Designing education for twice-exceptional learners

Gifted and talented students with coexisting learning disabilities, also known as twice-exceptional, are increasingly recognized in U.S. schools. This increasing awareness needs to be met with improved legal protection, better methods for identification and optimized teaching strategies for the unique needs of these students. For this thesis, literature from a range of disciplines including education, cognitive science, and psychology regarding twice-exceptionality is examined, with a specific focus on gifted students with language-based learning disabilities like dyslexia, along with commonly comorbid factors such as ADHD and anxiety. The challenges of these students are also modeled using human centered design tools. Personas of archetypal twice-exceptional students are presented to create empathy for them and awareness of their unmet needs. Design frameworks are examined that aim to improve education universally for all students. Research strongly suggests that twice-exceptional students are under-identified and underserved in our schools and that comprehensive, individualized teaching strategies are necessary in order for them to reach their full potential. Teaching methods are outlined that simultaneously highlight strengths and accommodate the challenges of this important group of gifted learners.

Department dc:contributor.department

Massachusetts Institute of Technology. Engineering and Management Program

Grantor dc:publisher

Massachusetts Institute of Technology

Year dc:date.issued

2018

Author dc:creator

• Stillman, John Francis

Advisor dc:contributor.advisor

• Maria C. Yang.

• Engineering and Management Program.
• Integrated Design and Management Program.

Statement dc:rights

• MIT theses are protected by copyright. They may be viewed, downloaded, or printed from this source but further reproduction or distribution in any format is prohibited without written permission.

Licence dc:rights.uri

• http://dspace.mit.edu/handle/1721.1/7582

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/1721.1/118515

OAI identifier oai:identifier

oai:dspace.mit.edu:1721.1/118515