Twice Exceptionality on Gifted Student with Learning Disabilities - Literature review Example

Twice Exceptionality on Gifted Student (gifted with Learning Disabilities) "Twice-exceptional student must be in learning environment that help them work with both their weaknesses and their gift." (Foley Nicpon, Allmon, Sieck and stinson, 2011, p.14). Introduction In a classroom, there is a wide range of students that are twice-exceptional. Unless the educators understand and effectively identify them, they will not succeed in meeting their needs. Therefore, this paper intends to explore gifted students with learning disabilities; identification, impact of the twice-exceptionality; and the appropriate way of teaching them. 1. Literature review There are different categories of twice exceptional students including students who are gifted but have learning disabilities; those that have their strengths and learning disabilities shrouded together hence hard to identify them; as well as students identified to have slight learning disabilities but also gifted (McCoach et al. 2004). Giftedness In the talented and gifted area, efforts to describe giftedness from conceptual perspective have yielded a lot of difference. This concept can be described as high normal intelligence; high aptitude in particular academic field; interactions among great capability; task commitment; as well as creativity (Bandura & Bussey, 2004). A multidisciplinary definition of gifted students would be those who display high performance or capacity in any of the following fields: particular academic skill; intellectual capacity; productive or creative thinking; psychomotor skills; leadership capability; performing and visual arts. Giftedness can also imply an endowment of immense natural capacity, talent, or intelligence. It has a constructive connotation or meaning that is perceived as exceptionality. Therefore, with the absence of a wide-accepted explanation of giftedness, gifted students display great ability in a given area, particularly creative or academic field. Whereas gifted people with considerably average capacities have some things in common, numerous characteristics in gifted students exist that differentiate gifted individuals from the gifted students. The later possess some traits including humor, creativity, competent reasoning skills, various interests, high problem solving capabilities, analytical skills, strong memory, task motivation or commitment (Gallagher, 2006). Learning disabilities Learning disabilities can be discovered when a student’s performance is considerably lower than the standards for his age, ability level, or education level. Three types of learning disorders exist and they include mathematics, written expression, and reading. Nonetheless, there are extra learning issues relating to nonverbal skills. Nonverbal disorders are not particularly highlighted in the Diagnostic and Statistical Manual of Mental Disorders (DSM-TV-TR) (Beach, 2003). As this manual indicates, a reading disorder is noticed if a student’s reading attainment, as determined by standardized assessments of reading comprehension or accuracy, is considerably below the acceptable levels and noticeably interferes with their educational achievement. This disorder is featured by challenges in reading comprehension and or accuracy. Other present features are slowed reading pace and oral reading issues, such as, substitutions, distortions, or omissions (Beach, 2003). This manual also requires students with mathematics disorder, especially on performance on a privately administered consistent assessment be noticeably below average levels and impede greatly with academic performance. Further, a mathematics disorder may consists of issues with naming or comprehending mathematical terms, identifying mathematical signs, copying figures wrongly, and or taking wrong mathematical steps (Bandura & Bussey, 2004). The third learning disorder entails written expression and can be diagnosed whenever a student achieves below average levels on regular tests relating writing skills and faces challenges with writing in both academic and non-academic arenas. This model also asserts that the disorder includes several problems in areas essential in written expression, which include bad written organization, punctuation errors, and many spelling mistakes (McCoach et al. 2004). Gifted student with learning disabilities Bandura & Bussey (2004) point out that most of the studies regarding students with learning challenges fail to specify if any of the participants fell in any gifted category. In fact, there are limited studies in relation to gifted learners with learning challenges, and even more limited studies that scrutinize the identity development process in a given population. Students with both learning disabilities and gifts feel inferior, have impractical self-expectations, and lack self-assurance (Moon & Reis, 2004). These authors further report that there are many themes among study participants, including those with