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Abstract
Who are twice-exceptional students, what are their needs and how does a teacher best facilitate their learning in the primary classroom? The purpose of this paper is to identify issues surrounding twice-exceptionality and explore how classroom teachers can overcome some of these educational issues. Three foci are addressed: teacher attitudes toward twice-exceptional students, issues surrounding misdiagnosis and the importance of curriculum differentiation for learners. Teachers need a comprehensive understanding of the condition, equipped with a positive attitude and ample curriculum differentiation options tailored to individual strengths and weaknesses. Quality support for students in their primary years will result in individual success in future schooling and work life. With enough attention, adequate support and an education tailored to their needs, they can not only succeed, but excel in life.
Recommended Citation
Chivers, Stephanie, Twice-exceptionality in the classroom, Journal of Student Engagement: Education Matters, 2(1), 2012, 26-29.Available at:https://ro.uow.edu.au/jseem/vol2/iss1/5