TWICE-EXCEPTIONAL LEARNERS:Twice exceptional learners are unique individuals with learning characteristics that are atypical of gifted students or students with disabilities (Trail, 2011). When these students are enrolled in dual language schools it is important to remember other possible factors when looking at these student in order to give them the best possible education. These students come with different background knowledge, and levels of language proficiencies.
Things to think about when looking at a student who may be a twice-exceptional learner - in a dual language setting:What model of dual language instruction does the school operate at? - Is it a 50/50 model? - Is it a 90/10 model? How long has this student been receiving dual language instruction? Did the student enter school as a monolingual Spanish, English or Bilingual student? CharacteristicsThe academic performance of twice-exceptional learners can be inconsistent with reported problems with reading, expressive language, writing, and math skills (Nielson, 2002; Reis et al., 1995). These students may be stronger in one area than in another. They may also be able to compensate with their strengths, therefore masking their challenges. Adding another layer of dual language may take some deeper digging while looking at these students and their unique learning environment along with their strengths and challenges. This is often best done during the Rti (Response to Intervention) process. Twice-exceptional learners have the characteristics of gifted students and students with disabilities. They have the potential for exceptional performance in one or more areas of expression, which includes general areas such as creativity and leadership or specific areas such as math, science, and music. These students have an accompanying disability in one or more categories defined by IDEA. Other possible characteristics:
Lack of organizational skillsLack of organizational skills results in messy desks, backpacks, lockers, and problems keeping track of papers. Students who are twice exceptional may also show deficits in prioritizing and planning. This makes it difficult for them to complete assignments in a timely manner. Twice-exceptional students are easily distracted and experience difficulties in focusing and they experience difficulties in sustaining attention (Reis et al., 1995). Learning metacognitive strategies will help students improve their executive functioning skills. When looking at students in a bilingual setting it is important to note if students are showing these types of behaviors in both the Spanish and English settings. It is also helpful to check with the Specials Teachers to see if these behaviors are evident in these settings as well. gross motor coordinationProblemas with gross motor coordination is evidenced by poor handwriting and lack of coordination when playing sports (Weinfield, Barns-Robinson, Jeweler, & Shevitz, 2002). Once again whether a student is in a dual language instruction environment or in a school where only one language is taught, it is important to check with all of the teachers and in this case especially the P.E. teacher. frustrations result from conflicting strengths and challengesPOSSIBLE STRENGTHS
The following strategies are also good for English and bilingual learners:Strategies for visual learners and/or students with weakness in auditory processing: Use adequate visual supports such as charts or graphs to support new learning. Make verbal instructions concise and present them in short, simple sentences. Have students highlight important information while reading to improve their comprehension and activate visual memory. Strategies for auditory learners and/or students with weakness in visual processing: Provide adequate verbal explanations when information is presented visually. Use cover overlays. Color code visual material. Decrease white space on paper. Show students how what they are learning relates to real-world situations. Strategies for students with strengths in conceptual understanding and/or weakness in sequential learning: Begin lessons with a conceptual overview of the topic or whole-two-part conceptual teaching. Help students master keyboarding, word processing, and show them how to use spelling, grammar/checkers. Encourage students to use mnemonics to help them remember formulas and steps. Identifying twice-exceptional learners can be challenging: Identifying twice-exceptional learners in a dual language instruction environment is equally if not more challenging, but if we take the necessary steps, students will receive the instruction they need. They may receive this instruction through a variety of ways, which may include one or a combination of them: Classroom instruction, intervention instruction, the gifted and talented program, and special education services. While some of these students may also benefit from a 504 plan. Written by: Patricio Serrano
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