previous negative academic experiences that led to low self-esteem, depending on several compensation strategies (computers, taped books, learning extra note taking, as well as study tactics) to boost their academic attainment, and self-doubt regarding their educational abilities. They, thus, concluded that exceptional mixture of learning gifts and challenges enhanced learners’ negative school experience (Moon & Reis, 2004). Since the twice-exceptional students have strengths and weaknesses, it is imperative for the professionals handling the, get familiar with the set guidelines and offer interventions that are well researched and comprehended. They should facilitate expert development chances about the students outside the area (Foley-Nicpon, Assouline, & Colangelo, 2013). 2. Identification Particularly, it is difficult to identify such students as compared to those with a single exceptionality, particularly in the case of the children with both disabilities and gifts cover each other. This is because such students tend to perform on average; hence it is hard to detect any red flags by their teachers. Usually, parents are the first ones to notice the children’s gifts, as when such students are enabled to expand their efforts into their concerns, they successfully learn. Still, these students may show certain characteristics including creativity, anxiety, poor organization, depression, as well as acting-out conduct (Beach, 2003). Besides, they also have inconsistency between written and verbal work; problems handling tasks that need memorization; brilliance on assignments that require abstract concepts; poor motivation; shyness or withdrawal; analytic thinking; energetic problem solving; as well as strong assignment dedication when they are interested (McCoach et al. 2004). Even though standardized test are the most appropriate method of identifying the gifted students, they normally will not be effective in classifying these children. Alternatively, specialists and teachers should employ holistic ways of identifying a twice-exceptional student. Another identification mode of twice-exceptional student entails keeping records and journal notes of the student’s performance in class in order to determine those hidden gifts verbally, in critical thinking, and creativity (Beach, 2003). It is also imperative to look for inconsistencies in grades and skills and between standard test results and classroom performance. Another suitable way of identifying them is using response to intervention model. RTI model offers teachers with an outline to independently evaluate children and analyze them in groups so as to avoid overlooking disabilities and gifts (Lovecky, 2005). Another way of identifying the twice-exceptional students is through the use of several data sources for talented programming recognition. These may include achievement and intelligence tests, creativity tests, teacher reports, self-referral, students’ interviews, portfolio, as well as peer or family referral. It is also crucial to avoid integrating multiple and single data pieces. Instead, combine scores in order to allow lower scores to demoralize the overall score; hence disqualifying the gifted students from the talent programs (Beach, 2003). Also, Margolis & McCabe (2006) advises that it is critical to cut the standard cutoff points for talent programs to justify the reduction of scores caused by disability. Moreover, use the informal and formal assessments to identify these twice-exceptional students. It is also important to hold conferences with the students’ parents in order to discuss their performance away from school. Besides, teachers should employ culturally sensitive processes in order to avoid cultural and language disparities from causing bias in the process of identification. Characteristics According to Gallagher (2006), twice-exceptional students have a wide range of characteristics that include the following: To start with, such students tend to have difficulties in their basic skills because of their cognitive processing issues. Therefore, it is crucial to learn other skills so as to compensate for their basic skills. These students also possess high verbal strength but have great in written language. Thus, they should use language in unsuitable methods and at unsuitable times. Further, twice-exceptional students experience difficulties with reading because of the cognitive deficits. They also show excellent observation skills, although they have problems with memory skills (Beach, 2003). It is also worth-noting that such students tend to do well in solving real-world issues, possess exceptional critical decision-making and critical thinking skills. Therefore, it is vital to cultivate compensatory skills independently. Another characteristic of these students is that they demonstrate attention to deficit issues, even though they may focus long on their interests (Kauder, 2009). As well, these students possess high questioning attitudes. They also seem discourteous whenever they