Running Head: TEACHERS’ PERSPECTIVE OF 2E

Teachers’ Perspective of the Experiences of Twice-Exceptional Students in

Balancing Academic and Social/Emotional Needs

Amra Mohammed

University of Northern Colorado

Fall 2013
TEACHERS’ PERSPECTIVE OF 2E 2

Abstract

In this phenomenological study, the author examined the experience of twice-exceptional

students in balancing academic with social and emotional demands within an educational setting,

from the perspectives of their teachers and coordinators. Using a qualitative methodology, the

author interviewed six participants, two of whom were teachers, and the other four who were

coordinators in gifted programs serving secondary students. Findings confirmed those from

previous research on social, emotional, and academic issues. Findings also pointed out the

continuing need for better implementation of strategies already identified by this research. Future

researchers should investigate reasons for failure to implement these strategies and explore better

ways to support this implementation.

Key Words: academic demands, gifted education, qualitative research, social/emotional needs,

twice-exceptional students.
TEACHERS’ PERSPECTIVE OF 2E 3

Introduction

Twice-exceptional students have a gift or talent in one or more areas, and also have a

disability in another area. These students comprise a significant percentage of the total student

body; research indicates that 2-5 percent of the gifted populations have a disability, and 2-5

percent of students with disabilities will be gifted (Dix & Schafer, 1996; Whitmore, 1981).

Because of their unique needs, however, these students require specialized services in order to

thrive. Educators who know how to identify these students and adapt the curriculum to suit their

needs are crucial to ensuring students reach their potential rather than stagnate. The importance

of this study stems from the need for teachers to have the necessary expertise and wisdom to

guide twice-exceptional students through their academic and social/emotional needs at their ages

of greatest academic and life challenges.

Through this study, I investigated how teachers of twice-exceptional students perceive

their students’ attempts to balance academic needs with social and emotional aspects of their

(students’) lives. I focused on the perspective of the teacher of the twice-exceptional students.

Several theoretical stances were used to support this study, including the theoretical foundation

of phenomenological theory and methodology, and theories supporting exceptionalities and the

particular case of twice-exceptional students. The following questions guided the study, which

employed a qualitative methodology using open-ended interviews to gather in-depth data on

these perceptions:

 How do the twice-exceptional students balance academic and social/emotional needs

from the perspective of their teachers?

 What is the social, emotional and/or academic experiences of twice-exceptional students?

TEACHERS’ PERSPECTIVE OF 2E 4

Literature Review

Definition of Twice-Exceptional Students

The Colorado Department of Education (2009) defines twice-exceptional as gifted and

talented in one or more areas of exceptionality such as intellectual abilities, leadership, creativity,

and performing arts and who are also identified as having a disability that fits with Federal/State

eligibility criteria to receive special education services under an Individual Education Plan (IEP)

or a 504 Plan. These disabilities include learning disabilities (Dyslexia: reading comprehension

difficulties, Dysgraphia: written expression difficulties, Dyscalculia: learning disability in

mathematics), emotional disabilities, impairments that relate to hearing, vision, speech, language,

physical disabilities, sensory disabilities such as Auditory Processing Disorder (the brain does

react to the content which is heard), Autism, ADHD, and/or other health impairments.

Many researchers such as Baum & Owen (1988); Beckley (1998); Krochak & Ryan

(2007); McCoach et al. (2001); and Ruban & Ries (2005) report that twice-exceptional students

demonstrate a significant discrepancy between their performance and ability. Thus, they are

being viewed as being at double risk to fail to achieve at levels commensurate with their

potential.

Types of Twice-Exceptional Students

To better understand groups of twice-exceptional students, it is important to take a look at

different types. There are three main groups recognized by education experts such as Baum

(1990’s); Broody & Mills (1997); Krochak & Ryan, (2007); and McCoach et al. (2001). The first

group is those who have been identified as gifted with mild learning disabilities that lead them to

struggle in school. These students are often considered underachievers since they do not perform

as well as a gifted child are expected to. Since they often manage to compensate for their
TEACHERS’ PERSPECTIVE OF 2E 5

disability and work at or near grade level, they may not be diagnosed as disabled until later in

school when they must do higher level work, if ever (Baum, 1990; Broody & Mills, 1997).

The second group is the students who have been identified as having a severe disability

but have not yet been identified as gifted. Due to their disability, these students do not achieve

good scores on IQ tests and other assessments. As a result, their giftedness may not be

recognized or addressed, since educators often underestimate their intelligence or full potential

(Broody & Mills, 1997).

The third group is students whose giftedness and disabilities mask each other. Since they

function at grade level, but do not meet their full potential, educators often view them as having

‘average ability’, and therefore do not often referred for evaluation (Broody & Mills, 1997).

Social and Emotional Needs of Twice-Exceptional Students

One of the most important identifying characteristics of twice-exceptional students is

asynchronous development. This means that the student shows great talent or maturity in one or

more areas and experiences great struggles or slow development in others. According to the

Idaho Department of Education (2010); and Silverman (2005), asynchronous development may

be internal, showing itself in different rates of physical, intellectual, emotional, social and skill

development, or may be external, as in lack of fit with same aged peers and age related

expectations of society.

