Serving Twice-Exceptional Gifted Learners

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Serving Twice-Exceptional Gifted Learners Winter 2012

FEATURES

  • What a Ride I’ve Had! Establishing the GEC by Margaret Gosfield
  • The Goldilocks Question: How to Support your 2e Child and Get it “Just Right” by Linda C. Neumann
  • Twice-Exceptional Children, Exceptional Challenges: A Brain-based View by Judy Willis
  • Forging New Teacher Relationships for Your Twice-Exceptional Child by Suki Wessling
  • 2e Resource List: A Mother’s Guide by Suki Wessling
  • Guiding Principles: Curriculum For Twice-Exceptional Learners by M. Elizabeth Nielsen and L. Dennis Higgins
  • Twice-Exceptional Gifted Students: A Position Paper by California Association for the Gifted
  • Students with Concomitant Gifts and Learning Disabilities: A Position Paper by the National Association for Gifted Children

DEPARTMENTS

  • Parent talk: PARENTS—Come Out Of The Closet: 2-e Should Not Mean Low-e (Low Expectations) by James Webb & Janet Gore
  • Administrator talk: Equity and Excellence: Twice-Exceptional Gifted Learners by Carolyn R. Cooper
  • Counseling Corner: Coping 101: Building Persistence and Resilience in Gifted Children by Dan Peters

BOOK REVIEWS

  • Growing Up Gifted (8th Edition) by Barbara Clark
  • Take Control of Dyslexia & Other Reading Difficulties by Jennifer Engel Fisher and Janet Price
  • The Ultimate Guide to Assistive Technology in Special Education by Joan L. Green

EDITORIAL EXCERPT

How must it feel to be highly intelligent, but unable to demonstrate that intelligence because of concomitant attributes that provide obstacles to optimum use of that intelligence? I can only imagine the frustration and even despair that children must feel in this circumstance. To know that you can easily figure things out in your mind and yet appear as less than able to classmates and adults has to grind down one’s self confidence and eagerness to learn. We have focused on the topic of twice-exceptional learners (2e) several times in the past—those learners who are gifted, but have one or more learning deficits as well. However, because they are some of the least well understood and most underserved in our gifted population, it is imperative that we keep coming back with important and new information to help serve them.