are questioning facts, and information that are presented in class. Studies also indicate that these students seem to show abnormal imagination as they regularly come up with original as well as bizarre ideas, which are conflicting in thought. They may also seem to be daydreaming whenever creating these ideas (Coleman, 2005). What is more, Kauder (2009) asserts that twice-exceptional students avoid taking risks regarding academics. They can only manage non-academic related risks without taking into account their results. In fact, these students may also employ humor in attempt to divert attention from academic failure but instead in making fun of friends or in avoiding trouble. Sometimes, these students seem immature because they use crying, anger, or withdrawal when expressing feelings and in dealing with difficulties. Besides, Lovecky (2005) says that they need support and feedback from their teachers in discrepancy areas, though they are highly reliant in others aspects. They also seem inflexible and stubborn. It also worth noting that these students are responsive relating to disability areas; very critical of themselves and others; as well as expressing apprehension in their feelings of other students even when involved in an antisocial conduct (Coleman, 2005). Notably, twice-exceptional students may feel neglected as they perceive no acceptance from other students. Teachers may perceive them as loners because they fail to fit in any usual model for neither the disabled nor the gifted student. At times, these students may feel rejection by their friends because they are poor in social skills. They also demonstrate leadership capability among the nonconventional students that exhibit high rebellious conduct. Alternatively, the disability can interfere with their capability to implement leadership skills (McCoach et al. 2004). As per Margolis & McCabe (2006), twice-exceptional students also demonstrate various interests but can be frustrated in pursuit of them because of their learning or processing problems. In addition, they are highly committed to their interests, for instance, they may have passion regarding specific topics at the expense of others that are non-academic. 3. Impact of twice-exceptionality (gifted and LD) Twice exceptional students always view school to be frustrating and suffer from low self-esteem at the beginning of his learning. Such a student may social skills difficulties and feels incompatible with his peers. Additionally, these students seem bored and stressed throughout their academic experience because they feel lesser than others. Such students may also get aggressive and emotionally down (Willis, 2012). Particularly, as Lovecky (2005) says, parents and teachers credited the learning challenges with inattentiveness and low motivation, instead of disability, given the learners’ strengths in other areas. Furthermore, these students show numerous socioemotional challenges that are associated with their existence as twice-exceptional learners. These issues consist of frustration, low self-esteem, humiliation and poor self-efficacy. As well, it is believed that cultural and social environment are highly instrumental in creating their self-determinations, for instance, stigma related to special education programs as learners fear being perceived as poor performers. This was also accredited to the challenge that others had in accepting the existence of their twice-exceptionality as regards academics. This purportedly caused them to get frustrated with themselves whenever they came across activities that focused on their strengths and weaknesses (McCoach et al. 2004). Regarding college high achievers but with learning problems, studies also indicate that they feel lesser than others. In fact, this has caused many of them to hide their disabilities from their peers, even to the extent of failing to use necessary accommodations. It is positive that many of these college gifted students report that their situations have facilitated the growth of a competent work ethic (Moon & Reis, 2004). It is imperative to note that twice-exceptional students tend be trapped in two worlds. Majority of them have the personal strong conviction and motivation concerning their gifted students’ abilities. However, they lack confidence in specific areas and that is widespread among students with learning disabilities. Such children have high expectations about themselves, which are consistently frustrated by their problems; therefore, they develop an inflated apprehension for failure (Assouline, Foley & Huber, 2006). Moreover, these students experience the dilemma of confusion and boredom and thus high levels of depression and frustration. These students’ self-concept is particularly a threat to them because of their condition (McCoach et al. 2004). Although they could be performing on average, their feeling that they should do better than that can enhance their low self-esteem as compared to a normal student. Based on where their gifts and disabilities