Twice-Exceptional Students: Students with Special Needs and a High Mathematical Potential

The article focuses on twice-exceptional students; that is, to those students who, on the one hand, face either obstacles or deficiencies or disorders and are mostly referred to as students with special needs, and on the other hand are musically gifted. In order to get a slightly clearer insight into the music education of twice-exceptional students, some foreign and domestic studies are presented, focusing on different groups of musically gifted students who are also special needs students. Furthermore are summarized the basic findings of case studies from Slovenian music schools, conducted as part of a doctoral research. These show how basic music education is experienced by teachers, parents and students who have successfully showed musical talent by passing the preliminary exam, and at the same time have a variety of special needs.

Download Full-text

Working With Attention-Deficit Disorder, Attention-Deficit/Hyperactivity Disorder, and Twice-Exceptional Students

Advances in Early Childhood and K-12 Education - Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice ◽

10.4018/978-1-5225-3111-1.ch003 ◽

2018 ◽

pp. 75-92

Author(s):

Pam L. Epler

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

General Education ◽

Inclusive Education ◽

Attention Deficit ◽

Attention Deficit Disorder ◽

Exceptional Students ◽

Students With Special Needs ◽

Twice Exceptional ◽

Hyperactivity Disorder ◽

Disability Categories

As part of inclusive education, teachers are likely to see two other categories of students with special needs that do not specifically fit into one of the 13 disability categories under IDEA: (a) students diagnosed with attention-deficit disorder (ADD)/attention-deficit/hyperactivity disorder (ADHD), and (b) twice-exceptional students. Both of these categories of students warrant individual attention in the discussion of inclusive education. Thus, this chapter provides an overview of ADD/ADHD and twice-exceptional students, discusses how these categories connect with IDEA, and presents important information for teachers working with ADD/ADHD and twice-exceptional students in inclusive classrooms. Specific research-based strategies that general education teachers can use to educate these students as well as resources for gaining further information are included.

Download Full-text

Advocating for Twice Exceptional Students

10.1093/oso/9780190645472.003.0009 ◽

2018 ◽

Author(s):

Rich Weinfeld

Keyword(s):

Best Practices ◽

Educational Program ◽

Population Based ◽

Exceptional Students ◽

Students With Special Needs ◽

Twice Exceptional ◽

Education Professionals ◽

Individualized Educational Program ◽

Appropriate Education ◽

School Team

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.

Download Full-text