Schools and the Community of 2E Students

In order to find a common terminology to use for children who are unquestionably brilliant in some areas 鈥� but have difficulty with functioning in others 鈥� the title of 鈥溾�� has come into fashion. This concept is often briefly expressed as the notation 2E, and covers a diversity of customized situations. A twice-exceptional child may excel in such areas such as creativity; verbal expression; problem solving; or knowledge retention.

What all 2E children have in common is that they are qualified for a diagnosis regarding the existence some form of disability which impedes academic or social functioning in school. This diagnosis enables the student to further excel in studies, through receiving accommodations which are suited toward compensating for the difficulty. Conditions for this disability diagnosis can include struggles in areas such as dyslexia; sensory processing; ADHD; and severe anxiety or depression. The which can be sought for such children include a minimization of repetitive work; the utilization of audio devices during class; the receiving of assistance in the form of note taking; the benefit of an overall reduction in assignments; and the allotment of extra time for completing tests.

Laws 鈥� such as those included in the (IDEA) 鈥� have been developed to support parents as they seek such help for their 2E students. When a student is presented as needing accommodations, the school will perform an . Once the need is established, a comprehensive plan is crafted, and the school is directed to work with parents to ensure the highest level of quality educational assistance is delivered. For the parent who disagrees with the school鈥檚 evaluation, there is an option to employ the services of an .

The College Admissions and Bribery Scandal

Somewhere along the way, it was discovered that there were opportunities to take advantage of these laws put in place to protect our 2E students. Wealthy parents to employ a third party in the process of ensuring that their own, non-2E, children were able to gain entrance into prestigious colleges. One of the dishonest methods utilized involved exploiting these guidelines, which are in place to protect students with disabilities.聽 By asserting that their children were in-kind with聽those who are highly gifted 鈥� being both exceptionally good at certain things, while needing assistance in other areas 鈥� the high school students were permitted benefits they would not have otherwise received.

One of the resources that these parents exploited included the accommodation of extended testing time. Even for the average student, extended testing time can mean the advantage when it comes to obtaining good scores, and the parents ensured that a 2E-type disability was established for this purpose. But, the deception that the parents participated in didn鈥檛 end there. On top of the factor of extended time, parents were able to, indirectly, bribe the test administrators into ensuring that the students delivered correct answers for the test questions. One way that this was made possible was through the fact that students who are granted the extended testing time are also often left alone with the test proctor, long after other students have exited the testing sessions.

Fueling a Highly Unequal Educational System

Once the details of this admissions scam came to light, it was found that over had taken part, with 33 of them being members of the wealthy elite. The attention of the general public was turned toward the existence of these accommodation laws, and not in a favorable way. The Learning Disabilities Association of America (LDA) felt the fact that many students who seek accommodations in schools are those which are verifiably in need.

The need to defend this position stems from a concern that receiving assistance for established disabilities may become more difficult in light of the abuse of the provisions. Disability advocates have fought long and hard to establish a system which maximizes a student’s potential through such accommodations. The LDA, in particular, has been championing the rights of such students since the mid 1960s, when in advocacy for their disabled children. Through their efforts, legislation was enacted by the end of the decade, designed to ensure the special needs of such students would be met. The organization has been the force behind several more detailed legislations on the matter, since that time.

As we know, one bad apple tends to ruin the whole barrel. With all of the progress made thus far, it will be a great loss if the recent misuse of the system leaves the impression that these legislations are so easily exploited. The laws were designed to create an , and not to provide any unfair advantage. The current media coverage, however, may not lead the public toward such an assessment, resulting in their turning a critical eye toward the entire process.

The process of obtaining a verifiable disability for our child’s testing needs can already be , involving various assessments, forms, and plan developments. The idea of parents using these tools as a means for cheating the system is discouraging. While we can hope that justice prevails, parents who appropriately utilize the regulations surrounding accommodations for their 2E children may be prudent to anticipate a future where the needs of their children are even more stringently scrutinized.

The post How the College Admissions Scandal Harms 2E Students appeared first on 黑料专区.

A student who is twice-exceptional is simultaneously gifted and also faces certain disabilities or . These can take the form of a physical disability or in the many forms of a learning challenge鈥� including , , , reading difficulties, ordyscalculia. At times, 2E students are on the , but professionals must take great care to avoid misdiagnosis in this case. Some students who are 2E are working with behavioral, informational, or medical issues.

