Twice-exceptional students possess both high ability and learning disabilities. The complex interaction of their gifts and disabilities perplexes both educators and parents. Educators often use a deficit approach when working with these learners; new research calls for multi-dimensional, strengths-based approaches to engage these students. Strengths-based approaches draw upon student strengths, interests, and talents to help address their disabilities. They also call for the involvement of parents and the student herself in the process of better understanding and meeting the student’s needs. Collaboration is a key component of strength-based approaches. While parents are key advocates for their special needs children, many have encountered great difficulty in attempting to collaborate with schools. These challenges present fruitful possibilities for research
"Understanding the Learning & Advocacy Needs of a Twice-Exceptional Student Through A Strengths-Based Lens: Review of the Literature,"
Scholarship and Engagement in Education: Vol. 1
, Article 10.
Available at: http://scholar.dominican.edu/seed/vol1/iss1/10
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