What+is+Twice+Exceptional?

**What is a twice exceptional student?**

(Rochester SAGE, 2012)

 **I Know Why the Caged Bird Sings **
 * By: Maya Angelou **

A free bird leaps on the back of the wind and floats downstream till the current ends and dips his wing in the orange suns rays and dares to claim the sky.

But a bird that stalks down his narrow cage can seldom see through his bars of rage his wings are clipped and his feet are tied so he opens his throat to sing.

The caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom.

The free bird thinks of another breeze and the trade winds soft through the sighing trees and the fat worms waiting on a dawn-bright lawn and he names the sky his own.

But a caged bird stands on the grave of dreams his shadow shouts on a nightmare scream his wings are clipped and his feet are tied so he opens his throat to sing.

The caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom. =Overview = = = Trapped, caged, misunderstood, overshadowed-- twice exceptional students often struggle to be recognized for the brilliant individuals that they are because a disability hides that radiant glow. They share several similarities with the caged bird. As an educator, it is important to strip back those layers and reveal their magnificent strengths, while allowing them the same experiences as the free bird.

Twice exceptional students are “students who are identified as gifted and talented in one or more areas of exceptionality (specific academics, general intellectual ability, creativity, leadership, visual, or performing arts), and also identified with: a disability defined by Federal/State eligibility criteria: specific learning disability, significant identifiable emotional disability, physical disabilities, sensory disabilities, autism, or ADHD” (Colorado Department of Education, 2009). These students are just as gifted as other gifted students; however they posses other hurdles they must overcome. Thus, identification of twice-exceptional gifted students may be more difficult. Their disability may hide their gifted abilities. When assessing them, it is important to compare them to others with their disability not your traditional student. For these students it may be appropriate to admit them to a gifted program under with a probationary period or even decrease cut-off scores to compensate for their disability. There are a wide variety of twice exceptional students. “ There are at least three subgroups of twice-exceptional students, many of whom are not being properly served by the current educational system” (Beckley, 1998). These students can fall in a number of subcategories. “The first group is students who have been identified as gifted yet are exhibiting difficulties in school… the second group, and students in general education classes and are considered unqualified for services provided for students who are gifted or have learning disabilities make up the third group” (Beckley, 1998). However, it is important to not confine the idea of twice-exceptional students.

=Possible Accommodations =

Not only is identification difficult, modifications must be made in testing, one example is the WISC. Tests that are constructed with the disabled child in mind are appropriate for twice-exceptional learners. Differentiation for these students is key; thus teachers should be educated on how to promote the best possible learning environment for these students. These children are gifted first; however, they may need help in various areas. Some areas of concern may be their social skills or methods of learning. A method of improving these social skills is utilizing mentors. Parents can be the best resource when working with these students; however, never forget the student is gifted and should be encouraged to think for themselves. Twice-exceptional students are gifted students that also possess a disability. Although, they may feel caged at times, they are just as magnificent as the free bird and with assistance their ability to shine bright will be revealed.


 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 20px;">Characteristics **

<span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 16px; text-align: center;"><span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">(Denver Public Schools, 2009)

<span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 16px; text-align: left;"> <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 16px; text-align: left;">**<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 20px;">Summary ** <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 16px; text-align: left;"> <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 16px; text-align: left;">
 * 1) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Gifted student
 * 2) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Has disability
 * 3) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Needs accommodations but can be successful
 * 4) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Should be compared to peers with disabilities


 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 20px;">Video **

[]

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">This is a very touching interview that gives insight into twice exceptional students.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Angelou, M. (2009). I know why the caged bird sings. New York: Random House Trade Paperbacks. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Beckley, D. (1998). Gifted and learning disabled: Twice-exceptional students. Storrs, CT: Neag Center for Gifted Education and Talent Development. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Colorado State Board of Education. (2009). Twice-exceptional students: Gifted students with disabilities. Denver, CO: Colorado Department of Education. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Denver Public Schools. (2009). Twice Exceptional. Denver, CO: Department of Gifted and Talented. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Rochester SAGE. (2012). Twice exceptional children overlooked. Rochester, MI: Parents, Students, & Teachers Promoting Accelerated Learning. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Renzulli, J. S. (Ed.). (2004). Identification of students for gifted and talented programs. Thousand Oaks, CA: Corwin Press.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 20px;">References **