Students who are identified as having a disability are often not considered for gifted identification and are underrepresented in gifted programs. Many adults believe that students with disabilities cannot also be gifted. Teacher training helps alleviate this misconception. This session will present information about what teachers and parents can do to meet some of the needs of twice-exceptional students.
Outcomes As a result of this session participants will:
- Explain the Exceptionality Continuum
- Define, compare and contrast disability and giftedness
- Describe twice-exceptionality
- Discuss the difference between accommodations, adaptations, or modifications(NAGC Standards: 1.6.2, 3.1.3)
- Identify differentiation strategies that include accommodations, adaptations, or modifications(NAGC Standards: 1.7.1, 3.1.3)
- Examine strategies that require higher order thinking skills(NAGC Standards: 1.6.1, 2.1.1, 3.4.1, 3.4.2, 3.4.3, 3.4.4)
- Integrate assistive technology into differentiated lessons to meet student needs (NAGC Standard: 3.1.7,
- Justify collaboration time between general educators, special educators, and gifted educators as valuable to meet student needs. (NAGC Standard 5.2.1)