Signs of struggle include insufficient response to evidence-based instruction, inadequate

understanding of central ideas, failure to execute tasks, and problems with reading, decoding, or

math calculation. Struggling students may also show lack of organization, memorizing, and

written response skills, and/or unacceptable behaviors in learning situations (Schwartz &

Worner, 2011).
TEACHERS’ PERSPECTIVE OF 2E 6

The CDE (2009) lists common strengths of twice exceptional students as including

superior vocabulary, high creativity, curiosity, imagination, problem solving abilities, and a wide

range of ideas and interests. Common weaknesses include frustration with any kind of challenge,

stubbornness, argumentativeness, emotional sensitivity, lack of organization or study skills,

and/or social integration issues (CDE, 2009). Baum (1988) reports that these children may

exhibit negative behaviors such as self-criticism, disorganization, slowness, and disruptiveness.

Such students are often difficult for educators to handle, and therefore, educators may not see the

giftedness.

According to Baum, Cooper & Neu (2001), and Krochak & Ryan (2007), gifted students

within population of students with disabilities are underrepresented; they are often neglected due

to deficits in their attention, physical, cognitive or behaviors, and their achievement does not fit

their capabilities. The problem often occurs later in school, when tasks become more demanding,

and compensation strategies may not work as well. This often leads to increasing frustration, low

self-esteem, and antisocial behavior. These problems can permanently impair the individual’s

ability to function in society (Weill, 1987).

Another major social/emotional issues facing twice-exceptional students is that they live

in two worlds; they are frequently the most difficult students for teachers to deal with, as they

have a hard time staying on task and often act out, daydream, or complain of headaches and

stomachaches. Since these students are often easily frustrated, they may use their creative

abilities to avoid tasks. Also, some of the negative aspects of creativity, such as tendencies to

question authority, are distressing to teachers trying to maintain classroom order (Douglas and

Tieso, 2008). As a result, teachers often view these students as having ‘attention problems’ or

‘emotional problems.’ These labels are hurtful, erode the child’s self-esteem, and may subject
TEACHERS’ PERSPECTIVE OF 2E 7

him or her to inappropriate treatment such as a referral to a physician for medication that may

not be needed (Baum & Owen, 1988).

Educators working with twice-exceptional students may have a unique insight. It is

crucial for educators to be able to recognize psychological issues often hidden behind negative

behavior. For example, antisocial behavior can indicate poor social skills in general or a

disability that affects social skills, such as Autism. Inappropriate behaviors such as teasing,

clowning, anger, withdrawal, apathy, and denial of problems can indicate poor self-esteem.

Apparent lack of initiative can indicate frustration with poor or uneven academic performance

(CDE, 2009; Neilson, 2002). Using coping strategies such as choices, flexibility, control over

one’s learning, study skills, organization skills, time management, using technologies, and

separate spaces are very effective accommodation strategies that help these students to reach

their potential. (Willard-Holt, Weber, Morrison, & Horgan, 2013).

All of these issues relating to twice-exceptional students also affect the perceptions of

their teachers. In an attempt to gain a greater understanding of twice-exceptional students from

teachers’ perspectives, Bailey and Rose (2011) conducted a qualitative study of several groups of

teachers into their understandings and perspectives of twice giftedness and the students

characterized as twice gifted. Noting that previous researchers had either researched teachers of

students with disabilities or about the phenomenon of twice-exceptionality and twice-exceptional

students. Many findings were consistent with previous research: increased diversity compounds

problems in planning and delivery of service, twice-exceptional students were generally under-

identified, and social and emotional problems increasingly create challenges to both students and

teachers. One finding was that those teachers who believed in a more inclusive approach to

education were more responsive to the need to modify instruction for students. The interviewed
TEACHERS’ PERSPECTIVE OF 2E 8

teachers also referred to many problems involving special education teachers: withdrawing

students from classes, lack of trust in labels, weak communication between regular and special

education teachers, and a feeling of inadequacy from special education teachers about regular

education teachers. Ironically, it was the special education teachers who evidenced the most

difficulty in working with twice-exceptional students. One further finding was the continuing

need for more information and strategies about twice-exceptionality. Reassuring was the finding

that in general, most teachers expressed compassion for these students.

In reviewing the literature described above, it appears that teachers are in unique positions to

observe, understand, and reflect upon their students. For the twice exceptional, it is even more

important not only to correctly identify these students, but to gain more understanding into the

ways that these students attempt to balance academic demands with social and emotional needs.

The proposed research is designed to gather this information through the perspectives of teachers

and coordinators of twice gifted students.

Methodology

Theory

This study is based in the constructionist theory as described by Crotty (1998) when he

explains constructionism as “all knowledge, and therefore all meaningful reality is contingent

teachers of gifted students, Bailey and Rose sought a broader comparative examination of

perceptions of regular high school teachers in content areas, teachers in advanced placement

programs, and special education teachers. This type of design allowed the researchers to

triangulate their findings, compare findings within groups, and compare differences between

groups. One-hour interviews were conducted using an interview guide to add structure to the

open-ended interviews, exploring teachers’ beliefs, attitudes, and feelings

TEACHERS’ PERSPECTIVE OF 2E 9

upon human practices” (p.42). This study is rooted in the belief meaning is constructed

by individuals in and from social groups, and that perceptions of participants are complex

formulations of meaning influenced by social, ethnic, and cultural factors (Crotty, 1998).

Phenomenology

This study was guided by a qualitative philosophy and methodology in which the lived

experiences of a group of teacher participants were examined. The qualitative methodology used

to obtain data consisted of a series of open-ended interviews to gain a deeper insight, taking

place in natural educational settings, using inductive reasoning to understand the phenomenon

being studied from the voices of the participants (Creswell, 2007).

