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Strategies to Support 2e Learners

9. Technology

Assistive Technology device is any item, piece of equipment, or product system, whether acquired commercially off-the-shelf, modified, or customized that is used to increase, maintain, or improve the functional capabilities of a child with a disability (Technology-Related Assistance for Individuals with Disabilities Act of 1988 and IDEA 2004).

The following thoughts from experts in the field of twice-exceptional explain why it is critical that we integrate technology with learning for 2e students.  Feel free to explore the links for more ideas on how to integrate technology -- optional.

"2e students use technology to enhance their lives — not only to compensate for what they may not be able to do, but more so to focus their attention on what they can do and to further explore areas of interest. Furthermore, technological aids, such as text-to-speech or organizational apps, enable 2e students to freely communicate their thinking in a way that suits their needs and, in turn, maximizes their learning and school experience" (Revealing the Strengths of 2e Students by Using Technology).

The rule to follow when teaching students who are twice exceptional is simple. When teaching in their areas of strength, offer them the same compacting and differentiation opportunities available to other gifted students. When teaching in their areas of challenge, teach them whatever strategies they need to increase their learning success. Never take time away from their strength areas to get more time to work on their deficiencies. Never remediate their weaknesses until you teach to their strengths!  (Winebrenner, S., Strategies for Teaching Twice-Exceptional Students  

As she states, many of the strategies she suggests for 2e students may benefit other students in the classroom.  

Doobay and Croft from the Berlin-Blank Center suggest the following tools for reading, writing, math, and executive functioning disorders (NAGC, 2019)

Code: s = software, e = Chrome extension, t = tablet

READING

  • Text Readers – Human, Audio Books, Snap & Read (e,s), Kurzweil (s,t), Read & Write (e,s,t), Select and       Speak/Speak It! (e)
  • Text Leveling – Rewordify (web), Snap & Read
  • Reading Guides & Font – Signature Window, Beeline Reader (e,s,t), Open Dyslexic (e,s,t)
  • Color  – See It Right! Filters, colored paper, background/font

 WRITING

  • Low Tech Tools – writing tools and guides, highlighted paper
  • Talking word processor, & spell checker – Clicker 7, Read & Write (s), CoWriter (s,e,t)
  • Word Prediction – Co:Writer, Read & Write (s,e,t)
  • Picture Support – Clicker 7 (s,t)
  • Voice Input – Dragon Naturally Speaking (s), Voice Typing in Google Docs, Built in options
  • Mind Maps – Post-its, Inspiration (s,t), Connected Mind (e)
  • Note Taking – SmartPen, Notability (t), OneNote (s), Sonocent (s)
  • Literacy Suites – Kurzweil (s,t), Read & Write (s,e,t), WYNN (s)

MATH

  • Manipulatives: objects, Brain Camp Virtual (web)
  • Visuals (Dot Cards, 100 board, patterns)
  • Counting, + - X /, fractions, etc. apps (s,t)
  • Talking, big button, layout calculators (s,t)
  • Graph paper, Math Paper, ModMath (t)
  • GeoGebra (web,e)
  • EquatIO (e)

EXECUTIVE FUNCTIONING

Attention & Focus

  • Auditory Stimulus: ear plugs, protective ear coverings, fan, fountain, calm sound, music
  •  Visual & Environment: Add Blocker. Readability (e), OneNote (to keep similar tabs, such as when doing research in one place)
  • Movement, Seating: Balls with Feet, Disc’O’Sit, Inflatable Wedge
  • Fidgets, Chewelry
  • Timers – audio, visual, tactile, kinesthetic

Social Emotional Assistive Technology and Self-regulation Apps:

Additional Considerations for Assistive Technology (AT):

  • AT might be used in one environment but not another
  • Both low and high tech AT may contribute to an effective intervention
  • Assistive Technology won’t always be used (scaffold)
  • Be careful of extra cognitive load
  • Include the student in choosing AT
  • Make sure there is training!! For student and staff!! And parents!!

(Bahr, P., Doobay, A., and Croft, L.  NAGC 2019) Twice-exceptionality: Actualizing student potential through assistive technology. 

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