lie, parents and teachers can be sending mixed signals to the children’s disabilities, and these students may find it hard to sort out their varying expectations (Coleman, 2005). Socially, research findings indicate that such students tend to feel more secluded than either those with learning problems or gifted peers. Whereas gifted students are always popular, those with learning issues are less likely to become leaders and experience rejection than normal students (Margolis & McCabe, 2006). They tend to battle with feelings of seclusion and difference, and want special consideration as compared to the normal students. Nevertheless, when they accept their disabilities and gifts, they may easily develop self-concept in social and academic areas (Kauder, 2009). 4. Learning environment for twice-exceptional students with learning disabilities As Willis (2012) says, discovering students’ interests and identifying their learning discrepancies is valuable class practice for handling all the students. This is particularly true regarding twice-exceptional students. Providing a suitable environment for these students may seem simple if the teachers know and instruct to the students’ abilities as well as giving direction in the necessary areas. They are numerous possible and successful classroom practices relating to twice-exceptional students. One of these practices involves collecting information necessary in identifying the students’ strengths and needs. To effectively comprehend students’ needs, using both official and unofficial assessments is of the essence (Coleman, 2005). It is also imperative to collect information from their families regarding their non-academic performance and interests. The development of Individualized Education Programs (IEPs) including talented and gifted instruction is necessary. IEP includes requirements for complex learner needs and or extra professional advancement for the teachers (Gallagher, 2006). It is also essential that the environment encourages collaboration with other experts around the school so as to ensure improved service for these students in class. It is also indispensable to seek specialized consultation in order to support families and educators. Professionals may include people engaged in special education, talented education, school, and counseling psychology (Margolis & McCabe, 2006). Reis & Colbert (2004) assert that it is also important to explore ways of meeting individual needs of the students. This is because it is hard to meet all the students’ needs in class. Therefore, it is necessary for the educators to create an environment that takes into account referral for official that include special, talented, gifted education, and seek for other chances, such as, non-academic activities, independent study, clubs, and relevant art programs (Assouline, Foley & Huber, 2006). There are five major issues worth considering when handling these special students as discussed below: Firstly, Assouline, Foley & Huber (2006) argue that accommodating academic gifts or strengths is also central to proper handling of these students. Creating a suitable environment for these students entails instructional practices that must concentrate on developing personal gifts, reading skills, and high-order thinking. Best practice in class normally employs students’ skills to instruct new concepts as well as gifts. Thus, teachers should engage various techniques in finding every student’s strongest mode of learning. Baum and Own (2004) offer certain recommendations to help in managing the academic gifts of the twice-exceptional students. To begin with, Shevitz, et al. (2003) suggests that it is essential for the educators to employ an interdisciplinary program to enable the students in finding relatedness between topics. Providing opportunities for the students questioning and inquiry of content is necessary in order to enable students to test material. Furthermore, handle areas of passion when instructing such students. It is also indispensable to depend on the learners’ gifts to hook their passions, learn profoundly, and exhibit comprehension of the ideas. It is also crucial to provide different ways of demonstrating comprehension among the twice-exceptional learners (Nielson & Higgins, 2005). Where applicable, the environment should offer the similar talented academic services that are affordable to other advanced students, such as, differentiation, compacting, and curriculum compacting. Use of many avenues to satisfy student needs is important, such as, mentoring, art programs, passion-related autonomous studies, clubs, non-academic activities, and online learning (Willis, 2012). An environment that allows students to take part in experiences and enrichment programs is also highly recommended. Imperatively, educators should avoid employing talented academic services as a motivation for managing academic weakness or problem conduct (Weinfeld et al. 2006). Secondly, addressing academic disabilities and weaknesses by the learning environment