{"id":7845,"date":"2013-02-21T03:44:09","date_gmt":"2013-02-21T09:44:09","guid":{"rendered":"https:\/\/k12teacherstaffdevelopment.com\/tlb\/?p=7845"},"modified":"2019-03-27T14:25:25","modified_gmt":"2019-03-27T19:25:25","slug":"how-can-i-support-twice-exceptional-students-in-the-classroom","status":"publish","type":"post","link":"https:\/\/k12teacherstaffdevelopment.com\/tlb\/how-can-i-support-twice-exceptional-students-in-the-classroom\/","title":{"rendered":"How can I Support Twice-exceptional Students in the Classroom?"},"content":{"rendered":"<p><a href=\"https:\/\/professionallearningboard.com\/blog\/\"> <img decoding=\"async\" class=\"check_out_the_new_blog\" title=\"Check Out the New Blog\" alt=\"Check Out the New Blog\"  src=\"https:\/\/k12teacherstaffdevelopment.com\/images\/check_out_the_new_blog.jpg\"><\/a> <a href=\"https:\/\/k12teacherstaffdevelopment.com\/tlb\/wp-content\/uploads\/2013\/02\/twice1.jpg\"><img decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-7849\" style=\"border: 4px solid black;margin: 5px 10px\" alt=\"Twice-exceptional students need to be given extra considerations in the classroom.\" src=\"https:\/\/k12teacherstaffdevelopment.com\/tlb\/wp-content\/uploads\/2013\/02\/twice1.jpg\" width=\"300\" height=\"212\" \/><\/a>Twice-exceptional students include gifted learners who exhibit the following indicators:<\/p>\n<ul>\n<li>Discrepancy between verbal and performance ability.<\/li>\n<li>Extremely frustrated by school.<\/li>\n<li>Auditory and\/or visual processing problems which may cause slow response, work delay or an appearance of thinking slowly.<\/li>\n<li>Short-term or long-term memory issues.<\/li>\n<li>Motor difficulties exhibited by clumsiness, poor handwriting or problems completing paper-and-pencil type tasks.<\/li>\n<li>Lack of organizational skills and\/or study skills; appearing &#8220;messy.&#8221;<\/li>\n<li>Struggle to think in a linear fashion; difficulty following directions.<\/li>\n<li>Easily frustrated; giving up quickly on tasks; fear of being wrong or making mistakes.<\/li>\n<li>Difficulty explaining or expressing ideas, getting-to-the-point and\/or expressing feelings.<\/li>\n<li>Holding others responsibility for their problems while writing off their\u00a0achievements\u00a0as luck.<\/li>\n<li>Easily distracted; unable to maintain attention for long periods of time.<\/li>\n<li>Impulsive<\/li>\n<li>Poor social skills; demonstrating antisocial behavior.<\/li>\n<li>Highly sensitive to criticism.<\/li>\n<li>Deficient or extremely uneven academic skills which causes a lack of academic initiative, tends to appear academically demotivated, avoids school tasks, and frequent fails to complete assignments.<\/li>\n<\/ul>\n<p>Twice-exceptional students should ideally receive instructions as a special group for at least part of the day. Additional teaching strategies that have proven to be successful for these students include:<\/p>\n<ul>\n<li>Allowing extra time on tests<\/li>\n<li>Providing oral rather than written exams<\/li>\n<li>Having writers take notes for them so that the learner can concentrate on what is being said<\/li>\n<li>Providing more challenging material<\/li>\n<li>Accommodating the student&#8217;s individual learning style<\/li>\n<li>Awareness and integration of each learner&#8217;s strengths and passions<\/li>\n<\/ul>\n<p><strong>Learn More\u2026 Take this course:<\/strong> <a href=\"https:\/\/k12teacherstaffdevelopment.com\/tlb\/gifted-learners-in-the-classroom\/\" target=\"_blank\" rel=\"noopener noreferrer\">Differentiation for Gifted Learners in the Classroom<\/a><\/p>\n<p><strong>Discuss Here:<\/strong> What are some ways you have supported twice-exceptional students in your classroom?<\/p>\n","protected":false},"excerpt":{"rendered":"<p>  Twice-exceptional students include gifted learners who exhibit the following indicators:<\/p>\n<p>Discrepancy between verbal and performance ability.<br \/>\nExtremely frustrated by school.<br \/>\nAuditory and\/or visual processing problems which may cause slow response, work delay or an appearance of thinking slowly.<br \/>\nShort-term or long-term memory issues.<br \/>\nMotor difficulties exhibited by clumsiness, poor handwriting or problems completing paper-and-pencil type tasks.<br \/>\nLack of organizational [&#8230;]<\/p>\n","protected":false},"author":1335,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[351,301,863,862],"_links":{"self":[{"href":"https:\/\/k12teacherstaffdevelopment.com\/tlb\/wp-json\/wp\/v2\/posts\/7845"}],"collection":[{"href":"https:\/\/k12teacherstaffdevelopment.com\/tlb\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/k12teacherstaffdevelopment.com\/tlb\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/k12teacherstaffdevelopment.com\/tlb\/wp-json\/wp\/v2\/users\/1335"}],"replies":[{"embeddable":true,"href":"https:\/\/k12teacherstaffdevelopment.com\/tlb\/wp-json\/wp\/v2\/comments?post=7845"}],"version-history":[{"count":6,"href":"https:\/\/k12teacherstaffdevelopment.com\/tlb\/wp-json\/wp\/v2\/posts\/7845\/revisions"}],"predecessor-version":[{"id":24520,"href":"https:\/\/k12teacherstaffdevelopment.com\/tlb\/wp-json\/wp\/v2\/posts\/7845\/revisions\/24520"}],"wp:attachment":[{"href":"https:\/\/k12teacherstaffdevelopment.com\/tlb\/wp-json\/wp\/v2\/media?parent=7845"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/k12teacherstaffdevelopment.com\/tlb\/wp-json\/wp\/v2\/categories?post=7845"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/k12teacherstaffdevelopment.com\/tlb\/wp-json\/wp\/v2\/tags?post=7845"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}