Services for students who are gifted and have learning disabilities – twice-exceptional or 2e students – vary in type by school district. General education teachers rarely have the training to work with students who have multiple exceptionalities in the general education classroom. Conversely, special educators typically are not trained to address the unique needs of students with gifts and talents. Because of this disparity in training, it’s imperative that collaboration among general educators, special educators, and teachers of students who are gifted occurs throughout the school year. This article suggests strategies and ideas to help build collaborative partnerships among all teachers who work with 2e students. The goal is to ensure the provision of appropriate services for the 2e students who reside within their care. This collaborative process is based on continuous communication, collaborative planning, and ongoing evaluation throughout the school year.

Collaboration Defined

Collaboration is a partnership that evolves over time and, as such, should be viewed as a process, not a product. With the inclusion of students who are twice exceptional in the general and special education classrooms, more and more collaboration must occur among:

• GETs, general education teachers, who are the experts in classroom content but who often have not been trained to provide the accommodations needed to meet 2e students’ academic and social needs

• SETs, special education teachers, who are the experts in teaching strategies to help students learn and remember important content

• TOGs, teachers of the gifted, who are the experts in providing appropriate services and modifications for students who are gifted (Vargo, 1998) and who act as facilitators and liaisons among students and teachers – both GETs and SETs.

It’s important that teachers form a team to support one another, develop appropriate instructional plans, and differentiate instruction for students with unique needs. This team approach helps to ensure the success of the students in the inclusive community.

Collaboration describes how teachers work together, not what they do (Friend & Bursuck, 2002). It’s an intangible process based on the interaction style that professionals use to accomplish their shared goal (Cook & Friend, 1993). The relationship between the GET and TOG, along with the SET, is a key element in the success of the 2e student in the general education classroom and in the special education classroom.

Designing the Collaborative Consultative
Process

The collaborative consultative process must have these characteristics:

• Be well planned

• Facilitate communication

• Promote equity

• Be refined over time.

Beginning with gaining administrative support, the TOG must meet and work with many other collaborative partners, such as past teachers, parents, students, and current GETs and SETs. Continual communication throughout the school year is necessary for successful programming. (See the figure below.)

Beginning the School Year

Before the school year begins, TOGs must get acquainted with the other collaborative players. Everyone involved with the student, both previously and currently, can make important contributions toward the collaborative process. All partners must understand:

• That the student is twice exceptional

• What program goals have been set for the student

• That both exceptionalities must be addressed.

Meeting with the Principal

It’s wise to meet with the principal prior to the beginning of the school year to discuss the need for collaborative partnerships in gifted/learning disability programming. Obtaining the support, both overtly and covertly, of the principal is crucial. A principal sets the tone in his/her school, and the principal’s level of support can either help the collaborative process to succeed or stop it before it begins.

Meeting with Students and Parents

After gaining support of the principal, the TOG should meet with individual students and their parents. This provides an opportunity to gain important information from parents and learn about the personal goals and expectations of both students and parents. This meeting, prior to school beginning, often provides valuable information to share with the general and/or special education teacher. It’s also an opportunity to discuss with students and parents how the collaborative consultative process will work throughout the school year.

Meeting with Previous Teachers of Students Who are Gifted

Previous general and special educators of the student can provide information concerning student performance in previous school years. They know the student’s interests and work habits, disability issues, and academic and social growth in past years. This information is useful in creating student profiles.

Creating a Student Profile

Creating a working profile for each student is beneficial in that it provides important student information in a salient form. Profiles of students should be developed after meeting with students, parents, and previous teachers. (See an example of a student profile.)

Profiles may include information such as:

• Past and current levels of academic performance

• Areas of interest

• Disability characteristics and needs

• Extracurricular activities in which the student participates or would like to participate.

Meeting with GETs and SETs

TOGs should introduce themselves to all of the GETs and SETs in the school prior to the beginning of the school year. This introduction is important, as the first impression the special and general education teachers have of the consulting teacher in gifted education may determine their level of cooperation. The first meeting often sets the tone of the relationships for the duration of the school year.

A meeting should be scheduled with the specific teachers with whom the TOG will work during the school year. Considerations for this first meeting should include an appropriate time, not too early or late in the day, and an appropriate place that is free from distractions and noise (Fry, 1999). During this meeting, all teachers involved will work to clarify the specifics of their roles and responsibilities in the collaborative process as well as in the provision of services to the 2e student. It’s important that this meeting be congenial and reassuring. The goal is that the GETs realize this is a partnership in which the TOG and SET are not trying to change the general education classroom or to dictate to the teacher.

