How do schools screen students for gifted-education lessons? What groups of students are getting missed? And what are some ways schools can broaden their nets to capture nontraditional students for gifted services? Find some answers in this survey and story collection.
December 18, 2019
Fifth grader Zachary is among the growing number of students identified as “twice exceptional” in Sacramento, Calif.
Students who both have disabilities and are gifted are often overlooked when it comes to screening for gifted education. A California district found that it could buck the trend by casting a wider net for gifted students.
Too often, students who are both gifted and have disabilities are underserved, writes Caroline Galeota. Here are some ways teachers can better accommodate these learners.
Caroline Galeota, January 8, 2019
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4 min read
Jack Bradley is an 18-year-old high school student who is gifted in math and taking college-level courses. He also has autism and other disabilities.
Tamara Fisher asks, "What do you know about the twice-exceptional?" The National Institute for Twice-Exceptionality is conducting a survey to gather data from educators about their level of understanding regarding this unique population of doubly exceptional students.
In Gifted Education, twice exceptional (also “2e”) is the term used for those individuals who have dual (or even multiple) exceptionalities. They are both gifted “and” – such as gifted and learning disabled, gifted and bipolar, gifted and physically disabled, gifted and ADHD, etc. This dichotomy of polar exceptionalities can be incredibly frustrating for the individual (and their families and teachers), somewhat akin to being the rope in a tug-of-war – being pulled in one direction by their gifts and talents and the intense desire to pursue them, while also being pulled in another direction by some sort of physical, intellectual, psychological, or emotional challenge that can complicate (or even get in the way of) their ability to develop and fulfill their giftedness.
The University of St. Thomas in St. Paul, Minn. and four St.Paul-area school districts are embarking on a study that will help educators learn the best ways to teach gifted children who also have learning disabilities.
Elementary school teacher Kathleen Famulare halts her 5th grade advanced-math students as they scramble to grab flashcards to answer the questions about long multiplication and division on the chalkboard.
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