Researcher Stance

As the researcher, I assumed a transcendental phenomenological stance in order to

conduct an in-depth investigation into the lived experiences and interpretations of the teacher

participants (Creswell, 2007). The researcher is viewed as having an active role, interacting with

the participants, while still attempting to restrain personal bias in this interaction. This

perspective is based on assumptions that teacher and coordinators experience phenomena in their

everyday life, observe how others experience phenomena, and are able to verbalize their

impressions of students’ experience.

Participants

The sample for this study include five gifted coordinators (two of them were a teachers

and became coordinators recently) and one teacher in general education for advanced class. Their

experiences in educational system range from 15-28 years. Using a purposeful sampling method,

this sample was selected through a snowball strategy (Creswell, 2007). Six participants with in-

depth experiences were chosen in order to provide a more complete, and in-depth view of the
TEACHERS’ PERSPECTIVE OF 2E 10

participants’ perspectives related to twice-exceptional students. The coordinator-participants in

this study range between the ages of 35 and older, who were teachers, and now gifted and

talented coordinators, in public schools. The teacher-participant has several years of direct

teaching experience in classrooms with experiences with twice-exceptional students. All are

female.

Research Sitting

The study was conducted at a school district in a northwest region of the United States.

Interviews took a place at a natural sitting. One of participant was interviewed at a library.

Another participant was interviewed at the district building. One participant was interviewed at a

home. A few of the participants were interviewed at the schools after their office hours.

Data Collection Procedures

The data collection process had three steps.

 First, I contacted the three of coordinators-participants and informed them about the research

topic, its purpose, its importance, and set up an appointment for the interview for one hour.

During this meeting, identification of up to three teachers to participate in the study was

made jointly, with the school district’s assistance.

 Second, I sent a letter inviting potential participants and explaining the purpose and general

procedures of the study. This letter contained a consent form to be returned to the researcher,

and also contained the procedures for protection of anonymity. Upon receipt of these signed

consent forms, the teacher was contacted to set up a schedule with convenient time and place

for participants to interview her.

 After reviewing the consent form and with their signed consents, the interview were carried

out, and I both voice recorded these interviews and took a written notes. The semistructured
TEACHERS’ PERSPECTIVE OF 2E 11

interview conducted face-to-face and ranged around 35-50 minutes for each participant to

complete. After all interviews with all participants were completed, the interviews

transcribed, and data analysis began (Lahman & Geist, 2008).

Data Analysis Procedures

Data were analyzed using qualitative procedures, relying heavily on analysis as described

by Creswell (2007). Initially, I described the personal experiences that each participant had with

the phenomenon being studied. Then I began to develop a list of significant comments, followed

by grouping these statements into larger units, or themes. The next step in the analysis was to

write textual descriptions supported by verbatim quotes. Following this, I wrote structural

descriptions describing how the experience happened, including setting and context. At this

point, I then combined these descriptions into a composite narrative weaving the threads of the

textual with the structural descriptions. The transcripts were reviewed multiple times and general

themes and categories were developed from the first coding, until common theme categories

have been developed that were comprehensive and mutually exclusive.

Data Handling Procedures

The data obtained throughout the study were maintained confidentially. Participants’

names were coded and kept in an Excel file on a secure password-protected laptop at all times.

No email correspondences were shared with others. Participants were informed to have the right

to receive the final results of the study. The names of the schools and school district were not

being identified. The participants’ individual identities were not disclosed; they were referred

fake names (Abby, Baily, Cindy, Debby, Emily, Fabiola).

TEACHERS’ PERSPECTIVE OF 2E 12

Establishing Trustworthiness

Several techniques were employed in order to establish trustworthiness in this study.

First, as a researcher, I clearly describe my own philosophies, position, assumptions, and beliefs

in order to become more aware of these (Merriam, 1998). A further technique suggested by

Merriam to increase trustworthiness that I used throughout this study were constantly working at

limiting the influence of my own personal beliefs as I engage in all research activities. I

employed a bracketing procedure in my note-taking to identify possible biases. Several

procedures will help in establishing triangulation. I conducted member checks with participants

in order to verify the observations and conclusions I make. In addition I kept a journal as an audit

trail, detailing and describing all the steps I took in collecting and analyzing the data. Finally, I

used the technique of peer review in which I sought input from colleagues regarding the findings

(Merriam). I contacted Dr. Jennifer Ritchotte, in the department of Special Education at UNC to

review the findings and she provided me with positive feedback.

Findings

Through a close examination and review of the transcripts, an initial coding system was

developed that reflected words and phrases that appeared throughout all the transcripts. These

cods were then categorized into seven general themes that captured the essence of the interviews.

The following section provides an in-depth presentation of these seven themes accompanied by

quotes from the transcripts to illustrate the theme.

Social Issues

The first theme that appeared consistently in all interviews was related to observations

and reflections of social interactions of students. Teachers observed student difficulties in

making and retaining friendships, and noted students seemed to lack appropriate social skills. For
TEACHERS’ PERSPECTIVE OF 2E 13

example, Abby said, “what I have seen a lot of is pretty much social issues-being somewhat

more introverted, students having trouble making friends, having trouble with I would say

proper, normal socializing with other students.” B added, “with the 504s or with the IEP for

sometimes maintain friendships has been an issue for them.” E explained, “I think they may

withdraw or feel not very good about themselves…They don’t have as many friends.” Also she

mentioned, “because of their disability, not being able to connect well with the others.” C said

about this issue, “most of what I observed they had trouble with friendship skills making friends

and they had trouble with lasting friendship relationships.”

