Successful Strategies for Twice-Exceptional Students
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About this ebook
This is one of the books in Prufrock Press' popular Practical Strategies Series in Gifted Education. This series offers a unique collection of tightly focused books that provide a concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education.
Kevin Besnoy
Kevin D. Besnoy, PhD, is an assistant professor of elementary, middle, and gifted education at Northern Kentucky University. Along with Lane W. Clarke, PhD, these technology educators are conducting a pilot study on enhancing reading comprehension for middle school students using Palm Pilots.
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Reviews for Successful Strategies for Twice-Exceptional Students
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- Rating: 5 out of 5 stars5/5Successful Strategies for Twice-Exceptional Students is a concise guidebook. The entries are readable, to the point, and practical. The format, which includes a brief overview and scenario that is followed by tips for teachers and then tips for parents, encourages collaboration.
Book preview
Successful Strategies for Twice-Exceptional Students - Kevin Besnoy
THE PRACTICAL STRATEGIES SERIES
IN GIFTED EDUCATION
series editors
FRANCES A. KARNES & KRISTEN R. STEPHENS
Successful Strategies for
Twice-Exceptional Students
Kevin D. Besnoy, Ph.D.
PRUFROCK PRESS, INC
Copyright ©2006 by Prufrock Press Inc.
All rights reserved.
No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher.
Printed in the United States of America.
ISBN-13: 978-1-59363-759-0
At the time of this book’s publication, all facts and figures cited are the most current available. All telephone numbers, addresses, and Web site URLs are accurate and active. All publications, organizations, Web sites, and other resources exist as described in the book, and all have been verified. The authors and Prufrock Press, Inc., make no warranty or guarantee concerning the information and materials given out by organizations or content found at Web sites, and we are not responsible for any changes that occur after this book’s publication. If you find an error, please contact Prufrock Press, Inc. We strongly recommend to parents, teachers, and other adults that you monitor children’s use of the Internet.
Prufrock Press, Inc.
P.O. Box 8813
Waco, Texas 76714-8813
(800) 998-2208
Fax (800) 240-0333
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Contents
Series Preface
Introduction
Overview
The Law
General Characteristics of Gifted Students
With Learning Disabilities
Gifted Students With Reading Disabilities
Practical Strategies for Gifted Students
With a Mathematics Disability
Practical Strategies for Gifted Students
With Writing Disabilities
Spoken Language Disorders and Gifted Students
Social-Emotional Issues
Final Reflections
Resources
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
References
About the Author
Series Preface
The Practical Strategies Series in Gifted Education offers teachers, counselors, administrators, parents, and other interested parties up-to-date instructional techniques and information on a variety of issues pertinent to the field of gifted education. Each guide addresses a focused topic and is written by scholars with authority on the issue. Several guides have been published. Among the titles are:
• Acceleration Strategies for Teaching Gifted Learners
• Curriculum Compacting: An Easy Start to Differentiating for High-Potential Students
• Enrichment Opportunities for Gifted Learners
• Independent Study for Gifted Learners
• Motivating Gifted Students
• Questioning Strategies for Teaching the Gifted
• Social & Emotional Teaching Strategies
• Using Media & Technology With Gifted Learners
For a current listing of available guides within the series, please contact Prufrock Press at (800) 998-2208 or visit http:// www.prufrock.com.
Introduction
As a young child, Frank W. Woolworth struggled in school. He had a difficult time keeping up with his classmates, and his teachers labeled him as slow.
Although he was not very successful in school, young Frank experienced a lot of success in the business world. In order to help his family, he began working in a local grocery store where he helped market products. His idea was to place 5-cent items near the checkout counter. Although this may not seem like an innovative idea today, it was revolutionary at the time. Frank Woolworth did not allow his slow
label to prevent him from becoming a successful businessman. In 1879, he opened his first store in Utica, NY. By 1911, the F. W. Woolworth Company had more than 1,000 stores across the United States and in other countries. The success of F. W. Woolworth demonstrates that gifted students with learning disabilities can be successful. Yet, if twice-exceptional students are to maximize their potential, they need appropriate instructional strategies that enable them to utilize their strengths to compensate for their disabilities.
Overview
Although it is difficult to comprehend, it is possible for a child to be both gifted and learning disabled. Everyone with a vested interest in the well-being of gifted and learning disabled students must be committed to providing them with an appropriate education. To meet this goal, we must first understand how the gift and disability manifest themselves.
In order to provide proper instructional strategies for gifted students with learning disabilities, it is necessary to understand their learning and social-emotional characteristics. In order for twice-exceptional children to maximize their potential, teachers, parents, and students must work together. Intervention strategies must boost self-efficacy, promote areas of strength, and provide coping strategies to compensate for disabilities.
Hannah and Shore (1995) assert that gifted students with learning disabilities are stereotyped. Their giftedness implies that they have metacognitive prowess, yet their learning disability suggests they lack strong metacognitive skills. These