Effective Accommodations for Twice-Exceptional Learners

All teachers have experience with students who have accommodations as part of their education plan. However, there is often confusion about the need for accommodations for gifted students and inconsistent results when appropriate accommodations are in place. This article will focus on accommodations through the lens of the needs of twice-exceptional learners. The purpose is to build recognition of the needs of accommodations for 2e students; raise awareness of why accommodations as they are typically implemented can be problematic for this population; and to present strategies for more effective use of accommodations that will benefit not only 2e students, but all students in a classroom. Many students — and some adults — tend to view accommodations through a negative lens. Parents worry about accommodations getting in the way of learning important skills, and teachers can feel overwhelmed keeping track of the unique accommodations documented for individual students in a classroom. Students — including those who rely on accommodations to be successful — often view accommodations as providing an unfair advantage over others. In reality, accommodations are simply tools to remove roadblocks and enable access, in the same way that wearing prescription glasses allows those who need them to see what those with 20/20 vision see, or using a step stool allows a person of short stature to reach a high shelf. Accommodations allow students equal access to content and equal opportunities for demonstration of learning.

Twice-Exceptional Students and the Need for Accommodations

There is a common misconception that gifted students shouldn’t need extra help. In fact, gifted children are a very diverse group with diverse strengths and needs, and many of these students are twice-exceptional. The National Association for Gifted Children (NAGC) defines twice-exceptional students as “children who have characteristics of gifted students with the potential for high achievement and give evidence of one of more disabilities as defined by federal or state eligibility criteria” (Twice-Exceptional Students, n.d.). Imagine the confusion and frustration this causes: to have advanced cognitive abilities above many peers, while also struggling to do what seems to come so easily to others. In To Be Gifted and Learning Disabled, the authors present this idea: “We know that 2e learners can be capable of and productive in some areas in school … however, they become handicapped because of the way they are asked to learn or perform. It is essential that we try to evaluate whether the environment is creating the handicap. Might a simple modification remove the student’s roadblock to learning?” (Baum et al, 2017). Accommodations are essential for removing environmental roadblocks for 2e students. They allow students to not only access information and produce on the same level as their peers, but by adjusting the environment, students are also able to work toward their potential. It becomes a matter of equity and justice. The adjacent cartoon illustrates the differences among equality, equity, and justice. In a classroom context, equality is all students receiving the same instruction and using the same tools; equity is students getting what they need, including accommodations; and justice removes barriers that prevent individuals from learning and demonstrating learning. Reframing accommodations as the removal of roadblocks to learning can be a form of justice in the classroom. Learning differences and disabilities tend to be “environment-specific, [so] the ultimate goal is to design spaces where certain characteristics aren’t privileged” (Equality, equity, justice! 2017). For gifted students with learning differences, this also translates to expectations of performance. Why set the bar in the same place for all when a more equitable, justice-minded approach can allow the bar to be set with regard to the potential of the individual? Even when teachers and parents understand and accept the necessity of accommodations, it’s often not a simple matter of implementing them according to the needs of students. Accommodations can be and often are problematic, particularly for 2e students. Students can have strong feelings of embarrassment over perceptions of unfair advantage, or of frustration and shame from struggling with what they perceive should be easy. Students are also sensitive to and uncomfortable with being seen as different from their peers. Consider an accommodation that may have been appropriate for the student’s needs but didn’t work. Accommodations intended to support can be a hindrance if the student is uncomfortable using them or doesn’t understand the need. Researchers note that a psychologically safe environment is a critical factor for success for 2e students (Baum et al, 2017). Feelings of otherness, embarrassment, and frustration prevent a psychologically safe environment.

Success Stories

Andrew is a fourth-grader in a pullout math program for students with dyscalculia. He has strong verbal communication skills and a passion for history, but he struggles with math and written expression, and mental fatigue is a significant hindrance to his learning. When fatigued, he is unable to take in new information or process instructions, and he displays problematic behaviors, such as verbal outbursts. Andrew has multiple accommodations for academics as well as social-emotional needs. One accommodation in particular has shown great success: scheduled brain breaks, especially during math class. Once Andrew was included in conversations about his accommodations, had input in terms of when the breaks would be scheduled, and choice in how and where he would spend that time, brain breaks became a reliable way to allow Andrew to get the most out of his math class. Another example is Mason, a third-grade student. He was a creative, inquisitive, and insightful learner, but he struggled with self-management and peer interactions. He was constantly moving in the classroom, often in a way that created noise and distracted and annoyed his classmates. Mason found success in managing his excess energy and need for sensory feedback through the use of a texture board mounted under his desk. He was given different options to try out and had input in the selection of material used for the texture board, as well as the placement of the board. He was also given a choice between sitting or standing during lessons, and could choose between different seating options, such as a regular desk chair or a wobble stool. Once these accommodations were in place, Mason was better able to manage himself and less likely to experience conflict with peers in the classroom. [dropshadowbox align=”right” effect=”lifted-both” width=”40%” height=”” background_color=”#dddddd” border_width=”1″ border_color=”#dddddd” ]Accommodations vs. Modifications In spite of the frequency of use, there tends to be a blurred understanding between accommodations and modifications. The simplest distinction is to consider these two supports in terms of how vs what. Accommodations involve how a student learns and demonstrates their learning, while modifications deal with what a student will learn or demonstrate. In other words, accommodations are tools that allow students to do what other students are doing, while modifications impact expectations and outcomes — students with modifications are not held responsible for learning the same material, or as much material, as their peers. Some examples of commonly used accommodations include: extended time, preferential seating, and use of technology, such as using a computer for typing written work and speech-to-text software. Modifications can include giving alternate assignments, fewer items on a task or assessment, or grading according to alternate criteria.[/dropshadowbox]Both of these students had other accommodations in the past, often the same ones, but with inconsistent success. So what made the accommodations successful this time? Accommodations can be more successful when: students understand their strengths and deficits, especially when they understand why the accommodations are needed and how they will benefit; accommodations are normalized in the classroom; and students have ownership of their accommodations. This last element was the biggest missing piece for both of these students before they found success with accommodations. Previously, they were told when and how to use their accommodations, but the simple act of including them in the conversations and decision-making gave them ownership and increased their buy-in. It’s also important to note that in the cases of both students, others in the class were given similar opportunities, and acceptance and appreciation of differing needs was intentionally cultivated as part of the classroom culture. Teachers can actively work to remove the stigma of accommodations by modeling their use, being open about the purpose of them, and engaging students in discussions of equity and justice. Relating accommodations to commonly accepted non-academic examples like prescription eyeglasses and stools can be useful for building understanding and acceptance of unique needs.