Communication problems were often observed, and these students often had difficulties

in working cooperatively with other children, and they refuse to work with the group. Cindy said,

“they tend to pull away and not want to work with other children.” Also D explained that,

is the ability to work with others and sometimes the social emotional problems kind of form a

barrier then to keep them, ummm, not liking to work with groups or not functioning well

within a group. Aaa…frequently I will see them if they are in a group of four they will do

their own work and then the other group kind of functions around them. But they are not, I

mean they are physically…umm, they’re sitting there working in the group, but they’re not

really partaking in the group and that umm, they are probably getting academically about

the same, but they’re not building that skill of being able to work with other kids.

This led the students to feel isolated, tend to be separated, other students tend to

exclude them, and they do not share their thoughts and feelings with others. Cindy stated,

“They tend to, as time goes, children will just exclude them from everything and just pull

away and they will not share their thoughts and feelings.” Cindy talked about one of her

students, “I noticed he was isolated.” Also D stated that, “They tend to be separated.”
TEACHERS’ PERSPECTIVE OF 2E 14

Emotional Issues

Most of the interviews indicated the emotional issues such as self-esteem, self-concept,

self-doubt, and self-acceptance as Baily said, “many of them have self-esteem issues and self-

concept [issues].” Also Emily said, “Socially it’s difficult and probably the challenge for them is

self-acceptance.” Teachers and coordinators mentioned some emotional reactions such as crying,

frustration, anger issues, showing violent and aggressive behavior. Cindy said, “They cry. They

get angry.” Debby also mentioned that, “it’s usually been something along the lines of autism,

Asperger’s, um uh, of being able to, umm, not being able uh, anger management kinds of things

to the point where they did have to be identified as special ed.” Cindy add, “they began to have

lots of self-doubt and frustration and felt like other kids would make fun of him for that.” In this

issue, Emily talked about one of her students who “he acted out more and he showed violent

behavior. He was throwing chairs across the room and had a hard time dealing with other

students in the classroom other personalities with distractions.” Also, some of these teachers

stated that some of those students showed feelings such as fearful, “feeling unheard”, and

“feeling stupidity”, and “they do not like to show off their intelligence” as Fabiola said.

Other Issues

Other issues emerged as themes. These include vulnerability to being bullied, “ummm, in

some cases they can be the subject of bullying, because they are different... For whatever reason,

they, you know, just stupidity, you know, whatever, they umm will pick on that kid or bully that

kid” (Debby, individual interview, October 16, 2013). Some of the students tended to have older

and adult friend to seek understanding from others, “The friends they do have sometimes are

older, adults. They kind of interact better with adults. And that could be just the intelligence

factor as far as maturity” (Abby, individual interview, October 31, 2013). Also, they do not have
TEACHERS’ PERSPECTIVE OF 2E 15

organizational skills, for example, Baily said, “Umm, I think with many of my students, with the

organizational piece, they are not good at organizing materials.” Some of them seem to be

unwilling to finish their work and act out poorly, “other than acting out poorly or behaviorally

because this is too easy for me. Sometimes these kiddos will often seem really lazy because they

don’t want to do it, so that’s one way that they will handle that” (Fabiola, individual interview,

November 20, 2013). Some of them show perfectionism, others create disturbances as a way to

take the attention off of the real problem, “They just tended to cry or get angry or create

disturbances as a way to take the attention off the real problem” (Cindy, individual interview,

November 21, 2013).

The Effects on Their Academic Life

In this section I present the effects of the previous issues on the students’ academic life.

The teacher reported influences such as not being able to achieve, trouble keeping track of

assignments, last minutes assignments, or not doing the homework. In answering to the question

of the effect of theses issues on their academic life Emily said,

Well absolutely, because they are not going to handle their assignments for being late or

they will forget them or they will wait till the last minute. They have trouble keeping track

of their assignments. And I would assume the same would be with testing. They are very

quick to answers they don’t look through or analyze it. Yes, there are some other twice

exceptions that diverse gifted students. So, that could impact their grades and how will

they do on tests.

It also includes lack of focusing or paying attention especially in focusing on the test, and

withdrawing from school, not wanting to come to school, or losing the meaning of the school.
TEACHERS’ PERSPECTIVE OF 2E 16

These students were bored doing what they had to do, and these issues affected their grades, and

in some cases led to failure. According to Fabiola,

a lot of those kids that were behavior problems- not because of their twice exceptional

hang up but more that they had behavior problems in addition to being really intelligent.

It’s kind of like it goes together, and so I’ve seen a couple of those kids fail. It wasn’t

easy, and therefore, they had that perfectionist piece and therefore, it didn’t turn out

right, and therefore, they didn’t pass.

Coping Strategies

This theme shows the coping strategies that the teacher or students used in dealing with

the social, emotional, and academic issues that they face in their life. This theme includes three

types of coping strategies:

Friendship coping strategies. As the mentioned before an important issue is difficulties

in making and retaining friendships, and communication with others; the coping strategies to

handle that is to use one-on-one setting and instructions, using another quiet room such as case

worker room, as Debby said, “Um If-if I would let them come into um the library or the

classroom to eat lunch instead of going down to the lunch room, they’re much more comfortable

in a one-on-one setting like that than with a large group of kids.” Also, “give them a break, and

let them go out to visit other classes and the office.” Some teachers “helped them to develop a

good network around them, and build friendship skills by talking to them privately” (Cindy,

individual interview, November 21, 2013).

