Addressing the Social and Emotional Needs of Twice Exceptional Students

King, Emily Williams
September 2005
Teaching Exceptional Children;Sep/Oct2005, Vol. 38 Issue 1, p16
Academic Journal
The article focuses on the emotional and social needs of twice-exceptional students. Students who are both gifted and have learning disabilities exhibit superior intellectual ability as well as a significant discrepancy between their level of performance in a particular area, such as reading, mathematics, spelling, or written language, as compared with their performance in areas of strength. School can be very frustrating for a twice-exceptional student. Because of their ongoing conflict between intellectual strengths and academic struggles, many students who are gifted and have learning disabilities develop low self-concepts alter starting school. These students have also been shown to have difficulty with social skills and often report feelings of not fitting in with their peers.


Related Articles

  • RESOURCE MATERIALS. Wedemeyer, Avaril; Cejka, Joyce // Focus on Exceptional Children;Mar1972, Vol. 4 Issue 1, p10 

    This article presents information about resource materials related to special education. Follett Educational Corp. has introduced the "Sound/Order/Sense," an instructional program designed to develop auditory perception skills in primary age children. The program teaches the interrelationship of...

  • Learning Disabilities: The Social Construction of a Special Education Category. Sleeter, Christine E. // Exceptional Children;Sep1986, Vol. 53 Issue 1, p46 

    This article reinterprets the history of learning disabilities, situating it in the context of the movement to reform education after Sputnik. After Sputnik, standards for reading achievement were raised and students were tested more rigorously and grouped for instruction based on achievement...

  • English Language Learners, LD, and Overrepresentation: A Multiple-Level Analysis. Rueda, Robert; Windmueller, Michelle P. // Journal of Learning Disabilities;Mar/Apr2006, Vol. 39 Issue 2, p99 

    Continuing unresolved problems in the field of special education include the continued use of discrepancy models; the need for better identification models; continued debate over programmatic issues, ranging from inclusion to self-contained models; and the continued overrepresentation of certain...

  • Functional Similarities of Learning Disability and Mild Retardation. Neisworth, John T.; Greer, John G. // Exceptional Children;Sep1975, Vol. 42 Issue 1, p17 

    Descriptions of educable mentally retarded and learning disabled children are discussed as they relate to similarities and differences in assumed cause and educationally relevant problems. The terms genotype and phenotype are presented to conceptualize the distinction between underlying...

  • The Not So Specific Learning Disability Population. Adelman, Howard S. // Exceptional Children;Mar1971, Vol. 37 Issue 7, p528 

    The article explores the heterogeneity existing in the learning disabled population and discusses factors which determine the school success and failure. The nature of the interaction between the child and the program is hypothesized as the major determinant of school success or failure. The...

  • CEC Gathers Under the Sun.  // Journal of Learning Disabilities;Jun/Jul1971, Vol. 4 Issue 6, p343 

    The article presents information on the 49th Annual Convention of the Council for Exceptional Children that was held from April 18, 1971 to April 24, 1971 in the United States. A resort atmosphere dominated the 49th Annual Convention of the Council for Exceptional Children (CEC). The relaxed...

  • The Eye of the Storm Services and Programs for Twice-Exceptional Learners. Nielsen, M. Elizabeth; Higgins, L. Dennis // Teaching Exceptional Children;Sep/Oct2005, Vol. 38 Issue 1, p8 

    The article presents information on services and programs for twice-exceptional children. The unique characteristics of twice-exceptional learners often thrust them into an emotional storm on entrance into school. For the first time, they are expected to acquire specific academic skills. Many...

  • Implications of Recent Trends in Educational Labeling. Forness, Steven R. // Journal of Learning Disabilities;Aug/Sep1974, Vol. 7 Issue 7, p445 

    It is clear that special education has entered a new era of noncategorical approaches toward exceptional children. Beginning with disenchantment with special classes, the trend continues with serious questioning of traditional diagnostic labels and with experimentation in grouping various types...

  • Complimentary Roles of the Pediatrician and Educator in School Planning for Handicapped Children. Clemmens, Raymond L.; Davis, Jerome // Journal of Learning Disabilities;Oct1969, Vol. 2 Issue 10, p524 

    It seems obvious that effective communication and coordination between pediatricians and educators would be desirable in understanding and meeting the needs of handicapped and atypical children. Yet there are significant difficulties involved in achieving this. Each discipline may have little...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics