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COGNITIVE WEAKNESSES
• Forgetful or poorly organized.
• Discrepancy between verbal and nonverbal
performance abilities.
•
reading, writing, or spelling.
• Distractibility, particularly for low-interest topics.
• Uninhibited expression of opinions-possibly
argumentative.
• Fixed mindset-may avoid or give up on
challenging tasks.
• Overly critical of own self-evaluation.
• Lacks goal setting and self-regulation strategies.
• May become anxious in testing or under time
constraints.
This incongruence of these features may place the student at
a higher risk of frustration, self-criticism, and low condence.
With a tendency to xate on their academic failures, they often
avoid tasks that cause them to feel inadequate. Others may
perceive attempts at avoidance as behavior problems’ including
disruptions in class, off-task talking, complaints of stomach or
headaches, and “shut-down” or refusal to participate.
e students require both academic and emotional support in
school. They may face problems with social acceptance in
traditional learning environments, as they are prone to sensitivity,
emotional immaturity, and/or a focus on ideas and interests that
may not be shared or understood by their peers.
A strength-based approach to teaching is highly recommended.
The unique learning strengths of the twice-exceptional learner
are vast and deserve to be recognized and celebrated.
Twice-exceptional students thrive in a learning environment
that teaches to the multiple intelligences. Understanding their
strengths and personal learning styles is a rst step in building
condence as they grow and develop their talents. Opportunities
to demonstrate their knowledge through project-based learning
are necessary to foster motivation and condence along the way.
Teachers who recognize and understand the student’s specic
learning challenges will implement an approach to instruction that
recognizes explicit instruction and modeling of executive function
skills as vital elements to the child’s overall success. Being
aware of the organization, time management, and study skills
can have an enormous impact on both the emotional wellbeing
and school performance of twice-exceptional students. Here
are some additional ways to support the learning environment
for the e child:
- Take advantage of differentiation in the classroom.
-
intelligences (Gardner).
- Make executive function skills a useful, daily habit.
- Provide accommodations and assistive technology
tools for writing.
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- Provide outlets for self-expression through the arts,
music, STEM.
- Incorporate technology and multi-media to enhance
learning.
- Boost motivation with opportunities for active inquiry
and student choice.
- Create powerful connections to real-life situations.
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tackling challenging tasks.
- Seek out opportunities for the student to relate to
others with shared interests.
Throughout education, each year will present with its struggles
and celebrations for the e child. When students have a better
understanding of their learning strengths and weaknesses, they
are better equipped to participate in their learning activities and
not feel as if they need to be “xed.”
The encouragement of parents and teachers to foster the child’s
individual and unique personal goals, dreams, and talents is a
vital part of supporting the whole child.
For more information about twice exceptionalities, visit:
https://brightandquirky.com
https://www.nagc.org/resources-publications/resourcesparents/
twice-exceptional-students
https://childmind.org/article/twice-exceptional-kids-bothgifted
and-challenged/
/brightandquirky.com