Some students appear to defy expectations; they may have no trouble understanding complex ideas yet find it difficult to complete simple activities that others find easy. These children are classified as twice-exceptional (2e), meaning they have a learning disability in addition to being gifted. While difficulties like ADHD, dyslexia, or autistic spectrum conditions can cause barriers in their education, their intellectual assets may include extraordinary problem-solving abilities, inventiveness, or intense curiosity.
This intricate combination frequently results in misunderstandings because their talents may be disregarded because of their challenges, or their difficulties may be ignored because of their strengths. Consequently, 2e students frequently experience social difficulties, erratic academic performance, and frustration. Their full potential can go unnoticed if they are not properly identified and supported.
It’s critical to acknowledge these students’ challenges as well as their talents in order to provide them with an educational setting that supports their skills and attends to their particular requirements.
Understanding Twice-Exceptional Schools
Recognizing the capabilities and challenges of twice-exceptional (2e) kids is not enough to support them; a learning environment tailored to their individual requirements is also necessary. Twice-exceptional schools can help with this.
What is a Twice-Exceptional School?
An educational institution created especially for bright kids with learning disabilities is known as a twice-exceptional school. 2e schools foster a learning environment that embraces both advanced academic challenges and necessary interventions, in contrast to traditional schools that frequently find it difficult to strike a balance between the two.
Here, learning challenges are not a hindrance to students’ exploration of their intellectual potential. For example, a student who excels in science but struggles with writing may be given alternative ways to showcase their understanding, such as through verbal presentations or multimedia projects.
Characteristics of a Twice-Exceptional School
Comprehensive Identification Procedures
Being appropriately identified is one of the largest challenges facing 2e students. Because their skills might make up for their difficulties, or vice versa, many talented children with learning problems go unrecognized. To make sure students receive the proper support, twice-exceptional schools employ comprehensive assessments that include behavioral observations, cognitive testing, and feedback from parents and teachers.
Consider a kid who consistently completes math assignments fast but shuns writing assignments. This tendency would be closely examined in a 2e school, resulting in focused interventions as opposed to generalizations about indolence or lack of effort.
Educators’ Understanding and Empathy
The intricacies of 2e students are recognized and supported by teachers in twice-exceptional institutions. They recognize that a student may be experiencing difficulties with executive functioning rather than being stubborn if they refuse to finish schoolwork. These teachers make sure that pupils feel understood and encouraged by approaching learning with adaptability, tolerance, and inventiveness.
For example, a teacher may provide movement breaks or other forms of engagement, such hands-on activities, if a bright student with ADHD struggles to concentrate during lectures.
Curriculum Tailored for Gifted and 2e Students
Due to their intellectual ease or inability to accommodate learning difficulties, standardized curricula frequently fall short of meeting the demands of twice-exceptional kids. Personalized learning programs that push pupils academically while offering assistance in areas of difficulty are provided by 2e schools.
For instance, while receiving specialist literacy support, a student who is exceptionally good at computer programming but has trouble understanding what they read might work on complex coding projects.
Support for Social and Emotional Development
Students who are twice exceptional frequently suffer with social interactions, perfectionism, and self-esteem. A 2e school places a high value on emotional health by creating a welcoming environment where students may express themselves without fear. Counseling services, mentorship programs, and social skills groups assist students in navigating friendships, self-advocacy, and emotional control.
Consider a student who often feels upset by their inability to write as quickly as their peers. Through the emotional support programs offered by a 2e school, this kid gains self-confidence, coping mechanisms, and advocacy skills for adjustments.
Benefits of Attending a Twice-Exceptional School
Specialized Learning Environments
Students at twice-exceptional schools experience a sense of belonging and understanding. 2e pupils are taught in classrooms that adjust to their needs rather than being compelled to fit into a strict educational plan. For instance, rather than struggling with traditional worksheets, a student who has dysgraphia (difficulty writing) but sophisticated mathematical reasoning can be encouraged to use speech-to-text software or deliver work orally.
This type of adaptability eliminates needless barriers and enables students to concentrate on their areas of strength while getting assistance when required.
Tailored Programs and Counseling Support
For students who are twice exceptional, one-size-fits-all teaching strategies are ineffective. In order to provide pupils with academic challenges and to address their limitations, 2e schools provide individualized learning plans. To assist pupils in overcoming social challenges, perfectionism, or frustration, some schools also offer counseling services.
