The document discusses twice-exceptional or 2e students, who are both gifted and have a learning disability or disability. These students can go unidentified and unsupported in schools. They may have difficulties with perseverance, self-confidence, frustration tolerance, and motivation. It is important for teachers to identify these students and differentiate instruction for their needs, such as allowing extra time on tests or having tests read aloud. Strategies suggested include teaching goal-setting, using technology, and making modifications to teaching and assessments.

1. These people are twice-exceptional! Many say these iconic people were as well . . . Leonardo Da Vinci Thomas Edison Albert Einstein

2. Identifying and supporting the education of students who are twice-exceptional By: Leticia Hanlon

3. Why did I choose this topic? My paper!

4. Who is a student that is twice-exceptional? A student who is twice-exceptional often functions at a high intellectual level, but has a “specific academic deficit coupled with an executive processing deficit”. (Van Tassel-Baska, 1991, p. 246) These students can be grouped into three categories: 1. An identified gifted student who has an unidentified learning disability. 2. A student with an identified learning disability who is also gifted. 3. An unidentified student whose gifts and disabilities may be masked by average achievement. (Baum, 1991)

5. Teachers often do not recognise or identify them RADAR RADAR RADAR RADAR RADAR RADAR RADAR RADAR RADAR

6. Many do not reach their full potential!

7. It is important to identify these students Gifted students with disabling conditions remain a major group of underserved and under-stimulated youth. (Cline, 1999)

8. The problem is . . . Giftedness and disabilities can “ mask” each other and can cancel each other out and often students compensate for their disability! (Winebrenner, 2003)