The Masking Effect

2016 ◽  
pp. 220-231
Author(s):  
Jessica Cannaday
Keyword(s):  
Gifted And Talented ◽  
Masking Effect ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Identification Methods ◽  
Gifted And Talented Education ◽  
Exceptional Student ◽  
Multiple Differentiation ◽  
Intelligence Theory ◽  
Identification Practices

Twice exceptional students, those who are both gifted and have learning or behavioral difficulties, are an often under-served population. This chapter recommends approaching twice exceptional student needs holistically using a Response to Intervention model. The chapter defines the twice exceptional learner, and discusses intelligence theory in relation to both giftedness and twice exceptionality. The chapter further recommends a combination of RtI universal screening identification practices and traditional gifted and talented education identification methods, as well as multiple differentiation techniques to support the needs of this special population.

Students with Special Needs Who Are Gifted and Talented (Twice Exceptional)

2020 ◽  
Author(s):  
Nina Yssel ◽  
Kristie Speirs Neumeister ◽  
Virginia Burney
Keyword(s):  
Students With Disabilities ◽  
Gifted And Talented ◽  
Time Management ◽  
Study Skills ◽  
Masking Effect ◽  
Full Potential ◽  
Social Emotional ◽  
Students With Special Needs ◽  
Twice Exceptional ◽  
Academic Challenges

Twice-exceptional (2e) students demonstrate both high ability and a disability. With their unique combination of advanced abilities and academic challenges, 2e learners do not fit neatly into a single category and often tend to get lost in the system. In spite of the fact that 2e students have been estimated to make up 2–9% of students with disabilities, they often remain unidentified due to the masking effect, in which one exceptionality masks the other, as well as their remarkable ability to compensate for areas of weakness. Once identified, programming presents challenges; for example, remediation may become the focus and the learner’s strengths ignored. In addition to providing enrichment and remediation, teachers have to consider the social-emotional needs of 2e students and how they learn. Problems with time management, organizational, and study skills not only result in frustration for students, parents, and teachers but also have a direct effect on 2e students’ academic performance. These students are characterized by a pattern of strengths and weaknesses, and programming should include support in their areas of need and validation of their strengths. When both exceptionalities are addressed successfully, 2e learners can reach their full potential.

Twice-Exceptional Students

2022 ◽  
pp. 20-38
Author(s):  
Susan Baum ◽  
Richard Olenchak
Keyword(s):  
Academic Performance ◽  
Young People ◽  
Great Risk ◽  
The Other ◽  
Educational Services ◽  
High Ability ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Case Examples ◽  
Exceptional Student

Young people who present with concomitant high ability and disabilities represent one of education's greatest conundrums. While on one hand they appear capable of superior academic performance, on the other hand they struggle as students. Consequently, identification and educational services for the twice-exceptional student population remain bewildering and elusive as the combination of seemingly paradoxical traits puts them at great risk for identification and consequently this population of students is rarely served appropriately. This chapter explores the complexities of the twice-exceptional (2e) population, how they should be viewed, how schools and homes can accommodate what seem to be dichotomous needs, and how ultimately they can be successful and contented. Case examples amplify understanding of this challenging group of young people.

National Survey of Identification Practices in Gifted and Talented Education

1981 ◽  
Vol 48 (2) ◽  
pp. 124-132 ◽  
Author(s):  
James Alvino ◽  
Rebecca C. McDonnel ◽  
Susanne Richert
Keyword(s):  
Standardized Testing ◽  
National Survey ◽  
Gifted And Talented ◽  
Educational Improvement ◽  
University Professors ◽  
Gifted And Talented Education ◽  
Federal Definition ◽  
Definition Of ◽  
Identification Practices ◽  
Recurrent Patterns

This paper describes the results of a national survey of identification practices in the field of gifted and talented education. The survey was conducted by the Educational Improvement Center-South under a contract from the U.S. Office of the Gifted and Talented. Teachers of the gifted, university professors, state consultants, and others were queried as to what constitutes the most frequently and effectively used tests/instruments/techniques in the identification process vis-à-vis the categories of the federal definition and certain subpopulations. Survey data is analyzed for existent and recurrent patterns and trends. Among the findings disclosed are abuses of standardized testing and other inappropriate practices, apparent confusion over the definition of giftedness, and Jack of understanding regarding what should and should not be used for identification under each category.

scholarly journals Twice-Exceptional Gifted Students: Needs, Challenges, and Questions to Ponder

2019 ◽  
Author(s):  
Khlood K Alshareef
Keyword(s):  
Teaching Strategies ◽  
Gifted And Talented ◽  
Test Scores ◽  
Physical Disabilities ◽  
Gifted Students ◽  
Learning Performance ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Learning Abilities ◽  
Conceptual Paper

Gifted students are usually known as students who have exceptional cognitive and learning abilities. This can be made clear through their learning performance or test scores. However, there are other students who have been identified as gifted and talented, yet have some learning and /or physical disabilities, and these are called twice-exceptional students. Identifying this population of gifted students is usually problematic because their disabilities and difficulties may mask their abilities and vice versa. It has been suggested that twice-exceptional students’ skills and abilities cannot be improved simply by working harder. Instead, these students need teachers to understand their strengths and weaknesses, use teaching strategies that fit their disabilities and serve their needs, and include their parents and educators in their learning process. Thus, this conceptual paper provides an extensive overview of the needs, challenges, and teaching strategies related to twice-exceptional students.

How Should Districts Serve Twice Exceptional Students?

1998 ◽  
Vol 21 (4) ◽  
pp. 38-40 ◽  
Author(s):  
Jim Ingleheart
Keyword(s):  
High School ◽  
Special Education ◽  
School District ◽  
Second Grade ◽  
Exceptional Students ◽  
Special Education Services ◽  
Twice Exceptional ◽  
Education Services ◽  
Rural School District ◽  
Exceptional Student

In a small Texas rural school district with a high school campus of fewer than 200 students in grades 9 to 12, a professional team of educators discovered a twice exceptional student. The student we will call Rich had been identified as needing special education services at the second grade in his academic journey.

UB the director: Utilizing digital book trailers to engage gifted and twice-exceptional students in reading

2012 ◽  
Vol 28 (2) ◽  
pp. 146-160 ◽  
Author(s):  
Glenda A. Gunter ◽  
Robert F. Kenny
Keyword(s):  
Student Performance ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Academic Ability ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Regular Classrooms ◽  
Digital Book ◽  
Research Initiatives ◽  
Matching Familiar Figures Test

Attempts to increase motivation in reluctant readers have been the focus of many local, state and federal reading research initiatives. Only recently have researchers and educators come to understand that many of these same issues also face teachers of gifted and talented learners. Frequently, students who are bright and talented but do not perform to their academic ability are categorized as being underachievers or unmotivated. In this article, the authors explore some reasons why gifted students struggle with reading and why they, like those in regular classrooms, are reluctant to read and write. This study uses a computerized version of the Matching Familiar Figures Test as an identifier and predictor of student performance. An instructional intervention (UB the Director Model) is also utilized to determine if these instructional practices help to overcome these students’ reluctance and lack of motivation.

Screening Twice Exceptional Students Within a RTI Model

2012 ◽  
Author(s):  
R. Steve McCallum ◽  
Sherry M. Bell ◽  
Jeremy T. Coles
Keyword(s):  
Exceptional Students ◽  
Twice Exceptional ◽  
Rti Model
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