Update on twice-exceptional learners and their educational needs
DOI:
https://doi.org/10.56294/neuro2024129Keywords:
Twice-Exceptional, Double exceptionalism, Learning disability, ADHD, Autism spectrum disorderAbstract
Introduction: Double exceptionalism (2e) is characterized by the presence of high performance simultaneously with deficiencies or incompatible conditions. The phenomenon of twice-exceptionality poses unique challenges for both identification and approach. Understanding this complexity is crucial for tailoring effective interventions.
Objective: The objective of this research was to update on 2e individuals and the education as a key element in their development.
Methods: A bibliographic review was conducted by accessing databases such as PubMed and ResearchGate using key words including Twice-Exceptional, Double exceptionalism, learning disability, ADHD, autism spectrum disorder. A total of 21 articles were selected, over 70% of which were published in the last 5 years.
Results: Performance is diverse and varies for each clinical case; however, the literature indicates general specific talents such as a high level of creativity, unusual imagination, and higher-order thinking skills. These students usually need educational support for their gifts and talents to be developed, including enrichment and/or acceleration in their areas of talent and support for their specific social and emotional needs. They also need to receive services to compensate for and address their disabilities.
Conclusions: Twice-exceptional learners exhibit high abilities alongside neurodevelopmental disabilities, resulting in complex educational needs. Early and accurate identification is critical to provide tailored interventions. Strength-based educational approaches are essential to foster their academic development.
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