NJAGC strives to provide parents with resources that will assist them in understanding and meeting the unique needs of their gifted and talented children. We encourage parents to join our monthly discussion group so that we can connect and support one another.
“Twice exceptional” or “2e” refers to intellectually gifted students who also have a learning disability or a developmental delay. 2e students have high ability but may also struggle emotionally, with age-appropriate socialization and with executive functioning skills. This asynchronous development can be challenging for the student, teachers and caregivers. Often, 2e students are not recognized for their giftedness, as their disability overshadows it. In some twice-exceptional students, their giftedness has allowed them to mask or find ways to compensate for their deficits, making it difficult for them to receive needed support.
NJAGC believes in teaching the whole student, so that they may achieve their potential.
Many parents ask how to have their child identified as gifted. Testing can be expensive if you choose to do it independently of the school. We first suggested that you think about what outcome you are looking for. Common reasons parents ask about gifted testing include; the desire to get a child in a school gifted program, to have their child receive accelerated learning in school and to find enrichment opportunities outside of school.
If you feel like your child should qualify for a gifted program in school, you can ask the school to test. Note that there is not a requirement for schools to IQ test to identify a student as gifted, they can use other means and it is up to the schools to determine the criteria. We hear many anecdotes about children being denied from even being tested to qualify for a gifted program due to that student having an IEP or having an identified developmental or learning delay. In those cases, with children who are twice exceptional (2e), it can sometimes be helpful to have your child independently tested, though it can be pricey.
Grade acceleration is another reason why a guardian may ask to have their child’s IQ tested. Before going through IQ testing, we urge parents to work with their child’s school to see if they can do the evaluations and testing to see if the student is academically ready to accelerate. The child’s social and emotional needs and development should also be considered when looking for grade acceleration. Some schools can also provide enrichment while keeping the child in his or her current classroom, as an option. If you feel like your child’s needs are not being met, it may be helpful to find an advocate to help you navigate the process.
Finally, you may be considering IQ testing to be able to find enrichment opportunities outside of school. Institutions such as Center for Talented Youth and Davidson Gifted Have requirements for testing to qualify for programs. Information will be listed on their websites.
Specific gifted programs for early childhood are rare. We suggest looking at schools that encourage students to learn by doing. Montessori-style schools may be of interest.
Depending upon where you live and how far you are willing to drive, general places/programs to look at would be :
We have found that these types of programs and schools offer and support differentiated curriculum for all students and foster independence, real world experiences, research and experimentation, presentation skills, problem solving, creativity, etc.
We also suggest to parents of young gifted:
Gifted and Talented services should be comprehensive and inclusive. Best practice suggests that school districts should offer a continuum of services, ranging from in-class differentiation, learning contracts and extension menus when appropriate, pull-aside instruction, and push-in enrichment provided by a teacher specializing in gifted education. Pull-out instruction should be offered to the small number of students who qualify, and it should focus on the social and affective needs of gifted children, as well as the development of good study habits, organization, collaboration, and work ethic that these students struggle with in a regular classroom.
If your child is struggling emotionally, and not immediately in danger of harming him or herself or others, you should ask the pediatrician for recommendations. They may tell you to go to a developmental pediatrician or neurologist or they may suggest specific therapy or other medical specialists. Read more about the social and emotional needs of gifted children here.
If you child is in crisis, call NJ Hopeline 1-855-654-6735 or visit NJ PerformCare.