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Books on the topic 'Twice-exceptional students'

Author: Grafiati

Published: 11 December 2022

Last updated: 20 February 2023

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1

Piske, Fernanda Hellen Ribeiro, Kristina Henry Collins, and Karen B. Arnstein, eds. Critical Issues in Servicing Twice Exceptional Students. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10378-0.

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2

Twice-exceptional gifted children: Understanding, teaching, and counseling gifted students. Waco, Tex: Prufrock Press, 2011.

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3

Callard-Szulgit, Rosemary. Twice-exceptional kids: A guide for assisting students who are both academically gifted and learning disabled. Lanham, MD: Rowman & Littlefield Education, 2008.

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4

Kiesa, Kay, ed. Uniquely gifted: Identifying and meeting the needs of the twice-exceptional student. Gilsum, N.H: Avocus Publishing, 2000.

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5

Weinfeld, Rich. Advocating for Twice Exceptional Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0009.

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It is clear that our schools are not adequately meeting the needs of twice exceptional (2e) students. To ensure that our 2e students are receiving appropriate education, professionals and parents must advocate that each student receives a meaningful Individualized Educational program (iep). Advocating effectively for 2e students requires an understanding of the law and knowledge of both the challenges of appropriate identification and the best practices for educating this population. Based on the author’s experience in over four decades of advocating for students with special needs, this chapter offers a recipe for thinking through each of these areas in a collaborative way with the school team in order to develop appropriate educational programs.

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6

National Education Association of the United States., ed. The twice-exceptional dilemma. [Washington, D.C.]: National Education Association, 2006.

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7

Kaufman, Scott Barry, ed. Twice Exceptional. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.001.0001.

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This book is dedicated to supporting children who simultaneously have areas of giftedness (i.e., have exceptional capacities, competencies, creativity, and commitments) while also having exceptional disability. So many of these “twice exceptional” (2e) kids are falling between the cracks in an educational environment that does not nurture and support all different kinds of learners and innovators and does not help them truly realize their potentialities as a whole person. The book, written by experts in the field, covers an array of cutting-edge, evidence-based issues and approaches dealing with twice exceptional students, including identification, advocacy, collaborative partnership with families, special populations (including autism, dyslexia, and attention deficit hyperactivity disorder), cultural diversity, social-emotional development, and models of programs designed explicitly to support twice exceptional children. While the focus of this volume is on the unique learning and social-emotional needs of this population, the methods and scientific findings presented in this volume are applicable to bringing out the best in all students.

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8

Successful Strategies for Twice-Exceptional Students. Prufrock Press, 2005.

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9

Gilman, Bobbie, and Dan Peters. Finding and Serving Twice Exceptional Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0002.

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Gifted children with coexisting disabilities—the twice exceptional or 2e—exhibit complex patterns of strengths and weaknesses. Either exceptional ability or disability may mask the other, or combined exceptionalities may appear average. A case study illustrates how interpretation of changes in special education law may overlook 2e students who perform too well to qualify for services yet have disabilities significant enough to undermine success as the demands of their education increase. Department of Education policy letters are discussed, especially regarding a state’s right to condition service eligibility upon below-grade-level performance and reduce access to assessment. The student’s comprehensive diagnostic testing is explored. A triaged approach, using observed characteristics of 2e learners, is recommended to determine when comprehensive evaluation is needed to interpret a complex 2e student’s learning challenges, guide interventions/accommodations through an Individualized Education Program or Section 504 Plan, and ensure a Free Appropriate Public Education.

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10

Karnes, Frances, Kevin Besnoy, and Kristen Stephens. Successful Strategies for Twice-Exceptional Students. Prufrock Press, 2014.

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11

Karnes, Frances, Kevin Besnoy, and Kristen Stephens. Successful Strategies for Twice-Exceptional Students. Prufrock Press, 2006.

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12

Educational Resources Information Center (U.S.), ed. Gifted and learning disabled: Twice exceptional students. Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut, 1998.

