Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Twice-Exceptional Gifted Students: Needs, Challenges, and Questions to Ponder

Version 1 : Received: 5 December 2019 / Approved: 9 December 2019 / Online: 9 December 2019 (03:59:20 CET)

How to cite: Alshareef, K.K. Twice-Exceptional Gifted Students: Needs, Challenges, and Questions to Ponder. Preprints 2019, 2019120115 (doi: 10.20944/preprints201912.0115.v1). Alshareef, K.K. Twice-Exceptional Gifted Students: Needs, Challenges, and Questions to Ponder. Preprints 2019, 2019120115 (doi: 10.20944/preprints201912.0115.v1).

Abstract

Gifted students are usually known as students who have exceptional cognitive and learning abilities. This can be made clear through their learning performance or test scores. However, there are other students who have been identified as gifted and talented, yet have some learning and /or physical disabilities, and these are called twice-exceptional students. Identifying this population of gifted students is usually problematic because their disabilities and difficulties may mask their abilities and vice versa. It has been suggested that twice-exceptional students’ skills and abilities cannot be improved simply by working harder. Instead, these students need teachers to understand their strengths and weaknesses, use teaching strategies that fit their disabilities and serve their needs, and include their parents and educators in their learning process. Thus, this conceptual paper provides an extensive overview of the needs, challenges, and teaching strategies related to twice-exceptional students.

Subject Areas

gifted and talented students; twice-exceptional students; gifted education; special education

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