Dual Differentiation

Some Strategies and Accomodations for Dual Differentiation

Understanding the concept of dual differentiation, we know that 2e students first need their strengths recognized and nurtured with the same rigor that other gifted students need, but we must also support their disabilities or challenges. As much as we can, we should also take a strengths-based approach to accommodations.

The CDE Twice-Exceptional Level 1 Handbook (pages 41-47) has several one-page fact sheets on how to incorporate strength/interest based accommodations in many areas. Take a few minutes to look over the examples below and decide how you will "store" this resource for later use. In the past, participants have created multilevel folders either as bookmarks or in Google Drive. Other participants have used apps such as LiveBinder to store links, or even just a word document with a little information about how they could use the resource.

Table of differentiation for 2e; request accessible copy from Dr. Rundquist

Below are some pictures from tables you can find in the Google folder. You don't need to read through these for this course, but you'll want to have them to refer to as needed. Please go to THIS FOLDER for readable copies.

Chart: Accommodations and Instruction for Cognitive Processing/General Intellectual Ability

Chart: Accommodations and Explicit Instruction for Specific Academics

Chart: Accommodations and Explicit Instruction for Creativity

Chart: Accommodations and Explicit Instruction for Visual, Spatial, and Performing Arts

Chart: Accommodations and Explicit Instruction for Physical/Psychomotor/Athletics

Chart: Accommodations and Explicit Instruction for Interpersonal/Leadership

Chart: Accommodations and Explicit Instruction for Intrapersonal and Social/Emotional