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13

Baum, Susan M. Twice-exceptional And Special Populations of Gifted Students. Tandem Library, 2004.

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14

Baum, Susan Marcia, and Sally M. Reis. Twice-Exceptional and Special Populations of Gifted Students. Corwin Press, 2014.

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15

Twice-exceptional and special populations of gifted students. Thousand Oaks, Calif: Corwin Press, 2004.

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16

Besnoy, Kevin. Educating the Twice Exceptional Child. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0011.

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Many times, parents of gifted students with disabilities are unsure of how to navigate school policy dealing with serving one exceptionality, let alone two. Creating strong school-to-home collaborative partnerships requires school officials connect with parents through a variety of mediums. From inviting parents to attend special events at the school to establishing social-media groups focused on parents’ needs, school officials must find ways to bring parents into the school and into collaborative partnerships. By creating an inviting school culture, educators will cultivate parental involvement and produce individualized programming that meets the needs of this special population. This chapter provides background information on the importance of strong school-to-home partnerships and offers realistic strategies that school officials can implement.

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17

Trail, Beverly A. Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students. Taylor & Francis Group, 2021.

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18

Trail, Beverly. Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students. Prufrock Press, 2010.

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19

Trail, Beverly A. Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students. Taylor & Francis Group, 2022.

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20

Trail, Beverly. Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students. Prufrock Press, 2010.

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21

Trail, Beverly A. Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students. Taylor & Francis Group, 2021.

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22

Trail, Beverly A. Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students. Taylor & Francis Group, 2022.

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23

Trail, Beverly A. Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students. Taylor & Francis Group, 2022.

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24

Trail, Beverly A. Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students. Taylor & Francis Group, 2021.

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25

Winebrenner, Susan. How We Can Recognize and Teach Twice- or Multi-Exceptional Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0007.

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Since the mid-1990s, a new group of exceptional learners has emerged who demonstrate advanced learning capacity in one or more subject areas while simultaneously showing severe learning challenges in others. These students are referred to as “twice- or multi-exceptional” or 2e. The dilemma has been how to allow them to devote equal attention to both their areas of exceptional learning needs. Typically, some educators spend more time and attention shoring up students’ learning weaknesses, assuming these learners need very little school time in their strength areas. This chapter demonstrates how to teach 2e students to utilize their learning strengths to facilitate steady improvement in their areas of academic challenge.

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26

Sosland, Blanche E. Call to Action: Identification and Intervention for Twice and Thrice Exceptional Students. Rowman & Littlefield Publishers, Incorporated, 2022.

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27

Sosland, Blanche E. Call to Action: Identification and Intervention for Twice and Thrice Exceptional Students. Rowman & Littlefield Publishers, Incorporated, 2022.

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28

Twice exceptional: Supporting and educating bright and creative students with learning difficulties. 2018.

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29

Johnsen, Susan, Yara Farah, and Tonya Trepinski-Ochoa. Successful Classroom Management for Gifted and Twice-Exceptional Students: Professional Learning Modules. Prufrock Press, 2018.

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30

Piske, Fernanda Hellen Ribeiro, Kristina Henry Collins, and Karen B. Arnstein. Critical Issues in Servicing Twice Exceptional Students: Socially, Emotionally, and Culturally Framing Learning Exceptionalities. Springer International Publishing AG, 2022.

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31

(Editor), Susan Baum, and Sally M. Reis (Editor), eds. Twice-Exceptional and Special Populations of Gifted Students (Essential Readings in Gifted Education Series). Corwin Press, 2004.

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32

Pfeiffer, Steven I., and Megan Foley Nicpon. Knowns and Unknowns about Students with Disabilities Who Also Happen to Be Intellectually Gifted. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0006.

