Social-Emotional Needs and Support

Micaela Bracamonte outlines several strategies in describing what twice-exceptional students need.  Here are the highlights from the article.  

Strategies 1: Playing to their Strengths

Research shows that 2e children are quite capable of high-level abstract thinking, demonstrate significant creativity, and are able to take unique problem-solving approaches to tasks (Trail, 2000). Offering learning opportunities that draw on these abilities is likely to engage these students and give them opportunities for success. At the same time, caution is essential when setting the level of challenge for 2e students. It needs to be appropriate – high enough so that they must stretch to meet the challenge, but not so high that they will fail. Here is where supports in the learning environment come into play.  (We will go more into taking a strength-based approach in lesson 3.)

Strategy 2: Addressing Social and Emotional Needs

2e students need a nurturing environment that supports the development of their potential. An encouraging approach is recommended over implementing measures from a punitive perspective (Strop & Goldman, 2002). Teachers provide a nurturing environment when:

• They value individual differences and learning styles.
• Student readiness, interests, and learning profile shape instruction.
• Instruction includes activities for multiple intelligences.
• Flexible grouping is used for instruction.
• The development of student potential is encouraged.
• Students are assessed in accordance with their abilities.
• Excellence is defined by individual growth.

Strategy 3: Incorporating Counseling Support

The drive to achieve perfection, common in many gifted children, generates much psychological conflict in academically talented children who have difficulty achieving (Olenchak, 1994). One survey of gifted students with LDs found them to be emotionally upset and generally unhappy because of their frustrations; in particular, “virtually all had some idea that they could not make their brain, body, or both do what they wanted” (Schiff et al., 1981). Furthermore, 2e students can be very self-critical, which can lead to a particularly dysfunctional form of perfectionism. Counseling is recommended to address their unique needs and should be available on an as-needed basis.

The importance of providing counseling for these students has been noted in many studies from the time 2e children were first identified (Brown-Mizuno, 1990; Hishinuma, 1993; Mendaglio, 1993; Olenchak, 1994; Suter & Wolf, 1987). The benefits of both group and individual counseling have been identified by numerous researchers (Baum, 1994; Mendaglio, 1993; Olenchak, 1994). Group counseling can, for example, help students see that others’ experiences are similar to their own. Learning in a classroom with other 2e students, in itself, can go a long way towards providing this support. The counseling role can sometimes be undertaken by teachers who understand well the needs of 2e students (Baum et al., 1991; Daniels, 1983; Hishinuma, 1993). However, some students may require individual counseling. Parents also need information and, in cases, counseling to help them understand the characteristics and needs of their gifted children with learning challenges (Bricklin, 1983; Brown-Mizuno, 1990; Daniels, 1983).

Strategy 4: Providing Organizational Guidance and One-on-one Tutoring Opportunities

A lack of organizational, time management, and study skills can have a negative impact on both the emotional well-being and school performance of twice-exceptional students. Many in the 2e research community agree that it is critical that students receive explicit instruction and support to develop this battery of skills. These students also need prescriptive, individualized intervention services related to their areas of academic challenge, such as reading, writing, or math. This focus on relative weaknesses should, as much as possible, be woven into projects in areas of student strengths, with accommodations and adaptations in place as long as students need them (and no longer). Long-term, project-based learning affords ample opportunities for teachers to naturalistically scaffold acquisition of these skills in both group learning and one-on-one mentored situations.

Strategy 5: Integrating Technology

Accommodations, particularly the use of assistive technology, are highly recommended to help these academically talented students compensate for their learning challenges (Baum et al., 1991; Howard, 1994; Suter & Wolf, 1987; Torgesen, 1986). Such techniques may be helpful to many LD students, but they are especially beneficial to those who are also gifted and in need of moving ahead in their areas of strength. For example, students who are capable of a high level of mathematical problem solving, but who have difficulty with simple computations, could be given a calculator so that they won’t be held back. A laptop computer loaded with voice-recognition software, word prediction, brainstorming/planning software, and a spell checker can be enormously helpful to a student whose problems lie in writing and/or spelling, but whose ideas are complex and sophisticated. Students who have difficulty taking notes in class can be allowed to record lectures. Recorded books and other information sources not dependent on reading (such as films) might also help students who have reading challenges but strong auditory processing skills.

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