Many famous scientists, athletes, and world leaders are also twice-exceptional. Extra-curricular activities are important avenues for 2e children to pursue their passions, experience success, and build self-confidence.
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Parents can serve as role models and support their 2e child by: finding peers and helping build friendships teaching friendship skills modelling conversations and providing tips for how to foster relationships. Often 2e kids feel like they don’t fit in with gifted kids, but they also don’t feel like they fit in with those with disabilities. While interventions can help shore up weaknesses, it’s important for parents to focus on what their child can do versus what they can’t. Parents need to accept their child for who they are and realize that their child is not “broken.” A parent’s love, acceptance, and support are essential for ensuring their child does not feel different.
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Embedding social-emotional skills training related to self-efficacy, motivation, goal-setting, and relationship management will help ensure that students feel free to be themselves, express their emotions, and handle their difficulties without fear of rejection or negative response. School and classroom environments must feel safe and foster respect for individuals and individual differences. In actuality, all students can benefit from these strategies.Īdvanced cognitive abilities, poor social skills, and sensitivities can leave 2e students vulnerable to peer bullying. All options for 2e students should be offered to all students, so there is never a focus on just one or two students. This may include keyboards, word processing and dictation software, electronic calendars, and graphic organizers.įocusing on a twice-exceptional child’s strengths versus weaknesses, and finding peers who share their interests and abilities, is essential for ensuring his or her social- emotional happiness In SchoolĪ 2e student should never feel that accommodations for the classroom and curriculum are being made because of his situation. This may include identifying the optimal seat location for general classroom work finding an alternate, quiet spot for test taking mirroring the same organizational strategies at home and school and staying on the lookout for additional scaffolding as needed.Īssistive technology and tools can be of huge help to students with dysgraphia, poor handwriting, and underdeveloped fine motor skills. Parents should partner with the school to help teachers and administrators understand their child’s physical, organizational, and other needs. Teachers may wish to stand physically closer to 2e students when providing directions, have visual cues and private signals for engaging the child, and locate a distraction-free place for test taking.Īllow the student to use assistive technology if necessary, and confer with parents for clues on which tools might work best.Ĭhecklists, frequent reminders of due dates, and duplicate sets of books at home can help a 2e child stay on task. Consideration should be made for lighting, alternative seating options, and availability of “free” space, where students can escape to when feeling overwhelmed. Twice-exceptional students often have high sensitivities amplified by fluorescent lighting, uncomfortable furniture, noisy HVAC systems, and compact space. The traditional classroom environments often do not work for 2e students, and require teachers to make classroom modifications. Parents serve as an important bridge between home and school. Both physical organization of space and organization of workload are often challenging for 2e students.
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