It is important to work with school staff and trained professionals for evaluation and discussion of a student鈥檚 capabilities and potential; it can often take several months or even a few years for a student鈥檚 true capacity to emerge. Individual attention, especially at the diagnosis stage, can do wonders for a student who eventually manifests as 2E.

Being 2E in an All-Gifted or Average World

Formerly, students who were 2E were often doomed to either struggle with their disability or fight to keep up with classmates when they were misplaced. The common practice of was often the culprit; many school systems placed students in one of two or three educational programs based on just a few standardized tests, which often spelled disaster for those who were 2E. For example, many students were tracked according to reading scores. If, for example, a student was a gifted reader or writer but had a learning disability rooted in spatial relationships, logical processing, or math, he or she would often struggle mightily in advanced mathematics courses when what was required was remedial assistance.

It can be a struggle to discuss a 2E student even with those who are involved in gifted education. Some hold to the fallacy that a gifted student cannot possibly also have a disability, particularly a learning one. 2E students are often particularly at sea; they don鈥檛 fully fit it with their gifted classmates, they don鈥檛 fully fit it with students who are also learning disabled, and their experience is certainly far removed from peers moving at an average pace.

Encouraging Twice-Exceptional Students

The standardized test scores of 2E students may look like a steep staircase or a dangling teeter totter, and they often leave even the most seasoned educational professionals stumped: How to reach this child who is simultaneously far ahead of and noticeably behind his or her classmates?

Throw in the difficulties associate with (the tendency of gifted children to develop at different rates than others their age), and 2E students are often critically in need of emotional and social support even more than those who are experiencing enriched classes alone. Early diagnosis and a balance of enrichment and skill development are essential to provide the best possible educational experience for a 2E child.

The National Association for Gifted Children the necessity of goal-setting. should be treated holistically, rather than as a jumble of test scores. Designing specific goals for them in areas in which they are gifted as well as struggling will assist them in balancing joy in their strengths and frustration with their weaknesses. Some 2E students struggle with distractions or become easily overwhelmed by their environment. If they understand that their thinking process is simply different鈥攂ut certainly not worse than鈥攖heir peers or even their gifted classmates, they may have increased patience and realistic expectations.

Supporting 2E Children at Home

Parents of twice-exceptional students can best assist their children and their at-school education team by becoming an advocate for their child. This means communicating frequently with faculty and staff and serving as a coach. It also means flexibility and understanding as often overworked educators attend to other students or take time to effectively assess how to serve their 2E child. Alerting educators to how your 2E child works best鈥攆or example, without distractions, or in a group鈥攚ill assist them and getting to know how to help him or her meet their goals for the school year.

Sometimes, the biggest challenges twice-exceptional students face are psychological or emotional. They may feel out of place in all places. Assuring them that they are not 鈥渨eird鈥� or a problem to be solved can go a long way to helping them forge their own path. Reaching into their passions for examples or inspiration might help; for example, science-minded students might find comfort in the fact that several STEM pioneers, such as inventor Thomas Edison, likely had dyslexia.

Emphasizing to your child that he or she is neither a collection of accomplishments or diagnoses can help him or her develop a healthy sense of self-worth. This usually involves highlighting such qualities as patience, kindness, or sense of humor.

Individualized Education & Attention

Many parents of students who are 2E are surprised to learn that their students, once diagnosed with a federally recognized learning disability, are protected under the Individual with Disabilities Education Act (IDEA.) That means they are also eligible for an Individualized Education Program (IEP.) These are excellent opportunities to speak with psychologists, guidance counselors, and educators about your student鈥檚 strengths, limitations, and potential areas of growth.

Those with 2E children can also assist educators by occasionally touching base to let them know how their student is performing at home. Another way to help 2E students blossom outside of the classroom is to support them in non-school extracurricular adventures, such as workshops, classes, and museum visits. For example, if your student has a particular predilection to working with animals, he or she would likely flourish in a summer learning or volunteer program with a local zoo.

The post How to Support, Challenge Twice-Exceptional (2E) Children appeared first on 黑料专区.

