Educators Guild Post - Tips & Techniques

• Children with twice-exceptionalities may benefit from learning to use a calendar. A large calendar in a convenient location at home allows easy reference. All activities, long term assignments, projects, etc. should be listed. Also include deadlines for completion of portions of projects or papers. An assignment notebook is also suggested and it should be checked daily with a weekly report home. These items will help develop time management and organization skills.



• It may be helpful to limit the number of directions given at one time. Continual feedback and reinforcement is also an important part of this process. Directions should be clear and concise, and making eye contact when communicating will help the student. Written instructions should accompany verbal directives when giving assignments. It may be helpful to prompt verbal instructions in the classroom with “You need to hear this” or “This is important information” to get the child’s attention. To ensure comprehension, ask for repetition or demonstration of directions.
  
  
• Many children with twice-exceptionalities have difficulty with written tasks. The flow of ideas may far exceed the ability to commit them to paper. The resulting confusion may lead to disorganization, lack of cohesiveness, or poor sequencing of information. It may be helpful for students to dictate ideas to another person, tape his ideas, or make brief lists and outlines as ideas occur to him.
  
  
• Students with twice-exceptionalities may have difficulty with note taking. Teachers may provide students with prepared notes or use the option of a note taker if it would be beneficial.
  
  
• Assistance with long term projects may be necessary. It may be helpful for a student with twice-exceptionalities to have the assignment broken into component parts. Smaller tasks with specific deadlines for completion will benefit your student.
  
  
• Students with twice-exceptionalities may need more reminders and repetition of instruction. It is not appropriate to expect the same response you would from other children. Levels of responsibility, maturity, and emotional development vary depending on their level of ability. Expectations should be realistic and match the student’s level of ability.
  
  
• A heavy emphasis on rote learning, drill, and worksheets should be avoided. It is helpful for students if instructional techniques are varied and allow active involvement on the part of the student. When students demonstrate mastery of a skill, homework assignments in that area should be limited. Typically, it is counterproductive to require lengthy practice and drill of a mastered task.
  
  
• Failure to follow rules or directions should be interpreted as inattentive rather than deliberate at first. Impulsivity and a failure to anticipate the consequences of actions can lead to inappropriate behavior when students have no intention of breaking rules. Consequences should take this into account and should be designed to instruct students in managing these issues. Emphasis on positive behavior is important as is encouraging personal responsibility.
  
  
• Consistency is important in the establishment and enforcement of rules. Consequences for breaking rules must be immediate. It must be recognized, however, that students may have difficulty generalizing and may not grasp that two situations are alike and the same rules apply. Punishment for behavior that is the result of the disorder is not inappropriate. It is necessary to determine what level of behavior is realistic and provide positive feedback and encouragement for appropriate behavior and instruction in areas of deficiency.
  
  
• Social skills training may be necessary for students with twice-exceptionalities. Impulsivity and distractibility that interferes with the development of relationships and poor peer interaction may result. Students may need to learn to maintain eye contact, listen attentively to others, and respond to what others are saying appropriately.
  
  
• Finally, it may be helpful to teach students who are twice-exceptional to anticipate difficulties. Role-playing or modeling scenarios which may overwhelm students could help them learn to respond appropriately.