Invisible Accommodations

Keeping in mind the critical element of a psychologically safe environment, Baum et al suggest that “strategies that deliver an accommodation without drawing undue attention can greatly diminish the stress” (2017). What happens when we allow all students to opt in to accommodations? By making accommodations an option for all students, they in essence become invisible. An invisible accommodation shifts focus from the deficits and reframes student thinking to an understanding and recognition of what tools can support their success. When students understand what environment and tools they need to overcome obstacles, they are freed up to engage in the work of learning. For example, a student may recognize that they process and learn better while doodling. Another student may learn that they can better focus on independent work while using noise-canceling headphones. By fostering ownership of learning and normalizing use of accommodations in the classroom, students can increase self-understanding and confidence and engage in learning with a positive attitude. As an added benefit, allowing choice of accommodations may also allow teachers to identify under-the-radar students whose needs may have been masked. For example, a student who had been progressing according to expectations —not great, but not poorly — may suddenly demonstrate previously unnoticed strengths when choosing to use tools now available.

Implementation

It is important to consider how to implement accommodations in an intentional way. As stated above, it is necessary to cultivate a climate of acceptance and appreciation of differences, and to engage students in conversations about equity and justice. To begin to open up options for accommodations, teachers should occasionally introduce and model appropriate use of new tools, and then encourage all students to try them out, whether or not they feel they are needed. Most importantly, students need time to reflect on how the tools impact their learning. Does this tool help me? Does it get in the way or slow me down? This reflection time is essential. All students should develop an understanding of how they learn and work best, and it is equally as important to recognize what does not work as what does. Consider starting with the accommodations already in use in your classroom. Might other students benefit from trying those out? What other options could you offer that might support learning for multiple students in your classroom? What about potential drawbacks of accommodations for all? Does allowing accommodations for those who don’t necessarily need them reinforce the attitude of accommodations as an unfair advantage? Context is important. There will be some situations where it would be inappropriate to use certain accommodations. A clear example is standardized tests. Only students with a documented accommodation for additional time should be allowed additional time on a timed standardized test. Other examples are a little muddier. Should all math students use a calculator for all of their work? It depends. Consider the intended student outcomes. If the goal is that students demonstrate math facts fluency, then using a calculator would be inappropriate for those who don’t need one. But if the intended outcome is that they show understanding of mathematical concepts and problem solving, then why not let them all have access to a calculator in case it is needed? It is, of course, important for students to learn certain skills and content, such as math facts. Keeping in mind the intended learning targets or objectives can inform when to allow certain accommodations for students without a documented need, and when to withdraw them. When accommodations are being implemented in a thoughtful, intentional way, students understand their strengths and deficits, know what works best for them, and have support in developing this understanding, they will gravitate toward the tools they need and let go of those they don’t. Often, students who don’t need an accommodation may try it out and abandon it after realizing they can work more efficiently without it. Teachers should be cautious, however, about overwhelming students with choices. Think about your students and their strengths and needs, and offer a few accommodations that are appropriate for the situation. Be flexible, know your students, and when it comes to accommodations, always keep in mind that the intention is to remove barriers and allow students to meet their potential. Teachers should create an environment where all students can learn and produce in ways most effective for them individually. In order to accomplish this, students must have options, ownership, and an understanding of the environment and tools best suited to their needs. Implementing accommodations can be challenging for 2e students, especially those who are viewed more through their strengths. Often there’s a misconception that they shouldn’t need extra support, and these students themselves often internalize that same message. It’s important to help students develop the metacognitive skills necessary to understand and recognize their optimal learning and working conditions. When used intentionally and with an eye toward justice, accommodations can create a more equitable classroom for all.

References Baum, S., Schader, R. & Owen, S. (2017). To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students With LD, ADHD, ASD, and More. Prufrock Press INC. Texas. Equality, equity, justice! (2017, October 20). https://getrealscience.org/ddaniels/2017/10/20/equality-equity-justice/ Giangreco, M. F. (2002). [Cartoon]. Retrieved September 20, 2020, from https://www.uvm.edu/uvmnews/news/new-book-explores-how-bring-education-research-public Twice-Exceptional Students. (n.d.). Retrieved June 28, 2020, from https://www.nagc.org/resources-publications/resources-parents/twice-exceptional-students University of Washington. (2019). What is the difference between accommodation and modification for a student with a disability? https://www.washington.edu/doit/what-difference-between-accommodation