Grouping coping strategies. In dealing with difficulties working with group, some

teachers use “heterogeneous grouping” to let them work together as Debby said,
TEACHERS’ PERSPECTIVE OF 2E 17

one of the things that I did find, is that, when we were able to have the gifted kids

together in classes that they would tend to find the twice identified would tend to find

peer relationships more easily, because they would have a high intelligence that the other

kids did, that when we started doing the heterogeneous grouping.

Also, one effective strategy was to engage students based upon their interest and

strengths, pull in other people who were twice exceptional or had similarities so they can connect

and see possibilities, as Baily said, “It needs to be geared towards their strengths and pull in

other people who were twice exceptional or had similarities, so that they can connect and see

possibilities.” Baily stated that she gives them the opportunity for discussion group,

Opportunities for discussion groups that students can get together with other interests

that ties with your emotionally so they are given opportunities to excel, to show what they

can do, with extra support from the teacher to give them opportunities to connect and

interact socially.

One teacher used partner work, not group work, with specifically chosen partners. Cindy

talked about her experience with one of her students,

usually I have him try to do partner work and not have him do group work because the

group work was too frustrating for him. He could do it one on one. Usually I would try to

choose a partner for him that was better able to accept his strengths as well as

weaknesses and being kind to him and being tolerant of his inabilities and that seemed to

work pretty well.

Another way is independent study, performance, and allowing choices. Emily stated, “I

would say the biggest, probably the best way instructional approach was through

independent studies, allowing choice, recognizing strengths.”

TEACHERS’ PERSPECTIVE OF 2E 18

Emotional coping strategies. In dealing with emotional issues, the teacher used a

temperature gauge, Debby reported,

In the lunchroom I have the ah they umm, I’ve seen them do umm sheets that have umm

smiley faces and big smiley faces down to frowny faces and they kind of can mark on

there kind of as a temperature gage of how things are going for them right now so they’re

being reflective, self-reflective to say you know how, how am I feeling about this situation

right now umm and I know that their case workers have worked with them on ahh how

what are some of the appropriate ways of handling this situation.

Another strategy is chosen books that talk about the emotional lives of individuals as

Emily stated, “bio therapy books I think, there are things that can address the needs of our gifted

twice exceptional students as well... I guess well-chosen books that talk about the emotional

life’s of the individuals perhaps through; they will see language or reading.” Journaling, talking,

and writing about themselves, as Debby said may also be helpful,

one of the things that I have seen that is effective is journaling, umm you know, at the

beginning of each class umm having the students write umm just kind of thoughts,

feelings just what’s going on and so on, and just getting in touch with themselves.

Visit the caseworker in emotional situations, developing relationship between teachers

and students by conversation skills to talk to children about things, expressing their emotions,

teaching them how to be kind and respectful,

I would work with them on conversation skills ways to talk to children about things,

expressing their emotions and things like that. If they would come ask for help we would

talk about things and where they would ask for your own needs and how to express

yourself without being angry or sad (Cindy, individual interview, November 21, 2013).
TEACHERS’ PERSPECTIVE OF 2E 19

Other coping strategies. To help these students feel success and therefore to develop

their self concept and self confidence, teachers and coordinators encouraged students to

participate more in extracurricular activities and social activities, set effective goals for their

Advanced Learning Plans, and setting a student’s goals around them:

One of the things I work with them on is essentially I use that as their affective goal for

their ALPs. When I see a student having social issues, I’ll often say, “Okay, for your

affective goal, let’s work on either participating more in extracurricular activities and

social activities (Abby, individual interview, October 31, 2013).

Another teacher stated that “use positive behavior plans” (Cindy, individual interview,

November 31, 2013) in helping students to overcome academic issues. One teacher emphasized

being very structured for the students especially with autistic students,

with autistic students it is important to be very structured for them, Like we will do this

for fifteen minutes long I guess that is with academically but helping other students

understand that that is what the child needs. And if a child feels that it is inappropriate

for other students use the language and how you talk to them, more accepting situation

all around (Baily). Debby mentioned to “using technology”, and “extended time” for the

test or assignments,

ummm allowing the kids longer time for testing if they need it, allowing them to use the

computers more, you know, umm or the laptops, we also had little keyboards, I can’t

remember, or smartboards …. that would help them out academically.

Educational Weaknesses

From the interviewee of the teachers and coordinators, this theme emerged to show some

weaknesses either in the curriculum or with the teachers themselves. Most of interviewees
TEACHERS’ PERSPECTIVE OF 2E 20

pointed to the lack of the curriculum to address social emotional issues. The curriculum

supported the students’ academic, but it just the academic issues or just preparing the students for

the exam, as participants Abby, Baily, Debby, and Emily reported.

You know I think that the curriculum doesn’t do as good of a job as it should, addressing

those social pieces for those kids. It definitely addresses their academics. It challenges

them (Abby, individual interview, October 31, 2013).

When I asked her if there is any specific topic in the curriculum that meets their social

needs, she answered, “Socially? No, not that I feel like it does. Which is why I supplement with

these lunch and afterschool programs and so forth. There is not really anything that I see in the

curriculum.” She stated that, “we’re in such an assessment-driven society and we are preparing

our kids for the exam. I mean, that’s what we are doing.” Also Emily emphasized that, “it seems

like in this new world of standards and accountability [it] will not take into account the social

emotional life of the students.” A second Participant reported, “I don’t think it [the curriculum]

always addresses their needs. They don’t do a good job making sure the curriculum addresses

their needs. But it has potential” (Baily, individual interview, November 5, 2013). Debby

emphasized that, “curriculum umm, you know and that’s, that’s where it’s hard, and I can’t say

the curriculum does that.”