is very critical. Just like other learners with disabilities, the twice exceptional ones require to learn ways of compensating for and copying with their weaknesses. According to Baum and Own (2004), this can be done in various ways. Firstly, teachers should provide the learners with hands-on learning opportunities, as well as emphasizing on the use graphic organizers to aid students in understanding the ideas. Applying differentiated instruction, such as, process, content, assessment, and product, methods is significant. Teachers should also give nonstop instruction in areas affected by the students’ disabilities, for instance, written and verbal expression and organization (Shevitz et al. 2003). The learning environment should also permit the students to use assistive technology whenever suitable including computerized text reading. Providing essential accommodations including assistive technology, extended work time or test, and quite environment will also enhance effective instruction of these special students (Margolis & McCabe, 2006). Besides, Willis (2012) emphasizes that it is very instrumental for the teachers to offer express instruction as regards learning strategies and study skills. Promoting students’ self-concept by helping students develop skills, knowledge, and beliefs essential for enhancing self-concept and independence, such as, goal setting and self-advocacy. Thirdly, Winebrenner (2003) proposes an effective environment that requires educators to offer direct instruction to aid class success. Twice-exceptional students need direct teaching in those areas that their disabilities affect. These enhanced skills facilitate students’ success in the improvement of their strengths. Some of the skill areas necessitating direct teaching or content instruction include organization, writing, mathematical calculations, reading, and test taking tactics. Fourthly, Assouline, Foley & Huber (2006) hold that it is also fundamental to tackle emotional or social skills as regards these special students in order to meet their needs effectively, particularly in terms of the areas challenged by their weaknesses. As well, emotional or social issues of these children are related to their academic concerns. Regularly, these issues (including feelings of worthlessness, failure, depression, anger, isolation, or suicidal thoughts) facade their giftedness. Learners require special tools so as to conquer the issues and perceive themselves as victorious. As Reis & Colbert (2004), these students should thrive in emotionally friendly learning environment, as well as envisage a constructive individual future. They should also have a chance to grow a healthy self-concept, as well as establish their emotional susceptibility. It is also central to have instances of interacting with their peers. Fifthly, successfully handling twice-exceptional learners is incomplete without providing an environment that tackles their behavioral problems. Difficult behavior naturally has two reasons: either attention gaining or avoidance. These behaviors are always perceived as laziness, aggressiveness, or manipulation. To satisfactorily address these problems, teachers should ensure a steady environment with expectations and limits, as well as instruct on self-control skills (Reis & Colbert, 2004). Another way of teaching these students involves creating an environment that allows them to explore their areas of interest. Specialists concur that these students need a chance to learn through exploration of their interests. They require alternatives for determining the appropriate methods of learning whilst exhibiting their skills. For instance, if a student has some interest in studying dinosaurs, he will work on his reading problems by studying books on fossils (Winebrenner, 2003). Also, change the teaching style to incorporate more kinesthetic and visual formats. This implies that twice-exceptional children may have difficulties that require them to practically learn. Instead of lecturing them on periodic table, teachers can provide the children with chemistry building blocks so as to enable them to create various elements. Winebrenner (2003) also states that it is critical to provide opportunities for the children to excel. Twice-exceptional students always need an opportunity to exhibit their abilities in order boost their confidence. If such a student possesses students with strong basis on environmental science, motivate his preceding knowledge by asking him to make a classroom presentation. According to Winebrenner (2003), teaching concepts prior to content is of essence. Twice-exceptional children can exhibit a challenge in memorizing details, even though exceptional at grasping the whole concept. For instance, prior to having such a student read novels, show her a video concerning the plot so as enhance her understanding of the content. The environment should also ensure to tackle teaching skills in many ways. It may become difficult for the teachers to define the twice-exceptional