Twice-exceptional (2E) learners are gifted students who also have learning disabilities. Hence, some educational adjustments have to be made to cater to their needs. In the individual approach to 2E students, the teacher can simultaneously focus on the child’s giftedness and learning challenges.
In this type of environment, it becomes possible for instructors to adapt the learning process and facilitate it in a manner that will meet the overall learning needs of the unique learner while still acknowledging the individual’s learning capabilities. Such an individual-focused approach facilitates that 2E students may academically and emotionally succeed in school, and, in many cases, it could hardly be achievable in a class setting.
Tailoring Content to Meet Advanced and Challenged Abilities
During one-on-one education for 2E students, there is a need to have an understanding of the unique gifts that these students possess as well as the learning disabilities that they exhibit. To effectively organize the classroom, the teacher must identify what the learner knows or does not know. For instance, a learner with an extremely low reading level can be excellent in mathematics, probably due to dyslexia. Thus, the educator can use advanced math problems to challenge the child while offering multisensory approaches to the issues of the students with difficulties in reading. This way, it is possible to make the content more demanding for the student and make it as easy as possible.
Also, differentiation in content when teaching a single student makes it easy for educators to tap into the student’s interests and abilities, which can be used to overcome drawbacks. For example, if a particular student is rather good at creative writing and, at the same time, has some problems with her grammar, the teacher can come up with assignments that would require a lot of creative writing without direct emphasis on grammar learning but will make the student learn grammar in the process. Not only is the student continuously employed and occupied, but the skills and knowledge, which are the student’s weaker points, are motivated through constructive, relevant learning/teaching.
Adjusting Methods to Accommodate Learning Preferences
One-to-one lessons allow the educator to apply specific techniques that will suit the particular learning ability of a student. Some 2E students may require a graphic display, while some may learn through physical activity or verbal instructions. For instance, one child with ADHD may experience many challenges following written instructions but find it easy to perform experiments.
By doing so, the teacher will meet the student’s need for movement and interaction, which will contribute to the student’s better reception and memorization of the material
Also, educators should use technology and assistive devices when assessing 2E children in individual educational settings or personal instructions. Children with learning disabilities may find it challenging to grasp what is being taught; however, using a speech-to-text application or an application that provides a fun way of learning can help such children understand content they would have otherwise not understood. It is individualized, makes it possible for the students to capitalize on what they are able to do, and makes it less frustrating to the students, hence a more positive attitude towards learning.
Focusing on Emotional and Social Component
Another crucial factor that is always evident when it comes to 2E students is the social-emotional issues they may encounter. According to some of the common characteristics of 2E learners, most of these students feel neglected in regular classrooms, and some of them may develop low self-esteem or anxiety problems.
This way, the educators establish rapport in the one-on-one setting, enabling the students to get the emotional support they require. Teachers can motivate and reassure the child and joyfully acknowledge accomplishments while at the same time assisting the child in seeking ways to overcome their difficulties. Thus, the approach guarantees that 2E students are valued for their abilities while simultaneously working on their deficits.
Final Thoughts
Findings on the One Education instructional approach for the 2E students recommend differentiation to cater to the two original needs of gifted learners with learning disabilities. This way, teachers can design the program’s content and delivery to address each learner’s potential and challenge the student’s intelligence while strengthening the areas of weakness. In one-on-one interactions, the 2E students receive personal attention, implying that they gain the best emotionally, socially, and academically, thus making them have the most fulfilling learning.