Some participant mentioned the lack of resources to provide adequate education, for

example, Emily said, “I think we don’t have the resources to really provide the adequate

education for them.” Also organized social and emotional activities such as friendship group as

Cindy said, “The lacking part is the organized social and emotional such as a friendship group,

that is sometimes difficult for students to tap into.” Another big weakness is misidentification
TEACHERS’ PERSPECTIVE OF 2E 21

and misplacement for these students or just concentrating on their disability. For example, Cindy

stated that,

“umm, sometimes it is difficult to get them identified because of certain test scores and it
is harder to justify spending time with them or meeting their needs if they are not
identified.” E also stated: “I would say there twice exceptional or probably the most
under identified students. I know we had a lot more. I am seeing a lot more indicators
but, you know, it’s been difficult to identify them.”
Also, the coordinators mentioned the issue of less knowledgeable teachers,

“I do get calls sometimes the calls are not twice exceptional but teachers do not know
how to handle certain types of kids or certain behaviors and then all of sudden they are
twice exceptions. And they are really not.” She added, “I think its educating teachers; in
fact they need to be a little more flexible” (Emily, individual interview, October 31,
2013).
On the other hand, the teachers mentioned class size, “realizing they really do need small

class rooms with low distractions but yet challenging” (Emily, individual interview, October 31,

2013). Participant also mentioned overloading the teacher schedule, “There is no time or space

to differentiate or to sometimes take into account to different student needs. We try, as well as we

can but class sizes are large in most cases so it’s difficult” (Emily, individual interview, October

31, 2013). Cindy also confirmed that, “it falls on the teacher a lot of the time. And with their

very busy schedule and very full classes, you know 31-32 students, its very hard for them to have

the time or energy to be addressing the needs of the twice exceptional students.” Others

mentioned the difficulty in processing, Baily reported one of her student’s case,

“who was very high in thinking skills but I believe he had dyslexia so for his reading and

writing by himself he had earphones he was trying to remediate the disability it took a

long time to get him out of that class to get him in the advanced level because he was

able to process it and we tried to advocate so hard for him.”

TEACHERS’ PERSPECTIVE OF 2E 22

Services That Should be Provided

In this theme, I show what services should be provided for these students. Most of the

participants emphasized the important of provide counselor services in each school building:

“In my suggestion would be to have a school counselor in every building. We do not have

a school counselor in every building. They travel from school-to-school and are not

available that often, and my suggestion would be, and this is because of the budget, but it

is a problem but they need a counselor in every building to help them meet the needs of

the social and emotional needs they deal with every day” (Cindy, individual interview,

November 21, 2013).

Some of them mentioned psychological therapy, “when I work with parents, to support their

kids outside of school with some sort of psychological therapy can be helpful” (Abby,

individual interview, October 31, 2013). The participants also confirmed the important of

differentiation in the curriculum based upon the students’ interests and knowledgeable level,

as well as flexibility in the curriculum to include addressing social and emotional issues:

“what gets left out are the social-emotional pieces. The differentiating based upon the

student’s interest and knowledge level. Those pieces are not in. Which is why it really

comes down to the teacher and whether they are doing their job in differentiating and

trying to meet their needs by switching the curriculum a little bit for that student to meet

some of those needs” (Abby, individual interview, October 31, 2013).

Also Baily pointed out, “I think without accommodations in the classroom it is very

frustrating for them and I think academically too.” The participants assured the cooperative

between teacher and coordinator, and the team effort, “When I set goals with my students, I make

sure that I work with their teachers so that they know what their goals are. Helping them get to
TEACHERS’ PERSPECTIVE OF 2E 23

know their students and offering suggestions. Working with the teachers to help differentiate the

curriculum to address some of those needs” (Abby, individual interview, October 31, 2013).

Communication between the school and the community, and home, are very

important, using informal meeting with the parents, and special groups of parents of twice

exceptional students. To let the community to be aware of these groups of students, it was

suggested that, “students participate in Chamber of Commerce meetings”, “responding to

speakers and handout materials, and presentations from twice exceptional person” (Abby,

individual interview, October 31, 2013). Abby also stated,

“I think it’s also important for us to go into the community. Maybe there’s a church

where we have a large presence of our students and families. Maybe the principal and

the administration could do a coffee and a talk with the community at that church. I

don’t see enough of that, and I think it would be a positive effect on the community and

families.” Emily also added: “I think we could have special group of parents for twice

exceptional so I think that would be good idea.”

The participants also emphasized providing teacher training for twice-exceptional children as

well as on differentiation, workshops, education for teacher, improving the identification

process, and early intervention. Baily stated,

The one thing that I could think of that would probably help the most would be to go

through a twice exceptional training just to help more about individuals with a disability

and a gift in some area and some strategies that would help if we could get more teachers

to go through that training.” Also, Emily said, gives workshops on twice exceptional and

I said I need some guidance here.

TEACHERS’ PERSPECTIVE OF 2E 24

One participant also mentioned extracurricular classes should be provided to the students

in order to handle their issues,

When I see a student having social issues, I’ll often say, Okay, for your affective goal,

let’s work on either participating more in extracurricular activities and social activities,

whether it be dances or football games or whatever. I will set a goal for them, meaning

first semester I want you to attend at least two social functions. And oftentimes I’ll do

that, and I work the goal in and we’ll work together on that” (Abby, individual interview,

October 31, 2013).

