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Talented and Gifted (TAG)
Twice Exceptional Services

Twice Exceptional Services

Twice Exceptional Collaborative Team

Amanda Soto
TAG Coordinator
Myanne De Leon
Special Education Chairperson
Jacquelyn Gordon
School Psychologist
Ana Romero
Professional School Counselor

Twice Exceptional Services

Twice-exceptional students have characteristics of both gifted and special needs. Instruction for twice-exceptional students at Glenarden Woods emphasizes their strengths and talents as well as their preferred learning styles. Classroom teachers provide opportunities for high-level abstract thinking, creativity, and problem solving. Students are provided remedial instruction that incorporates their interests and abilities, thus enhancing their motivation and increasing their willingness to accept academic challenges.

Administrative Procedure 6142.2 Attachment 2 - Delivery Options.pdf

Questions about Twice Exceptional Services at GWES? Feel free to contact anyone on the Twice Exceptional Collaborative Team above.

Teaching Strategies

Dual differentiation teaching strategies are provided by a collaborative team comprised of the TAG Coordinator, special educator and school counselor. Assignments are modified according to the student’s strengths and gifts, as well as IEP and 504 needs; accommodations are made, and alternative methods for demonstrating mastery based on strengths are provided.
Regularly scheduled forum sessions are provided bi weekly for 2E students. These sessions focus on building student capacity based on the 5 Pillars for Supporting Twice Exceptional Students in Prince George's County Public Schools:

  • Pillar 1: Strength-Based Learning - Using a strengths based approach to learning is the most prevailing factor in developing a positive growth mindset, healthy self esteem, strong self-efficacy and higher academic achievement in Twice Exceptional children. (Baldwin, Baum, Perelex, & Hughes, 2015; Betts & Neihart, 2010; Foley-Nicpoon, 2016; Hill, 2011; Hughes, 2017)

  • Pillar 2: Alternative Methods for Developing Mastery - Implementing alternative testing options can help students demonstrate what they have learned.

  • Pillar 3: Self-Advocacy - Self-advocacy is referred to as the ability to articulate one’s needs and make informed decisions about the supports necessary to meet those needs. (Strodden, as cited in Test et al, 2005)

  • Pillar 4: Self-Regulation - Self-regulation is a process internal to one's self that involves "controlling one's behavior, emotions, and thoughts in the pursuit of long-term goals” (Cuncic, 2019)

  • Pillar 5: Self-Efficacy - Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997).

Identification

According to the National Association for Gifted Children, the term Twice Exceptional, also referred to as “2e,” is used to describe gifted children who have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria. These disabilities may include specific learning disabilities (SpLD), speech and language disorders, emotional/behavioral disorders, physical disabilities, autism spectrum disorder (ASD), or other impairments such as attention deficit hyperactivity disorder (ADHD). Students identified with these disabilities may be eligible for either 504 plans or IEPs.
Twice-Exceptional students often fall into one of two categories: those with mild disabilities whose gifts can mask their challenges and those with disabilities so severe that they mask their gifts (Baum & Owen 2004). There are also situations where a student's strengths and challenges mask each other, resulting in the student appearing "average."
If a parent or a member of the school team suspects a disability, contact James Webb, Special Education Chairperson - james.webb@pgcps.org.

Characteristics of Twice-Exceptional Learners

  • Disorganized, often losing track of belongings
  • Uneven Academic pattern with extreme areas of both strength and weakness
  • Trouble remembering to do or follow through with tasks and sticking to a schedule
  • Poor sense of time and difficulty estimating the time needed to complete tasks
  • Difficulty performing multi-step instructions and performing tasks sequentially
  • Slower to process language and respond than might be expected, based on their intelligence
  • Difficulty taking a systematic approach to problem solving
  • Writing difficulties, including trouble organizing thoughts, writing legibly, and spelling
  • Fear of embarrassment that leads to avoidance of risk taking in the classroom
  • May have narrowly focused interests
  • May show less maturity than their age peers

Source: Caring for the Mental Health of the Twice-Exceptional Child, 2011

Additional Resources