This article is part one of a three part series of twice-exceptional learners. The following articles will look at identification and meeting their needs.
Stereotype Vs reality
Gifted children are often considered part of a homogenous group. The stereotype tends to be of a hard working, ‘nerdy’ looking male, who rarely plays sport, but excels academically. However, research has consistently shown that gifted students are as diverse as their non-gifted counterparts, are found across every culture and gender, and may have learning disabilities or other challenges. (Niehart, 2002).
While not usually considered at risk of underachievement, gifted students do in fact underachieve for a variety of reasons (Montgomery, 2009). The subgroup of twice-exceptional (2e) or gifted learning disabled (GLD) students often underperform relative to their potential. But who are these students? Wormald and Bannister-Tyrell (2017) developed a definition that relates to our Australian context:
Learners who are twice exceptional are students with natural abilities in the intellectual, creative, social, perceptual or physical domains, while exhibiting evidence of one or more disabilities as defined by the Disability Discrimination Act (1992) and the Disability Standards for Education (2005) including but not limited to specific learning disabilities, speech and language disorders, emotional/behavioural disorders, physical disabilities, autism spectrum and ADD/HD (Wormald & Bannister-Tyrell, 2017).
Put simply, they have exceptional potential in one domain, and exceptional challenges in others, when compared to the norm.
Challenges
These students have a significant scatter in their cognitive profile and often present with issues related to processing speed and/or working memory (Assouline, Nicpon & Whiteman, 2010). This cognitive asymmetry leads to fluctuations in functioning and performance, creating significant frustration, and often anxiety, in the child. 2e and GLD students struggle with the discrepancy between what they can and cannot do, and need to be recognised for their strengths first, rather than their weaknesses alone (Baum, 2001). They can present with maladaptive coping strategies such as avoidance, procrastination and any number of externalised or internalised expressions of frustration and anxiety.
Australian teachers rarely receive any professional development regarding these students. As a result, their behaviours are often misunderstood, and they may be termed ‘lazy’ or ‘lacking in motivation’. Due to a strong focus on what students can not do, twice-exceptional students often have lower academic self-concept, and because their strengths often go unnoticed, they may disengage from school (Pendergast & Townhend, 2015). Parodoxically, these students require both extension and support to meet their potential.
Importantly, the parents of twice-exceptional students are foundational to their success.
NEXT…
In future posts, I will explore what teachers can do to identify and support these students.
Taylored Solutions 