Twice exceptional students are both gifted and have learning differences. Those learning difficulties can be specific identified learning disabilities such as Dyslexia, Dysgraphia or
Dyscalculia, or they can be more global such as ADHD, bipolar disorder, ODD, etc.
How does Crossroads identify 2E students?
Crossroads uses psycho-educational testing including IQ tests and achievement tests along with observations and documentation from teachers, parents and professionals who have worked with the
student. We are looking primarily for documentation of giftedness as most students at Crossroads have a learning condition that impedes them from reaching their full potential.
How does Crossroads serve the 2E student?
Crossroads serves the 2E student in a variety of ways tailored to each individual learner.
Gifted students may enter Crossroads a grade level or more ahead in one or more subjects. We will assess their abilities and place them appropriately.
Gifted students are often asynchronous learners. At Crossroads this discrepancy will be honored and accommodated whenever possible.
Gifted students often need to move faster through material, advancing one or more grade levels above their chronological age and grade or moving through more than one year of material in
a school year.
Gifted students often learn best when subject matter is expanded for wider and deeper learning.
Gifted students work well with project based learning.
What might the learning plan for a 2E student at Crossroads look like?
A 2E student at Crossroads might be in a reading and language class one grade level above their chronological age and working on math two grade levels above their age.
They could be in an age and grade appropriate Science and Social Studies classes and covering the same topics as the rest of the class while going more in-depth with individual projects
on the material.
In social skills and other rotation classes they could be learning about their own individual learning challenges and discovering the best compensatory skills for their individual needs.
They would receive education and support on what it means to be a gifted and 2E learner as well as learning to explain their learning differences.
They would have opportunities to advocate for themselves and would be educated on how to do so in an appropriate manner when they move on from Crossroads.
A gifted and dyslexic student might be behind by a grade level or more in reading, but ready to advance by a grade level or more in math and science. For example, a 4th grade dyslexic
student could have reading instruction at the 3rd grade level, but have science at a 7th grade level via an audio textbook.
Pacing is individualized at Crossroads. This means that a student might be able to cover what would traditionally be 6 weeks worth of work in 2 or 3 weeks and then take 12 weeks for the
next 6 weeks’ unit. For the twice exceptional student this allows the remediation of any areas where it is needed while still allowing an appropriate and non-frustrating pace when the
student is ready to move more quickly.