The disabilities are varied and include, but are not limited to, the following:

• Autism, or autism spectrum disorder (ASD)
• Tourette syndrome (TS)
• Dyslexia
• Sensory聽processing disorder (SPD)/auditory processing disorder (APD)
• Anxiety and/or depression
• Obsessive-compulsive disorder (OCD)

There is no clear-cut profile of a twice-exceptional child because the strengths and disabilities are so varied. This makes it difficult to determine how many of them there might be in the general population. But recent research suggests that there might be 300,000 to 400,000 2E children in the U.S., or .05% of the number of children under the age of 18.

Similar research indicates that聽Australia has an estimated 400,000+ 2E student聽population – in other words, 10% of all Australian children are gifted. Other research places the number in Australia as high as 30% of all gifted children. Twice-gifted children a significant segment of the educational community, and growing research suggests that they are not being adequately cared for.

Gifted students with a coexisting disability is a category now being studied more closely by educators and researchers, with a growing consensus that this group of children requires individualized approaches to education that accommodates their strengths while simultaneously supporting their challenges.

Addressing both sides of the 2E paradox means that education professionals must deal with the false perceptions that people have of gifted children with problems.

Addressing Myths About 2E Students

There are many misconceptions about 2E learners. One is that their giftedness will take care of any shortcomings they have. A closer look shows that they indeed have separate sets of characteristics that constitute both giftedness and deficiencies.

Another myth is that, if gifted students have any trouble in school, it鈥檚 because they are not trying hard enough. The truth is that these children can be great in one specific area of study but have trouble communicating, or processing information, or socializing. It has nothing to do with effort.

There are special education plans for students who are challenged emotionally or intellectually. The thinking is that gifted students do not qualify for special education programs. This is not true.

According to the聽, schools must evaluate any child where a disability is suspected, and that includes 2E students. If these students are聽found eligible, they should be given an聽IEP聽or a聽504 plan.

Addressing disabilities has taken precedence when 2E children are diagnosed. This is often done to the detriment of supporting intellectual giftedness. But the National Education Association (NEA) stresses that programs for these 2E learners should be individualized to meet both聽their giftedness and their special education.Neither area is more important than the other.

聽that 2E children are underrepresented in gifted programs. Some people feel that the reason is those children need special accommodations. That is not true, either. Gifted children need accommodations to help with the process of learning, and this has nothing to do with the content. These 2E learners should have the same access to advanced courses as other gifted students.

Another misconception is that, since gifted students are smarter than other students, they should also be more mature. But the truth is, 2E learners may have significant problems socially and emotionally because of their asynchronous development. They are ahead intellectually but behind in maturity. It鈥檚 hard for them to get along with peers.

Identifying 2E Students

Researchers have been studying proper and appropriate approaches for the based on specific learning characteristics. They have found that 2E learners perform highly on some, but not all, of the gifted screening tests used in the public-school systems.

But they also score poorly on one or more of the local, state, or national standardized tests used to measure individual learning progress. One of the indicators of twice-exceptionality, then, is an inconsistency in test results.

This is also shown by . Many 2E learners do well on the WISC tests that involve spatial, pattern recognition, verbal comprehension, and abstract conceptualization. This indicates that these children are problem solvers. However, many of these 2E children do poorly on measures of processing details and rote memorization.

The conclusion of recent research on testing is that a multi-dimensional approach should be used to identify 2E children. This approach should include written like WISC but also behavioral checklists completed by parents, teachers, and students. It should also include portfolio reviews and interviews to give an informal assessment to go along with the formal ones.

Improving Instruction, Curriculum, and Academic Achievement

The vast majority of educational programs are designed for average students with evenly distributed abilities. Special education programs are designed for average students who have learning disabilities (LDs). And there are programs for gifted students without LDs.

There needs to be more programs for a fourth category, 2E students. These programs need to be individualized and supported by a team of professionals, classroom teachers, special ed teachers, gifted teachers, and counselors, as well as parents and students themselves.

These programs should nurture the students鈥� strengths and interests as well as foster their social and emotional development in a nurturing environment. The teacher should provide for individual learning styles and multiple intelligences, provide individual and flexible group instruction, and promote individual growth and potential.