Other strategies such as organization skills class, performance classes, future

planning, stress reduction class, inner focus, progressive body relaxation were be suggested,

“I have suggested that they take a stress reductions class” (Debby, individual interview,

October 16, 2013). Furthermore, Boys and Girls clubs, “We have things like [the] Boys and

Girls club, but it’s not easily accessible to all our students all the time” (Cindy, individual

interview, November 21, 2013). One teacher mentioned the important of interaction of the

students in the gifted setting with other gifted students, “it would be better if we could have

more interaction in a gifted setting with other gifted students” (Cindy, individual interview,

November 21, 2013). To let the community to be aware of these groups of students, it was

suggested that, “students participate in Chamber of Commerce meetings”, “responding to

speakers and handout materials, and presentations from twice exceptional person” (Abby,

individual interview, October 31, 2013).

Discussion

From the themes that emerged it is clear that the findings of this study are similar to those

found in the literature review. The first theme, showing that these students struggle in social
TEACHERS’ PERSPECTIVE OF 2E 25

interaction with others, is consistent with results founded in CDE (2009), IDE (2010), and

Silverman (2005) in lack of fit with same aged peers and age related expectations of society,

social integration issues, and antisocial behavior.

The other theme that showed emotional issues that these students faced in their life, were

similar to the results of many studies such as the report of CDE (2009) that found issues such as

frustration, emotional sensitivities; and Baum (1988), Baum & Owen (1988), Neilson (2002),

and Weill (1987) which described issues such as self-criticism, low self-esteem, anger, apathy,

and withdrawal. Also, themes that illustrate other issues such as lack of organizational skills,

laziness, and acting out poorly, tending to have older and adult friends, show consistence with

the findings of study Baum (1988), Douglas & Tieso (2008), IDE (2010), and Silverman (2005).

The major theme that addressed the research question was in the area of coping

strategies. This theme demonstrates the effectiveness of the strategies the teachers and students

use to handle social, emotional, and other issues. The participants provided useful strategies in

dealing effectively with theses issues showing their experiences in dealing with these students.

The findings from this theme complements the results of Bailey & Rose (2011), which show the

continuing need for more information and strategies about twice exceptional students for

educators, and particularly, their teachers. This is also supported by Foley-Nicpon, Assouline, &

Colangelo (2013), who found that even though specially trained and educators have superior

knowledge in providing services to this population of students, that there still exists needs to

provide more education and strategies to the regular education teachers who most often serve this

population.

The theme of weaknesses showed the limitation in the education system such as lack in

curriculum and training teacher about twice exceptionality, and misidentification issues. This
TEACHERS’ PERSPECTIVE OF 2E 26

finding is consistent with the results of the research of Bailey & Rose (2011), Baum, et al.

(2001), and Krochak & Ryan (2007), which talks about the underrepresentation of these students,

that they represent the most difficult students for teachers to deal with, weak communication

between regular and social education teachers, and feelings of inadequacy of special education

teachers about regular education teachers.

Conclusions

The present study expands support for findings of previous studies regarding common

issues of twice-exceptional students in education settings. Through this study I investigated the

perceptions of the educators in observing the coping strategies of their students. The findings

showed the effectiveness of using organizational strategies with twice-exceptional students to

manage their social issues, arranging special activities for these students to learn better social

skills, and the positive effects of interacting with other students. Common needs also confirm

findings from previous research, such as the need for more training for educators and especially

teachers, lower class size and reduced workloads, and larger budgets to increase materials,

supplies, and to supplement extracurricular activities. It is significant that the problems reflected

by these common needs are still not being adequately addressed (Willard-Holt et al., 2013), even

though similar findings have been obtained for nearly two decades. At this point, future research

might examine reasons for failure to implement what has already been learned about education

for gifted and twice-exceptional students in order to provide more insight and assist in solving

these failures in implementation. Other areas for future research could examine successful

programs, and whether there are patterns that affect the establishment of these successful

programs.

Limitations
TEACHERS’ PERSPECTIVE OF 2E 27

I felt that one limitation was my own lack of experience with research and qualitative

studies. A further limitation was the small geographical area from which participants were

chosen, whereas including a wider geographical area for selection of participants might have

identified specialist teachers for gifted and twice exceptional students, and have provided a more

representative.

References

Bailey, C. L., & Rose, V. C. (2011). Examining teachers’ perceptions of twice-exceptional

students: Overview of a qualitative exploration. Retrieved from http://

counselingoutfitters.com/ vistas/vistas11/Article_07.pdf

Baum, S. M. (1988). An enrichment program for gifted learning disabled students. Gifted Child

Quarterly, 32(1), 226-230.

TEACHERS’ PERSPECTIVE OF 2E 28

Baum, S. M., Cooper, C. R., & Neu, W. T. (2001). Dual differentiation: An approach for meeting

the curricular needs of gifted students with learning disabilities. Psychology in The

Schools, 38(5), 477-490.

Baum, S. M., & Owen, S. V. (1988). Learning disabled students: How are they different?. Gifted

Child Quarterly, 32, 321-326.

Beckley, D. (1998, Spring). Gifted and learning disabled: Twice-exceptional students. National

Research Center on the Gifted and Talented. Retrieved from

http://www.gifted.uconn.edu/nrcgt/newslttr.html#Spring1998

Brody, L. E., & Mills, C. J. (1997). Gifted children with learning disabilities: A review of the

issues. Journal of Learning Disabilities, 3, 282-297.