With focused coaching, a talented student with ADHD who has trouble managing their time can develop executive functioning skills that help them stay organized and meet deadlines, preparing them for success in the long run.
Overcoming Public School Curriculum Limitations
Despite their best efforts, public schools sometimes fall short of meeting the needs of 2e kids because of rigid teaching techniques and uniform curricula. While special education programs might not give enough intellectual stimulation, gifted programs might not provide adjustments for learning impairments.
However, a kid who does well in science but issues with reading comprehension would not be hindered by their difficulties at a twice-exceptional institution. Instead, students might get reading support in a way that doesn’t make them feel special while working on difficult science assignments. This guarantees kids can keep studying without needless restrictions and at their own speed.
Support for Both Intellectual and Emotional Growth
Students who are twice exceptional frequently struggle emotionally, such as feeling misunderstood, having low self-esteem, or experiencing worry because of their learning differences. 2e schools provide equal emphasis on social and emotional health as well as academic achievement.
Students gain confidence and learn how to advocate for themselves through specialized counseling, mentorship programs, and peer support groups. For instance, at a 2e school, when friends have comparable struggles and experiences, a student who has always felt “different” in a standard classroom may at once feel like they belong.
Case Study: Davidson Academy as a Model Twice-Exceptional School
An excellent illustration of a school committed to helping twice-exceptional (2e) kids is the Davidson Academy, which provides a thorough curriculum that takes into account both their extraordinary cognitive skills and particular learning difficulties.
A Dedicated Staff: Faculty and Student Service Team
The dedicated staff and Student Service Team (SST) of Davidson Academy are the driving forces behind its success. In addition to their credentials, the educators—including university professors and certified teachers—are chosen for their enthusiasm, friendliness, and inventiveness. The SST, which is made up of staff members and school counselors, works together to develop and oversee each student’s Prospective Learning Plan (PLP) while providing a wide range of individualized support services.
Classroom Strategies: Personalized and Rigorous Curricula
To meet the various requirements of 2e pupils, Davidson Academy uses deliberate teaching methods in the classroom. The method of instruction emphasizes developing critical thinking abilities and comprehending the unique requirements of exceptionally talented pupils, enabling advanced-level courses that promote discussion and artistic expression. This approach creates an atmosphere where kids can flourish intellectually by guaranteeing that they are both challenged and supported.
Prospective Learning Plans (PLPs) vs. Gifted IEPs
Davidson Academy uses Prospective Learning Plans (PLPs) to address the special requirements of 2e pupils, whereas traditional schools frequently use Individualized Education Programs (IEPs) for students with disabilities. PLPs are customized for every student, emphasizing their areas of strength and offering solutions to problems.
By addressing their learning challenges and providing the right amount of challenge and support, this individualized approach enables kids to flourish in their areas of giftedness.
Social and Emotional Development Programs
Given that 2e pupils frequently experience emotional and social difficulties, Davidson Academy provides extensive support services to promote their general wellbeing. To assist students in navigating the challenges of their dual exceptionalities, the academy offers counseling services, mentorship opportunities, and social skills groups. By fostering self-worth, resiliency, and interpersonal skills, these programs make sure that kids are prepared to face obstacles in their personal and academic lives.
Big Minds: A Unique Educational Approach for 2e Students
For twice-exceptional (2e) children, Big Minds Unschool provides a unique educational method that addresses both their outstanding intellectual ability and particular learning obstacles.
Teacher-Student Ratio and Learning Methodology
With one instructor for every four students, Big Minds purposefully maintains a low teacher-to-student ratio. Strong bonds between teachers and pupils are fostered by this framework, which also permits specialized attention. In this environment, a student who does well in math but finds reading challenging might get individualized education that builds on their strengths and helps them with their weak areas.
Project-Based and Strengths-Led Learning
The school places a strong emphasis on project-based learning, which enables students to get thoroughly involved in topics that pique their interest. Students can pursue their passions while learning critical skills with this strengths-led approach. A student who is enthusiastic about environmental science, for example, might work on a project that examines local ecosystems, developing their research and analytical skills in a setting that speaks to them.
Focus on Socio-Emotional Development
Recognizing the importance of emotional well-being, Big Minds integrates socio-emotional development into its curriculum. The school provides a supportive environment where students can express themselves and develop interpersonal skills. For example, group discussions and collaborative projects encourage students to navigate social dynamics, fostering empathy and effective communication.
