Throughout my career, the phrase “I know a kid like that” has often emerged during discussions about educational technology (edtech) and the social-emotional needs of students. Twice-exceptional (2e) students, characterized by the coexistence of high abilities and learning disabilities, thrive in programs that cater to their holistic development—a goal that traditional education systems often miss (Baum et al., 1990; Villanueva et al., 2019). While edtech has the potential to boost academic success and motivation, it is insufficient as a standalone solution for addressing the complex needs of 2e students. Effective support for 2e students necessitates a nurturing and flexible environment created by educators who are able to adapt to each student’s unique strengths and challenges. A comprehensive approach where technology serves as a tool rather than a remedy is essential. In addition, teachers must understand the complexities of twice-exceptional students. Therefore, it is critical to prepare educators before implementing new edtech resources.
Leader Action Resource: Identifying Gifted Multilingual Learners (MLs)
In the gifted education space, much of the research highlights students’ socio-emotional needs, equitable identification practices, and classroom intervention strategies to support advanced learners. However, far less research exists that focuses on the secondary space, and even less on a student’s transition into secondary. Gifted-identified students still need and deserve advanced services in middle and high school. This resource includes guidance to help understand the gifted education landscape and what the research says about students’ unique instructional and socio-emotional needs as they transition into secondary. As a series of resources, these one-pagers provide research-driven key takeaways and specific action steps you can begin immediately to support students’ transition to secondary.
