Inclusive Support to Safeguard the Strengths of Twice-Exceptional Students

Abstract

Twice-exceptional (2e) students are blessed with both a gift and a persistent developmental problem like Specific Learning Disorders, ADHD or Autism Spectrum Disorders. To appropriately include these 2e students and to provide equitable quality education schools should accommodate them within a child-centred pedagogy to meet both their strengths and needs to prevent early school dropout. Even with a needs-based and increased focus on inclusive education, this still is a huge challenge, likewise in Dutch education. Unfolding major insights stemming from recent literature reviews on 2e students, it was concluded that schoolcounselors and teachers in cooperation with parents can play a vital and tailored role in helping these students overcome their frustration and negative school-related emotions, to prevent early school dropout, and to reduce the loss of talent to our society. Research aiming at 2e students' profile of both strengths and weaknesses might pave the way to effective psycho-educational interventions.

Teoria i praktyka edukacji inkluzyjnej uczniów zdolnych

“…Gregory Stanley i Lawrence Baines (2002) donoszą, że amerykańskie fundusze na edukację dla uzdolnionych stanowią 1% (lub mniej) kwoty przeznaczanej na edukację specjalną i wyrównawczą, a potrzeby uzdolnionych i utalentowanych są chronicznie niezaspokajane. W systemie oświatowym giną uczniowie podwójnie (Minnaert 2022) i potrójnie wyjątkowe (Davis, Robinson 2018).…”