In some cases resistance will occur. This is not unusual in that many teachers, particularly veteran teachers, often resist change or do not take change seriously (Cramer, Krasinski, Crutchfield, Sackmary, & Scalia, 2000). Often, it has been suggested that this resistance results from the fact that most teachers work in isolation and consult with each other infrequently, if at all (Little, 1982). It’s important for the TOG not to take resistance personally, but rather to recognize it and to help the general educator realize that this atmosphere of isolation in school settings is changing. The collaborative consultation process provides a vehicle through which GETs will have an opportunity to discuss problems or concerns, ask for advice, or seek help from the TOG and the SET.

Establishing Relationships with Collaborative Partners

Collaborative partners must work together throughout the school year. For this reason, it’s important that teachers working in a collaborative partnership become familiar with one another, both professionally and somewhat personally. Partners who can trust one another will work cooperatively together.

Building Trust

One of the key points in successful collaboration is to have mutual trust and respect for one another. When trust and respect is mutual, commitment to achievement is possible (Federico, Herrold, & Venn, 1999). In a collaborative consultative model, trust is the most important element as adults begin to allow other adults into their autonomous work environments. It’s important to remember that teachers often experience a fear of being judged when they allow other educators into their classrooms. A relationship built on trust is the main element in creating an atmosphere in which this fear can be overcome.

It’s important that collaborative partners feel they can count on and trust one another. Trust can be built between two individuals by always following through with expected plans, keeping appointments, and communicating goals and expectations clearly. It’s also important that collaborative partners work out personal and/or professional differences so that any difference of opinion that may arise does not affect other members of the work environment.

This focus on trust should begin early in the year, and those involved must maintain a positive commitment to good relations throughout the year. It’s important to give kudos and pats on the back frequently and recognize when teachers work in a positive manner with a student, rather than focusing only on negatives. Positive and constructive feedback is important and encourages everyone involved to continue working toward mutual goals. Good public relations can help teachers keep a positive attitude toward the program and the students involved. Always give credit where it’s deserved. 

Getting To Know Each Other

Teachers of the gifted must spend time getting to know the general and special educators. First, TOGs must become familiar with their collaborative partners as educators. This involves learning about their classroom structure, teaching styles, and student expectations. It’s not the intention of TOGs to change a general or special education teacher’s style or curriculum for general or special education students or to interfere with daily classroom routines. However, it’s the job of the TOG to provide suggestions for the general and special educators to expand their teaching skills and curriculum for students who need acceleration and/or enrichment. This involves:

• Finding and providing appropriate materials

• Helping design and develop a differentiated curriculum

• Providing ongoing support for other modifications that may be necessary.

GETs and SETs are the experts in their own classroom content and subject areas, and TOGs are the experts in expanding, enriching, and differentiating content. SETs can assist in the inclusive environment by providing suggested strategies, modifications, and accommodations to help address the student's disability needs.

It’s also beneficial for TOGs to know their collaborative partners on a personal basis. Knowing a person’s beliefs, preferences, and something about his/her life in general will help collaborative partners communicate and collaborate with comfort and confidence. Getting to know each other can be accomplished through working lunches, after-hour or weekend coffee breaks, or even e-mail messages.

Classroom Observations and Interviews

After the school year begins, it’s helpful to schedule classroom observations during the school day, as well as interviews with participating teachers at a time that is convenient for them. Observing and interviewing teachers helps determine any adjustments for the 2e student that may be needed during lectures, activities, projects, and even student leisure time. It’s important to observe in the classroom as well as interview the teacher to make sure each validates the other. (See examples of teacher interview and classroom observation forms.) Observations provide opportunities to assess student progress as well. TOGs should observe students in their general education classes or resource rooms throughout the school year as part of the ongoing evaluation process of collaboration.

Making Collaboration Run Smoothly

Teachers of the gifted who work with 2e students must facilitate the collaboration process throughout the year to ensure positive outcomes. Ongoing planning and clear methods of communication are necessary for a successful collaborative program in which three teachers (TOGs, SETs, GETs) must work together to ensure that the unique needs of these students are being met.

Collaborative Planning

Finding time for collaborative planning is a necessity. Because TOGs can assist GETs in developing lesson plans with accommodations for 2e students, and SETs can also contribute toward planning lessons, it’s imperative that teachers working in an inclusionary model find common planning time (Dyck, Sundbye, & Pemberton, 1997). Arranging weekly or monthly meetings with GETs and SETs is preferable, whether it’s during teacher prep period, before or after school, or even a working lunch. However, with the high demands on teacher time, it may be difficult to find a time when all teachers are available. With administrative support, teacher release time may be available on a monthly basis for planning. GETs can agree to cover each other’s classes while each takes a turn working with the TOG. Alternative options to conferencing in person might include school e-mail, if available, or some form of paper progress report that can be used as a communication tool among teachers. (See an example of a progress report.)

