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Successful Strategies for Twice-Exceptional Students
Successful Strategies for Twice-Exceptional Students
Successful Strategies for Twice-Exceptional Students
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Successful Strategies for Twice-Exceptional Students

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Some kids, including gifted students, have difficulties in school. Gifted students with learning disabilities may continuously struggle with certain areas of instruction, but never receive identification of or accommodation for their difficulties, because their gifts mask their disabilities. Gifted students with learning disabilities need unique instruction and a practical use of accommodations to succeed in school. It is important for educators to familiarize themselves with the definitions and characteristics of various learning disabilities and learn the strategies they can use in the classroom to help gifted/learning-disabled students succeed. In this book, Kevin Besnoy takes an in-depth look at the various learning disabilities and difficulties some gifted students face, provides practical tips for accommodating and planning instruction for those students, and gives an overview of federal law related to this population.

This is one of the books in Prufrock Press' popular Practical Strategies Series in Gifted Education. This series offers a unique collection of tightly focused books that provide a concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education.
LanguageEnglish
PublisherSourcebooks
Release dateApr 1, 2006
ISBN9781593637590
Successful Strategies for Twice-Exceptional Students
Author

Kevin Besnoy

Kevin D. Besnoy, PhD, is an assistant professor of elementary, middle, and gifted education at Northern Kentucky University. Along with Lane W. Clarke, PhD, these technology educators are conducting a pilot study on enhancing reading comprehension for middle school students using Palm Pilots.

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  • Rating: 5 out of 5 stars
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    Successful Strategies for Twice-Exceptional Students is a concise guidebook. The entries are readable, to the point, and practical. The format, which includes a brief overview and scenario that is followed by tips for teachers and then tips for parents, encourages collaboration.

Book preview

Successful Strategies for Twice-Exceptional Students - Kevin Besnoy

THE PRACTICAL STRATEGIES SERIES

IN GIFTED EDUCATION

series editors

FRANCES A. KARNES & KRISTEN R. STEPHENS

Successful Strategies for

Twice-Exceptional Students

Kevin D. Besnoy, Ph.D.

PRUFROCK PRESS, INC

Copyright ©2006 by Prufrock Press Inc.

All rights reserved.

No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher.

Printed in the United States of America.

ISBN-13: 978-1-59363-759-0

At the time of this book’s publication, all facts and figures cited are the most current available. All telephone numbers, addresses, and Web site URLs are accurate and active. All publications, organizations, Web sites, and other resources exist as described in the book, and all have been verified. The authors and Prufrock Press, Inc., make no warranty or guarantee concerning the information and materials given out by organizations or content found at Web sites, and we are not responsible for any changes that occur after this book’s publication. If you find an error, please contact Prufrock Press, Inc. We strongly recommend to parents, teachers, and other adults that you monitor children’s use of the Internet.

Prufrock Press, Inc.

P.O. Box 8813

Waco, Texas 76714-8813

(800) 998-2208

Fax (800) 240-0333

http://www.prufrock.com

Contents

Series Preface

Introduction

Overview

The Law

General Characteristics of Gifted Students

With Learning Disabilities

Gifted Students With Reading Disabilities

Practical Strategies for Gifted Students

With a Mathematics Disability

Practical Strategies for Gifted Students

With Writing Disabilities

Spoken Language Disorders and Gifted Students

Social-Emotional Issues

Final Reflections

Resources

Appendix A

Appendix B

Appendix C

Appendix D

Appendix E

References

About the Author

Series Preface

The Practical Strategies Series in Gifted Education offers teachers, counselors, administrators, parents, and other interested parties up-to-date instructional techniques and information on a variety of issues pertinent to the field of gifted education. Each guide addresses a focused topic and is written by scholars with authority on the issue. Several guides have been published. Among the titles are:

Acceleration Strategies for Teaching Gifted Learners

Curriculum Compacting: An Easy Start to Differentiating for High-Potential Students

Enrichment Opportunities for Gifted Learners

Independent Study for Gifted Learners

Motivating Gifted Students

Questioning Strategies for Teaching the Gifted

Social & Emotional Teaching Strategies

Using Media & Technology With Gifted Learners

For a current listing of available guides within the series, please contact Prufrock Press at (800) 998-2208 or visit http:// www.prufrock.com.

Introduction

As a young child, Frank W. Woolworth struggled in school. He had a difficult time keeping up with his classmates, and his teachers labeled him as slow. Although he was not very successful in school, young Frank experienced a lot of success in the business world. In order to help his family, he began working in a local grocery store where he helped market products. His idea was to place 5-cent items near the checkout counter. Although this may not seem like an innovative idea today, it was revolutionary at the time. Frank Woolworth did not allow his slow label to prevent him from becoming a successful businessman. In 1879, he opened his first store in Utica, NY. By 1911, the F. W. Woolworth Company had more than 1,000 stores across the United States and in other countries. The success of F. W. Woolworth demonstrates that gifted students with learning disabilities can be successful. Yet, if twice-exceptional students are to maximize their potential, they need appropriate instructional strategies that enable them to utilize their strengths to compensate for their disabilities.

Overview

Although it is difficult to comprehend, it is possible for a child to be both gifted and learning disabled. Everyone with a vested interest in the well-being of gifted and learning disabled students must be committed to providing them with an appropriate education. To meet this goal, we must first understand how the gift and disability manifest themselves.

In order to provide proper instructional strategies for gifted students with learning disabilities, it is necessary to understand their learning and social-emotional characteristics. In order for twice-exceptional children to maximize their potential, teachers, parents, and students must work together. Intervention strategies must boost self-efficacy, promote areas of strength, and provide coping strategies to compensate for disabilities.

Hannah and Shore (1995) assert that gifted students with learning disabilities are stereotyped. Their giftedness implies that they have metacognitive prowess, yet their learning disability suggests they lack strong metacognitive skills. These

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