Most twice-exceptional students have little difficulty grasping concepts or generating ideas. What trips them up might be writing their ideas legibly, or doing calculations accurately, or following all of the steps in the instructions.
Here’s where two federal laws come into play: IDEA (Individuals with Disabilities Education Act) and the Rehabilitation Act of 1973 (Section 504). These laws make it possible for 2e kids in public schools to have the support they need to deal with their learning disabilities or differences in the regular classroom.
Students protected under IDEA are required to have an IEP, an Individualized Education Program (sometimes referred to as an Individualized Education Plan). Teachers, parents, and perhaps other team members come together to create and later update this written plan. It documents the student’s disability along with the educational program designed to meet the student’s unique needs. Included in the IEP are annual goals and short-term objectives.
Students protected under Section 504 can also have a written plan. The contents of 504 plans tend to vary more than IEPs because there are no legal requirements for what the plan should contain or how often it should be updated. In general, a 504 plan documents the student’s disability and describes what will be done to accommodate it.
What follows is a listing of common accommodations that can be helpful to 2e students. Use this list as a starting point in creating an IEP or a 504 Plan. Or use it to spark ideas for ways to accommodate students in the classroom who might be struggling, 2e and non-2e alike.
Please note that these are general accommodations. Specific learning disabilities or difficulties will require specialized accommodations.
This article is reprinted with permission from the 2e Newsletter and the author.
This article is provided as a service of the Davidson Institute for Talent Development, a 501(c)3 nonprofit dedicated to supporting profoundly gifted young people 18 and under. To learn more about the Davidson Institute’s programs, please visit www.DavidsonGifted.org.
The appearance of any information in the Davidson Institute's Database does not imply an endorsement by, or any affiliation with, the Davidson Institute. All information presented is for informational purposes only and is solely the opinion of and the responsibility of the author. Although reasonable effort is made to present accurate information, the Davidson Institute makes no guarantees of any kind, including as to accuracy or completeness. Use of such information is at the sole risk of the reader.