2e in the Netherlands

In the Netherlands, the demands for practical education guidelines for twice-exceptional (2e) students increased due to the passing of the Passend Onderwijs (“Benefiting Education”) Act, which stressed the importance of accommodating students’ needs in mainstream rather than in special schools. To deliberately address this need, the “Between Two Stools” project was initiated for 2e students who have often been overlooked or only recognized from a one-sided perspective—their potential for high intellectual abilities or their developmental disorders. The Between Two Stools project consisted of a consortium of scientists and practice partners conducting explorative research on different themes concerning twice-exceptional students. The goal was to gain insights into the identification processes of these students, their educational needs, and support practices. We started by mapping the current state of identification and guidance practices for 2e students in the participating schools. We were able to gain insights by administering questionnaires and conducting interviews with students, parents, and educational professionals, and by casefile analysis. Based on these results, a five-point development plan was created to optimize current identification and educational support practices.

1. Professional Development

While many educational professionals are acquainted with the concept of 2e, our findings reveal that there is a considerable variation in understanding its meaning. Moreover, a substantial number of professionals hold a relatively narrow view of the definition of twice-exceptionality. This complicates not only identifying students but supporting them appropriately. The goal is to obtain expertise and to create an exchange of knowledge in and around the schools. This increase in professional development spans across different themes regarding 2e identification and support, such as increasing the knowledge about the definition and identification of students, obtaining a broader view on the assessment of talents and challenges, and increasing practice-based and evidence-informed knowledge about possible educational adjustments and ways to systematically evaluate these. What Schools Can Do

• Establish a knowledge network of twice-exceptional information.
• Appoint a 2e expert.
• Provide in-service training on workshop days for teachers.
• Share experiences, knowledge, and information within the school or across schools.

2. Improved Identification

Systematic identification contributes to the timely assessment of a twice-exceptional student’s psycho-educational needs. Results from the interviews clearly show that talents and challenges are often recognized from an early age, particularly by parents. Early identification is essential. Within schools, the level of expertise on recognizing twice-exceptionality is often insufficient. What Schools Can Do

• Streamline the use of instruments (e.g., application forms, case files, etc).
• Involve parents at an early stage to improve identification and for future cooperation.

3. Tailored Educational Support

For 2e students, it is important to provide an educational approach that addresses giftedness and needs regarding developmental issues. Parents, teachers and the students themselves indicate that various educational support practices, both didactically and pedagogically, need to be provided to twice-exceptional students. For successful implementation of educational adjustments, communication and student-centeredness are critically important. What Schools Can Do

• Provide educational support practices for students’ talents as well as their challenges. (Adapting curriculum to specific needs, allowing headphones to a student who is easily distracted, providing a pull-out program with extra challenges.)
• Communicate clearly and systematically about the implementation of educational support practices to all parties involved.
• Ask students about their experiences, perceptions and needs. (There is much diversity in how students experience educational support practices.)

4. Evaluation and Adaptation

While support practices often take place both formally and informally, they usually lack a systematic approach, and evaluations are not necessarily followed by concrete, targeted actions. However, interim evaluation of educational support practices is essential for continuing to meet the student’s educational and other needs. What Schools Can Do

• Facilitate an evaluation protocol for identifying and attuning 2e students’ needs.
• Link specific actions to systematic evaluations.
• Implement a monitoring system for parents, students, and professionals.

5. Process Management

Lastly, the results point out that there is room for improvement in coordination between students, parents, schools, and other professionals. Communication and coordination or process management between these parties is essential in successfully identifying, implementing, and evaluating students’ educational and support needs. What Schools Can Do

• Facilitate process management internally by appointing a 2e expert and train educators to serve as a conduit for students, parents, and other professionals.
• Facilitate process management externally by using a coach, remedial educator, or therapist.
• Indicate to all parties where they can turn for assistance internally and externally.

From Vision to Action When schools want to make improvements regarding the identification and support of twice-exceptional students, it is important to remember that each school comes with its own set of strengths and limitations. Therefore, to successfully implement or optimize current practices, it is paramount to examine each component of the school community and to visualize a plan of action to achieve the goal of improving the educational experience for the 2e community. ________________________________________________________________ Authors Carolien Knoop-van Campen, Marielle Wittelings, Cindy Paans, Else Beckmann, Lianne Hoogeveen, Evelyn Kroesbergen, and Alexander Minnaert collaborated in the Between Two Stools project and are either affiliated to the Behavioral Science Institute at Radboud University (RU) or Groningen University (RUG). Carolien Knoop-van Campen is an assistant professor (RU). Marielle Wittelings is a PhD student and project manager of the Between Two Stools project (RU). Cindy Paans is a lecturer and postdoc (RU). Else Beckmann is a junior researcher (RUG). Lianne Hoogeveen is full professor, holding the chair ‘Identification, Support and Counseling of Talent’ (RU), RITHA principal trainer and chairman of the ECHA. Evelyn Kroesbergen is dean of the Faculty of Social Science (RU). Alexander Minnaert is full professor, holding the chair ‘Inclusion and Special Needs Education & Clinical Educational Sciences’ (RUG).