Colorado Department of Education (CDE). (2009). Twice-exceptional students gifted students

with disabilities: Level 1: An introductory resource book (2nd Ed.). Retrieved from

www.cde.state.co.us/gt/.../TwiceExceptionalResourceHandbook.pdf

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions

(2nd ed.). Thousand Oaks, CA: Sage.

Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research

process. Thousand Oaks, CA: Sage.

Dix, J., & Schafer, S. (1996). From paradox to performance: Practical strategies for identifying

and teaching GT/LD students. Gifted Child Today, 19, 22-31.

Douglass, M. J., & Tieso, C. (2008). Twice exceptional: Gifted students with learning disabilities

(Considerations: Gifted/LD). Retrieved from The College of William & Mary, School of

Education, Training and Technical Assistance Center website:

education.wm.edu/centers/ttac/documents/.../twiceexceptional.pdf.
TEACHERS’ PERSPECTIVE OF 2E 29

Foley-Nicpon, M., Assouline, S. G., & Colangelo, N. (2013). Twice-exceptional learners: Who

needs to know what?. Gifted Child Quarterly, 57(3), 169-180.

Idaho Department of Education (IDE). (2010). Twice-exceptional: Students with both gifts and

challenges or disabilities. Retrieved from

http://www.sde.idaho.gov/site/gifted_talented/twice-exceptional/docs/2E%20Manual.pdf

Krochak, L. A., & Ryan, T. G. (2007). The challenge of identifying gifted/learning disabled

students. International Journal of Special Education, 22(3), 44-53.

Lahamn, M. E., & Geist, M. R. (2008). Qualitative methodologies. In F. T. L. Leong, E. M.

Altmaier, & B. D. Johnson (Eds.), Encyclopedia of Counseling: Vol. 1. Changes and

Challenges for Counseling in the 21st Century (pp. 359-363). Thousand Oaks, CA: Sage.

McCoach, D. B., Kehle, T. J., Bray, M. A., & Siegle, D. (2001). Best practices in the

identification of gifted students with learning disabilities. Psychology in The Schools,

38(5), 403-411.

Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised

and expanded from case study research in education. San Francisco, CA: Jossey Bass.

Nielsen, M. E. (2002). Gifted students with learning disabilities: Recommendations for

identification and programming. Exceptionality: A Special Education Journal, 10(2), 93-

111.

Ruban, L. M., & Reis, S. M. (2005). Identification and assessment of gifted students with

learning disabilities. Theory into Practice, 44(2), 115-124.

Schwartz, C., & Worner, M. (2011, December). What do all gifted students need? PowerPoint

presented in the online course of Twice-exceptional Level1, Colorado Department of

Education.
TEACHERS’ PERSPECTIVE OF 2E 30

Silverman, L. K. (2005). The two-edged sword of compensation: How the gifted cope with

learning disabilities. European Council of International Schools, The Hague, The

Netherlands, In K. Kay (Ed.) (2000). Uniquely gifted: Identifying and meeting the needs

of twice-exceptional learners (pp.153-165). Gilsum, NH: Avocus Publishing. Retrieved

from http://www.gifteddevelopment.com

Whitmore, J. R. (1981). Gifted children with handicapping conditions: A new frontier.

Exceptional Children, 48(2), 106-113.

Wiell, M. P. (1987). Gifted/learning disabled students: Their potential may be a buried treasure.

The Clearing House, 60(8), 341-343.

Willard-Holt, C., Weber, J., Morrison, K. L., & Horgan, J. (2013). Twice-exceptional learners'

perspectives on effective learning strategies. Gifted Child Quarterly, 57(4), 247-262.

Appendix A

Interview Questions

1. From your experiences with twice-exceptional students, what are common social or

emotional issues that twice-exceptional students have?

 How often do you feel that these social/emotional issues confront these students?

 What are some of the ways that students handle these social/emotional issues? (Can you

describe some examples?)

TEACHERS’ PERSPECTIVE OF 2E 31

 Do you think that these social/emotional issues affect the academic life of these students?

How? (Can you describe some examples?)

 Do you think that these social/emotional issues affect the academic performance of these

students? How? (Can you describe some examples?)

 What are any other issues that we haven’t talked about that these students face? how do

you think that students deal with these other issues?

2. How is the type of disabilities that the individual has affect on their social/emotional and

academic life?

 Physical vs. mental?

 Are there any other issues that you think are affected? How, and can you give examples.

3. How do you think the curriculum and instruction addresses their needs?

 Academically – what are these and what improvements would you suggest?

 Socially – what are these and what improvements would you suggest?

 Emotionally – what are these and what improvements would you suggest?

 Any other needs you think the curriculum and instruction needs to address? What are

these, and how do you think improvements could be made?

4. What are some strategies or activities that teachers use to help their students cope with social

and emotional issues and balancing academic with social and emotional needs?

 Can you describe some specific examples?

 Do you have some specific suggestions to improve these activities and strategies?

5. Are there other services or therapies that you think might help these students, and if so, what

would these be and how would they help?

 Do you think that parental involvement could be improved? How?

TEACHERS’ PERSPECTIVE OF 2E 32

 Do you think that community awareness and involvement could be improved? How?

6. Is there anything else you would like to talk about regarding twice-exceptional students, their
various needs and balancing their lives, and about curriculum, instructions, strategies, and
activities.