ABSTRACT
Twice-exceptional learners are at risk in an educational system that does not recognize their unique characteristics or provide the timely support they need to be successful. The combination of the two exceptionalities makes it difficult for twice-exceptional students to be successful in school. Asynchronous development is one of the reasons these students are so misunderstood. Intellectual skills may be in the advanced range while social skills are not as well developed. There may be discrepancies in ability across domains with differences between verbal and visual spatial abilities or discrepancies within domains like differences between math computation and math problem-solving abilities. These discrepancies can intensify social and emotional issues. Twice-exceptional students are internally motivated, yet areas of deficit prevent them from being successful in school. This chapter will examine risk and resiliency factors that influence student achievement. It will focus on the need to develop a continuum of services to meet the diverse needs of these students who require challenging learning opportunities in areas of individual strengths; support in areas of weakness which includes accommodations, compensatory skills, and explicit instruction; and social and emotional support so they can realize their full potential and lead fulfilled lives.
