Gifted children are a group of student that every teacher should be careful on how to handle them. Gifted children have the ability to perform various academic tasks with ease as their a mental ability is higher compared to the rest of the students. However, these students are prone to frustrations as they develop attitudes that make them lazy and non-cooperative. They believe that they can still do well even with minimal effort. They easily get bored with class s they think they know what the teacher is teaching. They require special attention in class to help them utilize their potential. When these gifted children have disabilities it makes them quite a special group. They become twice exceptional students. The teacher should use special skills to promote their learning.
The twice exceptional students need special attention in classes. The IEP has hardly made any moves that cater for the education of the twice exceptional students. The IEP caters for the students with disability but has hardly made any move to help the twice exceptional students learn better. The twice exceptional students see themselves as poor in academic fields, which demotivates them from doing school work. These students often feel shy and perceive themselves as poor in learning institutions. It is often discouraging and heartbreaking for such students with brilliant minds to fail in school as they learn and create successfully at home. This failure often leads to poor academic results, self-perception and makes them feel like being the odd ones out among their peers.
Twice Exceptional students can reason abstractly, to conceptualize quickly, to generalize easily, identify relationships and patterns and to enjoy the task of solving novel problems independently. Simple skills such as perceptual scanning, study skills, graph motor speed, sequencing, and organization are their prime difficulties (Barton & Starnes, 1989). Their hobbies and interests, that need critical thinking abilities and motivation are more often than not, monitored outside of the school environment (Baum & Owen, 1988).
Strategies for the students intervention in the general education classroom
Twice-exceptional students require a favorable curriculum that addresses both of their education and special. These needs should relate to their mental giftedness and their specific learning disability (Whitmore & Maker, 1985). As much as these Students need help in their areas of weakness, they also require ample time to identify and develop their specific gifts. They need stimulating and enriching cognitive experiences so that they can use problem-solving skills and independent research abilities.
Learning physically challenged students require a challenging program that also provides strategy and structures that would accommodate their weaknesses. When one's talents are nurtured, there is an increased motivation for the student to put more effort to complete school tasks (Baum, Emerick, Herman, & Dixon, 1989). We, therefore, need to encourage these students to be proud of their strengths and accomplishments. This move encourages students to develop their strengths and cover up for their weaknesses (Baum et al.).
When scheduling for the educational necessities of these students, it is mandatory to focus on the development of the interests, strengths, and superior intellectual capacities. Learning disabilities are often considered to be permanent. It is important to encourage and teach the use of compensation strategies. These strategies are like technology, the use of advanced organizers, and a wide range of communication alternatives. Students with difficulty in short term memory ought to be taught remembering strategies (Baum, 1990).
Before drafting a learning curriculum, learning institutions are supposed to personalize the learning chores for each and every student. The curriculum also needs to enhance their gifts and provide students with restitution techniques to work on their disability.
Finally, institutions should also involve learners in various projects and activities that mirror their individual interests.
Baum, S. Gifted but learning disabled: A puzzling paradox (ERIC Digest #E479), (1990).
Whitmore, J. R. Gifted children with handicapping conditions: Exceptional Children, 48, 105-114, (1981).
Baum, S., & Owen, S. Learning disabled students: Gifted Child Quarterly, 32, 320-325, (1988).
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