Beyond Stereotypes

Abstract

The term twice exceptional was coined to describe students who have a disability and who also have characteristics and traits associated with giftedness. These students may appear to be capable and bright but do not demonstrate that ability when asked to produce work in the classroom. Recognizing these students may be challenging, as the disability may overshadow the gift, the gift may mask the effect of the disability, or both remedial and advanced learning needs may go completely unnoticed. Strategies for serving twice-exceptional students include addressing the student’s strengths and interests; providing appropriate social and emotional support; offering adaptations for academic strengths and accommodations for learning needs; and creating a supportive, safe, problem-solving culture that values the success of every student. What do twice-exceptional learners “look like”? The students profiled in this article provide a glimpse into the variety of ways twice exceptionality can present in the classroom environment.

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