High ability students identified by an ability score on an Ohio Department of Education approved intelligence test.
Advanced vocabulary for age Independent reading,
Frequent preference for adult-level books
Rapid learning and easy recall
Quick perception of cause-effect relationships
High level of curiosity
Enjoyment of being with older children
Pursuit of interests and/or collecting things
Long attention span for age
Preference for new and challenging experiences
Retention of information
High level of planning, problem solving, and abstract thinking compared to peers
Ability to generalize quickly from principles and to look for similarities and differences
Possession of an unusually large storehouse of information about a variety of topics
Tendency to become easily bored with routine tasks
Concern for ethical issues, questions of right and wrong, and “adult” topics such as religion and politics
Knowledgeable in a specific area. Identified with an achievement score of 95th percentile or above on a standardized test in reading, math, science, or social studies.
Long attention span for activities related to a specific academic area
Advanced understanding of concepts, methods, and terminology of the subject
Ability to apply concepts from the subject to activities in other subjects
Willingness to devote a large amount of time and effort to achieve high standards in subject
Competitiveness and motivation in subject
Rapid learning in subject
Identified by an approved cognitive score AND an approved score on a creative abilities checklist
Inquisitiveness
Tendency to do things their own way
Preference for working alone
Experimentation with whatever is at hand
Active imagination
Ability to think up many ways to accomplish goal or solve a problem
Tendency to respond with unexpected, clever, or smart aleck answers
Production of original ideas
Uninhibited expression of what may be non-conforming opinions
Adventurousness and willingness to take risks
Possession of a keen sense of humor
Sensitivity to beauty
Nonconformity and lack of interest in detail
Lack of concern with social acceptability
Unusually advanced talent for student’s chronological age, training, and experience.
Enjoys and seeks out musical activities and opportunities to hear and create music
Has good sense of rhythm
Has an unusual liking for music and musical activities
Easily remember and reproduce melodies and rhythm patterns
Responds readily to rhythm, melody and harmony, and move body in accord with tempo and mood changes
Shows interest in musical instruments
Makes up original tunes
Enjoys dance and dramatic activities with musical elements
Unusually advanced talent for student’s chronological age, training, and experience.
interested in and enjoys drama
uses voice to reflect changes in mood
effectively communicates feelings by means of facial expressions, gestures and bodily movements
enjoys evoking emotional responses from listeners
can understand and act out other people’s or even an animal’s feelings and personalities
Unusually advanced talent for student’s chronological age, training, and experience.
Loves drawing a variety of things and draws very well
Treats art seriously and enjoys it
Shows originality in his work
Uses art to express feelings and experiences
Is interested in other people’s art, both appreciating it and criticizing it
Likes to model three dimensionally with clay, soap carving, plasticine etc
Remembers things in detail
Have a long attention span for art and fills in extra time by drawing, painting, etc.
Demonstrate accelerated development of technical skill in art
Are keen observers
Unusually advanced talent for student’s chronological age, training, and experience.
Demonstrates exceptional physical balance
Performs sequences of movement easily and well
Communicates meaning and feeling with movement
Uses his/her body as an instrument of expression
Volunteers to participate in movement activities and dances
2e students, as they are also called, may be gifted in one or more area/s and also have learning challenges. For example, a student may be gifted in Mathematics but have a specific learning disability in Written Expression. Another student may be gifted in Visual Art but diagnosed with ADHD which makes other content area learning a challenge.
It is possible that a student's gifted abilities will mask their disability or vice versa. These phenomena can cause a student to appear relatively average in their school achievement as measured by grades and even some standardized tests. More specific assessments are available to discern if your child is, in fact, twice-exceptional.
At RCAAS, we recognize the whole child and aim to help every student reach his/her individual potential, including those who are twice-exceptional!
Some common diagnoses for Twice-Exceptional Students include, but are not limited to:
ADD/ADHD
Anxiety
Autism Spectrum Disorder
Depression or other mood disorder
Dyslexia/Dysgraphia
Specific Learning Disability in one or more area
Speech, such as Articulation, Semantics, or Pragmatics
Sensory Processing Disorder