twice Exceptional), and Homeschool: Davidson Institute for Talent Development http://www.davidsongifted.org/ Gifted Homeschoolers Forum http://giftedhomeschoolers.org/ Hoagies' Gifted Education Page http://www.hoagiesgifted.org/ National Association for Gifted Children (NAGC) http://www.nagc.org/ PG Retreat http://pgr.shuttlepod.org/ Supporting Emotional Needs of the Gifted (SENG)
Gifted children come with their own special needs, but did you know that they can also have disabilities paired with their giftedness, too? These children's needs are often overlooked because their giftedness can mask their disability, their disability can mask their giftedness, or they may even look like an "average" student because their exceptionalities kind of cancel each other out.
What is deschooling and how do you integrate back to school for a twice exceptional student? Teresa Currivan illustrates how one child was deschooled…at a school that uses the unschooling model.
There are many misconceptions about twice-exceptional (2e) students. Get the truth behind these myths about gifted children with learning and thinking differences.
Today, I'd like to welcome Sophie Miller. Sophie is a Production Coordinator for ThinkFun, one of our family's favorite game companies! She is also a regular contributor to the ThinkFun blog. Today, Sophie is here to talk about twice exceptional girls. I'd love for you to weigh-in with your experience once you've finished reading! Thrice Exceptional: How to Encourage Twice Exceptional Girls {Guest Post} Wondering if your child is gifted/2e? How to encourage twice exceptional girls Parents of twice exceptional children can tell you that raising their kids is no easy feat. There is little knowledge of this community of
If your seven-year-old's mastered algebra but can't pass a math test at school, chances are, you've been blessed with a Twice-Exceptional. Here are four ways to tell if you're kiddo's a 2E, and what to do once you figure it out.
What is twice exceptional. Why it matters and how we as educators can recognise and support twice exceptional (2e) learners in our classroom.
Hey there! Welcome to our conversation about twice exceptional (2e) learners! We're diving into the fascinating world of individuals who have some incredible gifts but also face some learning challenges. These learners are pretty special because they have what we call "dual exceptionalities." That means they have super cool talents like being really smart or super creative, but they also have things like learning disabilities, trouble focusing, or other special needs. Introduction: Understanding
Since the 2004 re-authorization of the IDEA, twice exceptional students (students with gifted abilities or talents and LDs) have qualified for individualized educational support in the form of 504 accommodations or an IEP. That said, twice exceptional students are often overlooked in conventional school settings because their gifts may compensate enough to avoid identification for help, but not enough to avoid emotional problems and often gross academic achievement. From Successful Strategies for Twice Exceptional Students above, it's easy to see how students' gifted abilities might be missed; often it is only parents or teachers who develop a close relationship with a student who notice advanced conceptual ability, abstract reasoning, self-initiated creative activities in the presence of otherwise lackluster academic performances. It's also worthwhile noting how often secondary social, emotional, or behavioral problems erupt making the sources of school underachievement difficult to identify. Advances in our understanding of brain biology provide helpful insights into how twice exceptional abilities arise; also they raise important issues about how they should best be identified, accommodated, and taught. 1. Twice Exceptionality Often Runs in Families - Structural Brain Differences Although parents don't always think about their extended family tree when they are thinking about why their son or daughter is having trouble in school, it's important that they should. It's a rare teacher or doctor who will think to ask about whether a child's learning problems or "underachievement" runs in the family, and if parents or grandparents don't think about it, it may be highly likely that no one will. In addition to individual inherited factors contributing to giftedness and learning disability, assortative mating (tendency of like to marry like) can dramatically increase the likelihood of adults' learning differences being inherited by children (6-40x higher chance of a person with a reading disability marrying another with a reading disability! - see Hynd). With advanced imaging and morphometric methods, its becoming easier to identify familial differences in brain organization (see Asymmetry and Dyslexia). Looking at Einstein's brain at left, is it any wonder that he found his most successful life's work using visual and spatial problem solving methods, and that he had an undistinguished start to his schooling and was a late talking child? 2. Dynamic Reorganization Ability in the Brain - Alternate Brain Pathways Can Compensate for Weakness In the past 30 years, there have been dramatic advances in our understanding of how dynamic pathway remodeling exists in the brain. Partially redundant systems help us to accurately sense our environments, learn and remember, and plan and act. Gifts Secondary to Disabilities Partial redundancy provides a buffer system in the event of injury; if one system is injured, another increases its activity to take its place. At right, Shibata and colleagues found that the part of the brain that normal hears in congenitally deaf subjects was reorganized to 'see' - so although the deaf were unable to hear, their visual sensitivity was greater than normal hearing subjects because more brain resources were now devoted to seeing. It is likely, then, that some twice exceptional abilities many occur as the result of the brain's compensatory drive from a deficit or injury. One practical implication for this idea is that a thorough search for strengths and gifts should be made in the setting of any disability. Disabilities Secondary to Gifts But in some cases, there is a suggestion that some disabilities or delays in development are secondary to gifts. In a study from Port Townsend (Sweetland), researchers found that the higher the IQ, the greater the likelihood of high VIQ/PIQ discrepancies (17% of a control sample had IQ subtest discrepancies of 18 points or more vs. 55% of a gifted sample). And there's that data from Giedd and colleagues showing that the higher the IQ in young children, the slower the development of prefrontal cortical thickness. Extreme ability or talent may result in slower time courses of development or stunting of other systems or pathways if resources are limited. Different developmental time courses should also (in the best of all worlds) warrant appropriate curricular and other educational accommodations. For instance, if young gifted children were found to present as mixed dominant "late-bloomers", shouldn't demands for heavy bihemispheric activities be individualized (e.g. note-taking, writing to open-ended prompts) and instruction optimized for what we know to be well-developed? Twice Exceptional Guidebook, Montgomery County Eides Presentation: Twice Exceptional - Life at the Extremes pdf Hynd: Neurobiological Reseach in Reading Disabilities and Implications for Autism Spectrum pdf Superior nonverbal abilities in families with dyslexia - ppt Eide Neurolearning Blog: Blessings and Burdens of High IQ