Teachers and programs should identify learning gaps, provide remedial instruction, and support students鈥� capacities to cope with change and growth with mixed abilities and temperaments.

Technology should be encouraged as useful tools to help 2E learners. For example, students who are very good with high-level mathematical problem solving but not with simple computations could be given calculators or laptop computers with supporting software like voice-recognition software or word prediction.

The ideal classroom for the 2E learner is very far from what exists today. The 鈥溾�� laws failed to identify 2E needs nor services for them. What 2E children need is a flexible combination of strategies including acceleration, remediation, and social/emotional support. 2E children have many challenges, and our schools need to be competent enough to address each of them to develop the students鈥� full potential.

The post 2E Students: Who They Are and What They Need appeared first on 黑料专区.

It has been estimated that there are thousands of twice-exceptional learners in American schools. They often go unnoticed. Teachers do look for students with disabilities and provide special education services for them. There are federal laws that protect and assist learners with disabilities.

But it is more difficult to identify gifted students, and there is no federal law to protect or assist them. And it is certainly more difficult to identify twice-exceptional learners. It is usually up to trained and observant teachers as well as concerned and proactive parents to push for the of聽both giftedness and learning attention issues.

Types of Twice-Exceptional Students

Students can score high on tests for giftedness but have problems in gifted programs. They have a learning disability that goes unnoticed. As they get older, they may fall behind their gifted peers and be labeled 鈥渦nderachievers.鈥�

Other students may have learning or attention issues that affect performance, and these students may not do well in assessments for giftedness. Students with language difficulties may not do well in tests that require language skills. And yet these children may indeed be gifted in other areas. If they are put in Special Ed classes, they could become bored and act out. They could be misdiagnosed as having emotional problems.

Still other students who are both gifted and challenged will not get noticed because their giftedness and learning issues cancel each other out. These students may not qualify for either gifted programs or for special education programs.

Identifying Twice-Exceptional Students

While it might be difficult, there are some clues to help . The student may show some extraordinary talent in one particular area like language, math, drawing or music.

The same student may show a big variance in school performance and performance on aptitude tests. And the child may have processing issues, like having problems following spoken directions.

These students may get frustrated easily and have social and emotional challenges. Although they strive for perfection, they can also suffer from low self-esteem. This is made worse by peer rejection and a resulting isolation.

If it is suspected that a student may be twice-exceptional, there are some things that teachers and parents should do to confirm it.

Supporting聽Twice-Exceptional Students

The first thing for a parent to do is meet with school officials including the teacher and special education coordinator. As a parent, you should discuss your concerns and ask about what kinds of tests may be available for your child.

If the student is already in a gifted program but not doing well, ask that the student be tested for learning and attention issues and be kept in the gifted program until this testing is done.

If the child is determined to be a twice-exceptional student, use his or her Individualized Education Plan (IEP) to identify and set goals for both weaknesses and strengths.

贰苍肠辞耻谤补驳颈苍驳听厂辞肠颈补濒听滨苍迟别谤补肠迟颈辞苍

Find other twice-exceptional students in the school system whom your child can identify with and share experiences with. This camaraderie should reduce feelings of loneliness and isolation and bolster self-confidence. Your child may not feel 鈥渟o different鈥� from all other students.

Through school conversations, you may be able to meet other families of twice-exceptional students. There is an organization that can help you, called , that understands and deals with the many issues of challenged students.

This organization has parents that understand what happens when a child is struggling with reading or writing, time management, hyperactivity or has conditions like dyslexia, dysgraphia, ADHD, executive functioning issues or other conditions. These parents can provide needed support and valuable suggestions.

The most important thing to do is learn all you can about your child鈥檚 giftedness and particular challenges. Your understanding, support, acceptance, encouragement are the keys to providing a strong foundation for your child鈥檚 emotional security.

Many parents are concerned more with their child鈥檚 problems than with the child鈥檚 gifts. There should be a continued support for further development of those gifts. Encourage striving for academic achievement and provide an opportunity to and develop strengths.

Explain to your child that it is OK to be different and create an environment where difference is celebrated. Society includes all kinds of skills and each person should be valued for who they are.

The post Identifying, Meeting the Needs of Twice-Exceptional Students appeared first on 黑料专区.