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2017 WCGTC Biennial World Conference

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2.5.9 A tale of two Es: Case studies of twice-exceptional students’ growth in an all-gifted school

Twice-exceptional students often find themselves doubly uncomfortable in typical mixed-ability classrooms, where their disabilities may hide their gifts, or their gifts may hide their disabilities. At an American independent all-gifted primary school, twice-exceptional students can have both learning needs addressed simultaneously, with positive changes to their learning, behavior, and self-concept. Through two case studies — a behavioral turnaround and an academic one — we will share what practical steps and programming choices allowed these highly-able twice-exceptional children to make remarkable progress in just one school year.

Author(s):

Kimm Doherty
kdoherty@thegraysonschool.org

United States

Kimm Doherty is a Master Teacher and Language Arts Instructor for 4th-8th grades at The Grayson School, Pennsylvania’s only independent school designed specifically for gifted learners. Ms. Doherty, who has a Master’s degree in Gifted Education from the University of Connecticut, has also held multiple statewide leadership roles in gifted education. She particularly loves teaching elementary students because of their openness to new ideas, and integrating content from multiple disciplines is such a natural part of learning for them. Her deep passion for gifted education along with her years of classroom experience make her an invaluable “lead learner” at Grayson.

Melissa Bilash
MBilash@TheGraysonSchool.org
The Grayson School
United States

Melissa Bilash founded The Grayson School, Pennsylvania’s only independent school designed specifically for gifted learners. She serves on NAGC’s Legislative and Special Schools Committees, and with her co-founder Jennifer Nance, co-authored NAGC’s 2016 publication, A Guide to State Policies in Gifted Education (2nd ed.). One of only 78 federally-trained Special Education Advocates, she has testified before Congress and met with Senators, Representatives, and U.S. Dept. of Education staffers regarding best practices in gifted education. Ms. Bilash has been awarded Special Congressional Recognition for her work, and in 2016 was named her state’s inaugural “Innovator Award” winner at their annual conference.

 

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