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High-ability students with coexisting disabilities (i.e., twice exceptional) are challenging to diagnose and treat due to multiple issues, including variable definitions of what it means to be “gifted,” the influence of high intellectual or creative ability on mental health diagnostic presentation and intervention, time of onset of both the abilities and disabilities, and symptom-masking effects. While the child psychiatry and child clinical psychology fields offer several empirically validated intervention options, few have examined efficacy or effectiveness among twice exceptional youth. Also, extant studies are often fraught with methodological weaknesses. This chapter advocates that best clinical practice include implementing empirically validated interventions with attention to the child’s profile of abilities and talent domain, focusing on resilience and wellness/growth-promoting strategies, and providing advocacy, professional development, supervision, and training opportunities to educators and mental health professionals about this unique populations’ needs.

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33

author, Schader Robin M., and Owen Steven V. author, eds. To be gifted & learning disabled: Strength-based strategies for helping twice-exceptional students with LD, ADHD, ASD, and more. Prufrock Press Inc., 2017.

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34

Williams, Richard O., and Jeffrey Freed. The Spectrum of Twice Exceptional and Autistic Learners and Suggestions for Their Learning Styles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0014.

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This chapter compares the exceptionalities and learning disabilities found in twice exceptional (2e) learners with those of learners on the autistic spectrum who have identifiable autistic traits but not an autistic spectrum disorder diagnosis. Many autistic learners have similar exceptionalities to 2e learners, and the chapter presents genetic and neuroscience evidence to support the claim. It argues that many of the learning disabilities for each group result from unusual and exceptional sensory processing issues. In many cases hypersensitivity of the senses causes behavioral issues for the classroom and learning disabilities for the students. Both groups have very similar learning and cognitive styles and are excellent visual-spatial thinkers and learners. The chapter describes a spectrum that plots sensory traits, abilities and disabilities, exceptionalities, learning disabilities, and genetic mutations from mild to abundant. A list of teaching suggestions to accommodate the sensory and learning difficulties of the two groups is provided.

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35

Owen, Steven V., Susan M. Baum, and Robin M. Schader. To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students with LD, ADHD, ASD, and More. Taylor & Francis Group, 2021.

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36

Owen, Steven V., Susan M. Baum, and Robin M. Schader. To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students with LD, ADHD, ASD, and More. Taylor & Francis Group, 2021.

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37

Owen, Steven V., Susan M. Baum, and Robin M. Schader. To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students with LD, ADHD, ASD, and More. Prufrock Press, 2017.

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38

Owen, Steven V., Susan M. Baum, and Robin M. Schader. To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students with LD, ADHD, ASD, and More. Prufrock Press, 2017.

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39

Owen, Steven V., Susan M. Baum, and Robin M. Schader. To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students with LD, ADHD, ASD, and More. Taylor & Francis Group, 2021.

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40

Johnsen, Susan K., and Yarah Farah. Classroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment: A Step-By-Step Professional Learning Program for Teachers. Taylor & Francis Group, 2021.

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41

Johnsen, Susan, and Yara Farah. Classroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment: A Step-By-Step Professional Learning Program for Teachers. Prufrock Press, 2021.

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42

Johnsen, Susan K., and Yarah Farah. Classroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment: A Step-By-Step Professional Learning Program for Teachers. Taylor & Francis Group, 2021.

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43

Johnsen, Susan K., and Yarah Farah. Classroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment: A Step-By-Step Professional Learning Program for Teachers. Taylor & Francis Group, 2021.

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44

Galbraith, Judy. Twice Exceptionality and Social-Emotional Development. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0008.

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The purpose of this chapter is to discuss the common social-emotional challenges and needs of gifted students who also experience one or more learning differences such as learning disorders, attention deficit hyperactivity disorder, or dyslexia (twice exceptional, or 2e students). The social-emotional needs of these students merit mindful attention because when these needs are addressed, 2e students are more likely to feel supported and succeed in school and in life. This fact is well documented in literature and through surveys conducted by the author. The surveys reviewed in this chapter cover topics related to students’ experiences at school, with peers, and at home and in terms of how they felt about themselves growing up.