Collaborative Learning and Self-Advocacy Training
A fundamental component of the Big Minds ideology is collaboration. As they collaborate on projects, students get an appreciation for the unique skills and viewpoints of others. The school also places a strong emphasis on teaching pupils how to advocate for themselves by understanding and expressing their needs. For example, a student who has sensory issues may learn to ask for a quieter workstation, actively participating in their education.
Parent Engagement and Support at Big Minds
Big Minds understands the importance of parents in a student’s academic path. In order to encourage active participation in the educational process, the school cultivates close ties with families. Frequent communication and cooperative preparation guarantee that parents are knowledgeable and capable of providing their child with effective growth assistance. For instance, parents may attend workshops to gain a deeper understanding of the 2e experience and acquire techniques for fostering their child’s growth at home.
Characteristics and Needs of Twice-Exceptional Learners
Definition of Twice-Exceptionality
Students who are both gifted and have a learning disability, such as ADHD, dyslexia, autism spectrum disorder, or sensory processing problems, are referred to as twice-exceptional. Students may have a distinct learning profile as a result of this duality, excelling in certain subjects while requiring substantial assistance in others. For instance, a child who excels at mentally solving math problems may find it difficult to write because of fine motor issues.
Asynchronous Development and Academic/Social Challenges
Asynchronous development is common in 2e students, which means that their cognitive growth occurs at a different rate than their emotional, social, or motor development. They may find it challenging to relate to their peers or adjust to the norms of the classroom as a result. Even though a twice-exceptional student has adult-level language and thinking abilities, they may struggle with organization, which makes them frustrated when they can’t do assignments quickly. They could feel uncomfortable around friends their own age and socialize better with adults or older students.
Common Struggles: Socializing, Perfectionism, Executive Functioning Issues
Beyond academics, many 2e learners encounter difficulties. They could find it hard to read social cues or feel alone because of their disparate hobbies, which can make social interactions challenging. Another prevalent problem is perfectionism; due to their high level of intelligence, they frequently hold themselves to unreasonably high standards, which causes them to become frustrated and self-conscious when they don’t meet them. School can become too much for those who struggle with executive functioning issues including time management, organization, or task initiation.
The Role of Parents in Supporting Twice-Exceptional Students
Parent Collaboration and Advocacy
One of the most crucial duties parents have when it comes to helping a 2e child is effective advocacy. To make sure that their child’s requirements are satisfied, parents and teachers must collaborate closely because many schools might not completely comprehend the complexity of twice-exceptionality. This could entail asking for an Individualized Education Plan (IEP) or Prospective Learning Plan (PLP), discussing teaching methods with teachers, and making sure their child has access to the right accommodations.
Support Groups and Parent Informational Nights
Raising a 2e child can be a daunting task, but parents don’t have to do it alone. Numerous communities and schools host parent information nights and support groups where families can interact, exchange stories, and gain knowledge from professionals in special education and gifted education.
Building Trust and Supporting 2e Children Through Challenges
Strong parent-child ties are crucial because twice-exceptional students frequently suffer emotionally, feel frustrated, or doubt themselves. Parents can support their children by creating an atmosphere in which they feel comfortable sharing their strengths and challenges. For instance, a parent can support a 2e student who refuses to turn in assignments because they are afraid of making mistakes by focusing on effort rather than outcomes and setting an example of accepting mistakes as a necessary part of learning.
Admissions and Enrollment in Specialized 2e Schools
Admission Process at Big Minds and Davidson Academy
An intake appointment and a tour of the school are the first steps in the admissions process at Big Minds Unschool. After meeting with personnel, the potential student spends a “shadow week” to get a firsthand look at the school’s atmosphere. Following this time, the application, family interview, and shadow visit are evaluated by the Intake Committee to see if the kid is a good match for the program.
Criteria for Identifying Giftedness in 2e Students
Because of the interaction between their high aptitude and learning difficulties, determining giftedness in 2e students can be challenging. Schools frequently take into account qualities like inventiveness, problem-solving abilities, and a strong interest in particular subjects in addition to standardized exam results. For example, a student may excel at music or art yet find it difficult to complete conventional academic assignments. In order to guarantee proper placement and support, admissions committees seek to acknowledge these various manifestations of giftedness.
Non-Traditional Admissions: Portfolios and Holistic Review
Many specialized institutions use unconventional admissions techniques to get a full picture of a 2e student’s aptitudes. Big Minds Unschool, for instance, encourages parents to post portfolios that highlight their children’s projects, compositions, and other works.