Vargo (1998) suggested that successful consultation and collaboration require proactive attitudes by all collaborative partners. By taking the initiative to communicate on a weekly basis, TOGs, GETs, and SETs can often put out fires before they start. Reactively waiting for results to be shared may result in disaster. Time taken for brief communication, even if done in passing, will prove to be valuable.

 Communication and Information Sharing

Good communication is the key to a well-functioning collaborative relationship. The teachers have the responsibility of maintaining open communication channels. The GET must be willing to ask for help, and it’s critical that the TOG respond to the request in a timely manner. Consultation and classroom visits should not be available only when TOGs have time, but when the GET requests assistance. Because many TOGs are itinerant within school districts, it may be difficult to contact them. Often, communication forms are necessary. They provide tangible evidence of the request for assistance and the response provided. (See an example of a request for assistance.)

One responsibility of the TOG is to share information about gifted students with their GETs and all adults involved in programming for these students. The more the GETs know about the students who are gifted in their classrooms, the better. Information to share includes past educational profiles, strengths (e.g., educational, academic, creative, personal), and weaknesses (e.g., social, emotional, academic). Teachers must be prepared for students who may require additional attention, focus, or support. 

Weekly or Monthly Conferences

Although GETs may not ask for assistance, teachers and students may need assistance or advice in facilitating projects, modifying curriculum, or merely for support (Elliot & McKenney, 1998). For this reason, TOGs should continually consult with GETs and SETs and monitor students on a regular basis throughout the school year. Bimonthly visits or preparation conferences should be scheduled regularly or can be scheduled on a calendar at the beginning of the school year for the entire year. Continual interaction and feedback serve as part of an ongoing assessment of whether or not the student is succeeding in the general education classroom. 

Modifying Instruction For Students Who Are
Twice Exceptional

The classroom observations and teacher interviews provide the starting point for making instructional modifications and/or curricula differentiation suggestions for GETs. From this information, the TOG will know exactly what occurs within the general education setting. He/she will also be aware of teacher expectations and the amount of change that can realistically fit within a particular environment.

Although modifications and differentiation suggestions should be individualized for each student who is gifted, some general modifications can be suggested to the general and special education teachers at the beginning of the school year:

• Always take into consideration a student's strengths, interests, and disabilities when planning an assignment. For example, if the topic is the solar system, allow the student to select an area of interest for in-depth study rather than requiring all students to complete the same assignment.

• Contract with individual students to complete assignments so that students can help decide the portions of an assignment they will complete according to their interests.

• Make sure that the assignment challenges the student who is gifted but does not interface with the student's disability. For instance, allow the student to go beyond the class assignment by finding professionals in the community who are willing to work with the student on an assignment. 

• Allow students to skip assignments in which they already exhibit proficiency.

• Provide a critical but fair evaluation of a student's work. (See an example of a student evaluation form for an independent project.)

Suggestions such as these provide the general and special educator with a starting point for considering how to modify and differentiate instruction for 2e students in their classroom. It’s important that TOGs not simply provide these suggestions to a general or special educator and expect them to be implemented without guidance. The TOGs must collaborate on the creation, implementation, and evaluation of specific modifications.

Evaluation

It’s necessary to evaluate the collaborative process in order to improve and/or prove its effectiveness. It’s important that all collaborative partners contribute to the evaluation process. Evaluation of the program can be discussed weekly or monthly during planning sessions, and cumulatively at the end of the school year. The following provide valuable qualitative data (Patton, 1987):

• Direct observation in the classrooms

• Interviews of teachers, students, and parents

• Samples of student work (both process and product).

Conclusion

 The inclusion of collaborative consultation in the education of 2e students is just beginning. Because these students spend the majority of their school day within the general education classroom and/or in the resource room, it’s imperative that teachers of gifted education, teachers of special education, and teachers of general education begin to work together to provide services for these students for the entire school day rather than for the isolated periods of time pull-out programs afford. Even if students who are gifted still have the opportunity to participate in a gifted resource room pull-out program for part of a day or once a week, this collaboration assures that when they return to their general education classroom, their needs will continue to be met. By working together in a collaborative relationship, teachers plan, problem solve, and design instruction that meets the academic and emotional needs of students who are gifted for the entire school day. In this manner, the education of students who are twice exceptional becomes much more multi-dimensional and dynamic. The students have the opportunity to demonstrate their abilities throughout their school day and in a variety of settings.

For more on teaching twice-exceptional students, see these articles from the August, 2005, issue of 2e:Twice-Exceptional Newsletter:  

Additional Reading for Teachers of 2e Students

Identifying 2e Students in the Classroom

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