children’s needs since learn in numerous and varied ways. Usually, there are more strategies of handling skill sets or mathematical issues; that is, using many varied ways to get the solution (Margolis & McCabe, 2006). An environment that focuses on all senses in the learning process is fundamental. Study findings indicate that children with memorizing and reading disabilities can enhance their learning through rhymes, music, as well as other mnemonics. For instance, a student with ADHD can perform better with tasks that require him to move instead of just sitting (Shevitz et al. 2003). A learning environment that uses of compacting in order to hold the children’s talent is indispensable. Compacting involves permitting children to show their understanding of curriculum prior to the commencement of the unit. Instead of sticking to the guide for the children exhibiting capability, they should take the evaluation beforehand and handle those issues regarding their understanding (Willis, 2012). Executing complexity in lessons whilst scaffolding the teaching will also help. Twice-exceptional children’s capabilities should be handled by increasing concept’s complexity. However, the learning environment should not be overwhelming to them. It is imperative to ask the children to study complex difficult concepts by offering them guidance to grasp them. It is also vital to offer students organizational skills. Even though students with a gift of grasping concepts may not take notes, their ADHD may inhibit their attention in class. Therefore, it is important to provide them with tools necessary, such as, quiet environment, calendar, and organizational materials for taking notes (Reis & Colbert, 2004). Conclusion Clearly, twice exceptional students exist in different types and categories but this paper focused on gifted students with learning disabilities. Individualized mode of teaching is crucial for this population of students so as to ensure that level, pace, and content, can be directed to interests, ability as well as learning style. To effectively handle them, educators should create a learning environment that is responsive to and can support these students’ needs. References Assouline, S. G., Foley, M., & Huber, D. H. (2006). The impact of vulnerabilities and strengths on the academic experiences of twice-exceptional students: A message to school counselors. Professional School Counseling, 10 (6), 14-24. Bandura, A., & Bussey, K. (2004). On broadening the cognitive, motivational, and Sociostructural scope of theorizing about gender development and functioning: Comment on Martin, Ruble, and Szkrybalo (2002). Psychological Bulletin, 130(5), 691-701 Baum, S., & Owen, S. (2004). To be gifted and learning disabled: Strategies for helping bright students with LD, ADHD, and more. Mansfield, CT: Creative Learning Press. Pp. 10-20. Beach, J. W. (2003). The self-concepts of children with AD/HD: Subtype differences. Unpublished doctoral dissertation, University of Houston. Pp. 5-20. Coleman, M. R. (2005). Academic strategies that work for gifted students with learning disabilities. Teaching Exceptional Children, 38(1), 28-32. Foley-Nicpon, M., Assouline, S.G. & Colangelo, N. (2013). Twice-Exceptional Learners: Who Needs to Know What? National Association for Gifted Children. Gifted Child Quarterly, 57(3) 169-180. Gallagher, J.J. (2006). The Twice-Exceptional Dilemma. National Education Association. Pp. 5- 19. Kauder, J.K. (2009). The Impact of twice-exceptionality on self perceptions. University of Iowa Iowa Research Online. Pp. 10-60. Lovecky, D. V. (2005). Different minds: Gifted children with AD/HD, Asperger syndrome, and other learning deficits. Philadelphia: Jessica Kingsley Publishing. Pp. 2-30. Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41(4), 218-227. McCoach, D.B., Kehle, T.J., Bray, M.A., & Siegle, D. (2004). Best practices in the identification of gifted students with learning disabilities. Psychology in the Schools, 38 (5), 403-411. Moon, S. M. & Reis, S. M. (2004). Acceleration and twice-exceptional students. In N. Colangelo, S. G. Assouline, & M. U. M. Gross (Eds.), A Nation Deceived: How Schools Hold Back America’s Brightest Students (Vol. 2). Iowa City, IA: Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development. Nielsen, M.E., & Higgins, L.D. (2005). The eye of the storm: Services and programs for twice- exceptional learners. Exceptional Children, 38, 8-15. Reis, M.S., & Colbert, R. (2004). Counseling needs of academically talented students with learning disabilities. Professional School Counselor, 8 (4), 156-157. Shevitz, B., Weinfeld, R., Jeweler, S., & Barnes-Robinson, L. (2003). Mentoring empowers Gifted/learning disabled students to soar! Roeper Review, 26(1), 37-40. Willis, J. (2012).Twice-Exceptional Children, Exceptional Challenges A Brain-based View. California Association for the Gifted. Pp. 21-26. Winebrenner, S. (2003). Teaching strategies for twice-exceptional students. Intervention in School and Clinic, 38, 131-137. Read More