Twice Exceptional children are gifted and have a learning difference, such as dyslexia or AD/HD. Up to 20% of the gifted population and 2-5% of the total population of students are twice exceptional. These students have particular educational needs: a program that challenges their intellectual ability and provides the structure/ remediation for their individual learning difficulty.
- Qualify as “gifted”—high intellectual ability and potential, not necessarily performance
- Advanced reasoning, logic, and problem-solving skills
- Strong oral vocabulary and memory
- Curious, imaginative, and questioning in many interest areas
- Specific talent in one or more interest areas
- Insight into complex issues
- Qualify as “learning disabled”—a discrepancy between performance and potential resulting from a problem with cognitive processing, not overall aptitude
- For example, a dyslexic child has difficulty discerning the separate sounds of a word but can understand and use it appropriately.
- Student’s giftedness may mask her learning disability, while the learning disability masks her giftedness.
- Struggle in one or more academic tasks, including written expression, reading, and organization
- Experience frustration with and avoidance of school tasks
- Often not matched with educational programs that meet all the student’s needs
The Liberty School Program for Twice Exceptional Students
- Comprehensive assessment of a child’s cognitive profile
- Individualized educational program designed around student’s identified needs
- Appropriate structure and remediation of student’s learning disability
- Challenging and enriched subject matter and class activities
- Teachers and staff who understand and can provide for both the cognitive and social-emotional growth of Twice Exceptional students
- A community of student-peers who understand each other’s needs and strengths
THE LIBERTY SCHOOL provides such a setting and instruction for students who are twice exceptional.