2019 WCGTC World Conference

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Addressing the Needs of Twice-Exceptional Students in the Regular Classroom

Wednesday, 24 July 2019
12:45 - 15:45

Rand 308

Chair: Eleonoor van Gerven, Slim! Educatief

Eleonoor van Gerven
Slim! Educatief
The Netherlands

 

Twice-exceptional students are gifted and also hindered by a learning and/or a developmental disability. As a result of this, their developmental process is not only influenced by their exceptional abilities, but also by specific inabilities concurrent with them. They show an intrapersonal discrepancy between their IQ and their achievement levels in the disability domain. Although one can focus on a formal classification for being both gifted and having a learning and/or a developmental disability as a primary condition for intervening, we choose to take on a solution-focused and change-oriented approach. This approach means that we do not proceed from a formal classification as a starting point for interventions. Instead, we take the “the Big Bang” as the starting point for interventions. “The Big Bang” is the clash between natural abilities and natural inabilities. This clash limits chances for educational success and necessitates the seeing, acknowledging, and understanding of specific educational needs. It stresses the need for meaningful educational responses. One could see this point of departure as the often-unexplored domain of opportunities in a pre-diagnostic stage. In this session, participants will explore a solutions-focused approach for teachers, based on the concept of RtI and the involvement of the student’s ecological system, to use when coaching twice-exceptional students. Participants (1) will identify the collision between being gifted and having a learning, emotional, or behavioural disability; (2) will explore perspectives of interventions within a student’s ecological system; and (3) Create a series of coherent interventions appropriate to the gaps within the student’s ecological system which are of concern.

 



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