Support for Students with Selective Mutism or School-Related Trauma
Specialized schools work to build environments that are sympathetic and helpful, acknowledging that some 2e students may have suffered from problems like selective mutism or school-related trauma. It is important for parents to disclose any difficulties their child may be having throughout the admissions process.
Academy for Twice-Exceptionality at the University of Iowa
Overview of the Belin-Blank Center and Its Mission
The Belin-Blank Center was established in 1988 with the goal of fostering talent development via research, advocacy, and leadership. The center, which has received national and worldwide recognition, emphasizes the value of recognizing and fostering outstanding abilities while assisting gifted and talented students and their teachers.
The Academy’s Framework: Academic, Social, and Emotional Support
The Academy for Twice-Exceptionality was established in 2021 and collaborates with college students who are neurodiverse to promote self-reliance, social-emotional development, effective communication, and preparedness for the workforce. The academy makes sure that 2e students feel a part of the campus community by offering structure, understanding, and support—all of which are essential for their success.
Executive Functioning and Adaptive Living Skills
The academy provides advice to help 2e students keep organized, establish routines, and manage their time successfully since it understands that they may struggle with executive functioning and adaptive living skills. To help them combine their academic obligations with their personal well-being, a student may be given help in developing a study schedule that suits their particular learning style.
Creating a Supportive Community for Twice-Exceptional College Students
The goal of the academy is to foster a sense of community. The program creates a space where people may discuss difficulties, celebrate victories, and form deep connections by matching students with others who have gone through similar circumstances. This encouraging network makes sure students have the tools and support they need to succeed while navigating the challenges of college life.
Application Process and Eligibility for the Academy for Twice-Exceptionality
Am I Eligible? Criteria for Admission
Known as twice-exceptional (2e) students, the Academy is intended for entering first-year University of Iowa students who have both high cognitive talents and neurodiversity. The program specifically targets people who identify as autistic or who are on the autism spectrum. Eligible students should also be eligible for the University of Iowa Honors Program, which shows a dedication to academic excellence and a solid academic record.
The Application Process and Matching
An online application form must be filled out by interested students and their parents or guardians in order to start the application process. After the submission, the Academy has an exploratory discussion to make sure there is a mutual match and to determine whether the program fits with the student’s collegiate goals. Through this conversation, both sides can talk about the Academy’s special offerings, support systems, and expectations.
Visit Days and Information Sessions
To give potential students and their families a thorough knowledge of the program, the Academy hosts information sessions and visit days. Tours of the campus, conversations with instructors and current students, and in-depth presentations regarding the Academy’s support systems and community setting are all part of these events. By attending these events, families can get a firsthand look at the campus culture and resources, which helps them make well-informed enrollment decisions.
Daily Life and Program Requirements at the Academy for Twice-Exceptionality
Student Life and Cost
Daum Residence Hall, the Honors Residence Hall, is where Academy participants live, creating a sense of camaraderie among like-minded peers. Under the supervision of a committed Resident Assistant (RA), a designated living community inside Daum guarantees that students have access to specialized support and direction. This design fosters social interaction and personal development in addition to academic achievement.
Regarding costs, it’s crucial to remember that students are in charge of their regular tuition, housing, and food plan charges at the University of Iowa, even though specific program fees are not included in the sources that are currently available.
Program Requirements and Daily Structure
The Academy places a strong emphasis on helping students become independent and succeed in all facets of their lives, including their academic, social, emotional, professional, and community involvement. The program provides weekly seminars on self-efficacy and acclimating to university life in order to assist these objectives. The goal of these sessions is to improve adaptive functioning abilities such as efficient communication, time management, and organization.
Support Resources and Campus Integration
By fostering their talents, fostering a sense of community, and assisting them in connecting with resources from the Belin-Blank Center, the University of Iowa, and the larger community, the Academy for Twice-Exceptionality aims to make sure that neurodiverse students have a happy and rewarding college experience.
Conclusion: Empowering Twice-Exceptional Students
Specialized education is crucial for the success of twice-exceptional students because they flourish when provided with the ideal balance of academic challenge and emotional support. We set the stage for their future success in higher education and beyond by embracing customized programs that acknowledge both their talents and limitations. However, families, schools, and institutions must work together to make sure these youngsters get the adjustments they are entitled to.
Having professional advice can be crucial when negotiating the complexities of educational rights or campaigning for improved resources. K Altman Law is dedicated to supporting you and assisting you in securing the greatest educational possibilities for your child who is twice exceptional.
