SOCIALIZATION OF A TWICE EXCEPTIONAL STUDENT

Paper

For a long time twice exceptionality was not properly dealt with at school. It was believed that gift or talent and special needs were two completely different concepts. Teachers of students with special needs thus incorrectly recognized the child's difficulties and strengths. Twice exceptional children can be above-average capable of abstract thinking, they have a strong visual memory, rich vocabulary and are creative but at the same time they have problems with memory and spelling, as well as in the field of concentration and organization. When working with such students the teachers’ task is to focus on their strengths, talents and interests. They need to create an environment that supports them and teaches them strategies of how to reduce the impact of the deficits.
Students who are not successful at school often show disinterest in school, fear of assessment, emotional and social immaturity and a lack of motivation for work. They often feel guilty, helpless and tired. Teachers must be able to use all means needed in order to integrate twice exceptional students into learning and social activities. It is important that teachers understand students individuality and speciality: special needs and twice exceptionality.
In the article I want to present methods of working with a gifted student who has Asperger's syndrome, speech-language disorders and troubles with socialization.