Twice-exceptional
The term twice exceptional was coined by James J. Gallagher to denote students who are both gifted and have disabilities. People have known about twice exceptional students for thirty years; however, identification and program strategies remain ambiguous. These students need remediation for their learning deficits and enhancement for their strengths to achieve. Twice exceptional students are considered at risk because they are hidden within the general population of their educational environment, and usually viewed as either under-achievers or average learners.
"Early identification and intervention is critical; however, giftedness in the twice-exceptional often is identified later than in the average population and is masked by the disability. The disabilities may include auditory processing weaknesses, sensory motor integration issues, visual perceptual difficulties, spatial disorientation, dyslexia, and attention deficits. Recognition of learning difficulties among the gifted is made extremely difficult by virtue of their ability to compensate. Some guidelines that help in identifying these students are as follows:
- Extensive vocabulary
- Difficulty with written expression
- Ability to understand complex ideas
- Easily frustrated
- Wide area of interest
- Highly sensitive
- Creative
- Stubborn and opinionated
- Specific areas of strength
- Highly developed sense of humor
- Curious and inquisitive
Read more about this topic: Intellectual Giftedness