Special Education + GT Presentation: Twice Exceptional Learners - 9

Gifted & Talented Students with Other Learning Needs

Recognizing, Identifying, & Serving Twice-Exceptional Learners

How to use this presentation

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Gifted & Talented in Austin ISD

Austin ISD provides services for Gifted & Talented Learners in grades K-12 in accordance with the State Plan for the Education of Gifted and Talented Students and Austin ISD Board Policy and the Austin ISD GT Service Model. In Austin ISD, GT students are identified and served in Elementary via Cluster Grouping and in Secondary via scheduling into Advanced Academics courses in areas of GT identification. This module was created to introduce educators to the population of GT learners who also fall under the Special Education umbrella. In this module, we will briefly discuss definitions, myths and misconceptions, identification, and meeting the needs of this population.

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GT students can experience the same emotional, behavioral, and psychological issues as everyone else, but often at a much younger age.

Students with disabilities can achieve in AP and other Advanced Academics courses. Accommodations are available in these classes and on exams.

GT students absolutely can have a SpEd or 504 need, and vice versa. These students are considered "Twice-Exceptional" or "2E."

When students' abilities are not ignored, they are less likely to stagnate, disrupt, and suffer. It is important to build on the strengths of every child.

Myth #1

Being GT is not a guarantee that a student will be organized, motivated, or interested in what is being taught. GT students can have learning deficits.

Myth #5

Myth #4

Myth #3

Myth #2

5 Common Myths

"SpEd Students Can't Be GT"

"AP Classes Don't Accommodate"

"Focus on Deficits"

"GT = Good Behavior"

"GT = High Achieving"

Students who are simultaneously GT and SpEd are some of the most extreme and unique outliers you'll encounter in public education.

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When a GT learner also has evidence of one or more disabilities as defined by federal or state eligibility criteria, they are considered "Twice-Exceptional," or "2E." This may include learning differences and disabilities, speech/language disorders, emotional/behavioral disorders, physical disabilities, traumaic brain injury, Autism Spectrum Disorder, or other health impairments such as ADHD.

Twice-Exceptional

Giftedness is a neurodivergence. It can often present itself like other diagnoses, and vice versa.

Different Lenses

Someone noticed my needs and I am receiving supports in multiple areas. There are records of my needs so my teachers don't have to make guesses or assumptions.

Formally Identified as GT and Disabled

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They focus on my disability and don't realize that I know a lot about the things I'm interested in or that I can be really creative when I'm given the chance.

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Identified for their Disability but Not as GT

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Now that they know I'm really good at this, my teachers challenge me. But I sometimes struggle and feel like I could use help in other areas. Sometimes I don't feel like I belong.

Identified Only as GT

No one has really noticed that I'm struggling because my strengths compensate to the point that I look "normal." Recognizing my needs could make a big difference in my life.

Not Formally Identified as GT or Disabled

Twice-Exceptional Students Fall into 4 Categories

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The Potential Needs of GT Learners vs. 2E Learners:

Hover over the table below to compare the traits and needs of GT and 2E Learners

Needs of Gifted & 2e Learners

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MTSS Tiered Interventions Diamond

MTSS Tiered Interventions Pyramid

MTSS Tiered Interventions

THANK YOU!

Austin ISD Advanced Academics

"Sometimes I feel like people think one "E" makes up for the other "E." As if the gifted part cancels out all the learning challenges. The truth, however, is the two multiply and make my kids twice as complicated."

Amanda Morin Educational & Neurodiversity Consultant

advancedacademics@austinisd.org

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• Austin ISD Campus GT Advocates

• Austin ISD External GT Website

Resources

• Austin ISD Internal GT Website (Login to Portal Required)

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These students...

• May participate in programs that focus only on their disability.
• Could benefit from a more thourough intellectual ability assessment when they received their initial diagnosis.
• Become bored or frustrated with services and programs if they are not challenged appropriately.

Tier 1 includes general differentiation, enrichment, and extension Tier 2 involves targeted, small group enrichment and extensions or content acceleration Tier 3 involves individualized interventions supporting growth, such as content or whole-grade acceleration, mentoring, projects in passion and interest, etc.

MTSS for Growth

This model was developed to address the other side of the MTSS pyramid--students who are not growing because they are not being appropriately challenged. If you prefer the triangle model, simply fold the diamond in half, vertically.

Stetson's SDI Model

Including 2e Students in the SDI Model

Bookmark these solutions that support a least-restrictive environment for 2e learners

Supporting 2E Learners

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Giftedness exists in every population and presents itself in multiple ways. Cognitive and creative abilities are tied to our age, experience, and environment; we identify for giftedness relative to one's gender, culture, ethnicity, economy, language, disability, etc. TEA charges us with ensuring equity in identification: TSP 2.25 - The population of gifted/talented services is closely reflective of the population of the total district and/or campus.

“gifted and talented students” means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: (1) exhibits high performance capability in an intellectual, creative, or artistic area; (2) possesses an unusual capacity for leadership; or (3) excels in a specific academic field.

§29.121 Definition:

Gifted & Talented

These students...

• May achieve at-grade-level on paper.
• Are often assumed to be of average ability.
• May never be referred for a SpEd evaluation due to deflated achievement and (overemphasized) standardized test scores.
• GT testing often hinges on the teachers' awareness of 2E. If teachers have biases about what GT "looks like," identification is unlikely.

A Balance of Services Is Ideal

These students...

• Run the risk of being denied or excluded from required GT services due to scheduling conflicts or overemphasis of SpEd services.
• May have imposter syndrome (feeling that they don't belong with other GT peers or deserve GT support).
• Future teachers may question the GT status (due to misconceptions or a focus on the student's disability over their abilities).

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This model focuses primarily on supporting student needs in order to move them to Tier 1, but does not address how to support students who are consistently high-achieving but who show low growth (or who struggle in some areas but excel in others).

Who is missing from the MTSS Pyramid?

Special Education training outlines the MTSS model for meeting the needs of students requirying varying levels of intervention. The majority of students require Tier 1 supports. Smaller and smaller groups will need Tier 2 and 3 supports.

These students...

• May go unnoticed for a SpEd evaluation.
• May be labeled as underachievers, lazy, or unmotivated.
• Achieve at or above grade level up to high school, when the rigor intensifies and they begin to really struggle.

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