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45

Publishers of 2e: Twice-Exceptional Newsletter. Understanding Your Twice-exceptional Student. Glen Ellyn Media, 2007.

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46

Amend, Edward R. Finding Hidden Potential. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0004.

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The talents of twice exceptional (2e) students are often hidden beneath the frustration and pain caused by years of educational misplacement. Finding and identifying them as gifted, in addition to recognizing disabilities and areas needing support, is a challenge. Identifying a gifted student with a disability requires comprehensive assessment with diverse tools that allow the examiner to see both strengths and weaknesses of an individual. Education and experience working with gifted students and special education students is invaluable in understanding the special needs of the 2e population and the unique ways they respond to assessment. With comprehensive assessment by qualified clinicians, more 2e kids will be accurately evaluated, identified, and served.

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47

Sabatino, Carl, and Chris Wiebe. Bridges Academy. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0019.

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This chapter explores the programmatic components of a successful strength-based school serving twice exceptional (2e) students in grades 4 through 12. The chapter first provides a brief overview of the school’s background to shed light on the unique learning needs of 2e students and discusses the institutional foundations and beliefs that best support student growth. An overview of the school’s Multiple Perspectives Model shows how faculty members focus on several factors—including students’ gifts and talents, learning differences, and family contexts—to make decisions about learning strategies in a dynamic educational environment. The school stresses the importance of a culture of appreciation of students’ strengths while differentiating and dual differentiating their curricula to move students forward to appropriate levels of depth and complexity in their learning. Finally, the chapter underscores the need for flexible school policies that embrace creative problem-solving and put the needs of the student above external rules and regulations.

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48

Coleman, Mary Ruth, Lois Baldwin, and Daphne Pereles. It Takes a Team. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0010.

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Meeting the needs of students who are twice exceptional (2e), those with gifts and talents as well as areas of disabilities, can feel daunting. Responding to the complexities of strengths and challenges of 2e students requires flexibility, innovation, and most especially teamwork. This chapter explores how the needs of 2e students change across the lifespan, sharing the role of the problem-solving team from early childhood through postsecondary planning. The chapter includes (a) problem-solving guidelines that foster collaboration to address academic, social, and emotional success; (b) examples of instructional strategies using universal design for learning and differentiated instruction for pre-K though postsecondary; and (c) family partnership approaches to support the students’ success.

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49

Baum, Susan, and Robin Schader. Using a Positive Lens. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0003.

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Getting to know students through their positive attributes, along with any obstacles to their success, can lead to academic, social, and behavioral growth. Defining twice exceptional (2e) as those whose high abilities are coupled with learning and/or behavioral challenges, this chapter illustrates 2e using the metaphor of green. This provides a fresh representation what being 2e means and also highlights why conventional educational plans may not be as effective as desired. To engage 2e students, the chapter introduces a practical, dynamic process––The Suite of Tools™—which allows educators to collect information about students’ strengths, talents, and interests and synthesize the information into a strength-based framework. Such information results in the development of personalized options to leverage strengths and interests for skill development, integrate strengths into the curriculum, and develop a personalized menu of talent development opportunities.

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50

Busi, Kimberly, and Kristin Berman. Integration and Dynamic Adaptation in the Formation of a Novel 2e School Model. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0020.

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Education for twice exceptional (2e) children has proven to be a dilemma for many institutions as these children bring many complexities requiring a diverse and integrated group of professionals working together. As 2e children grow in a setting that can address their need for self-regulation, executive functioning, support of learning differences, and advanced level academics, professionals must continually assess and adapt their practices. The Quad Preparatory School has developed a model that integrates best practices from the fields of psychology, speech pathology, occupational therapy, special education, and gifted pedagogy employing instruction in a one-on-one setting adding group work when children are ready. The model uses a curriculum framework providing a context for studies in all disciplines leading to project work initiated by the strengths and interests of the students. The model has been successful in its use of dynamic adaptation to personalize the educational experience of 2e children.

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