Facilitating Gifted and Twice Exceptional Student Achievement: Supporting Executive Function Skill Challenges During Covid-19Paper
During the pandemic stress and uncertainty felt by students, teachers and parents have a negative effect on everyone’s executive function skills. During Covid-19, gifted and twice exceptional students have difficulty with directions, getting started on work, persisting to complete work and with general organizing, planning, prioritizing and meeting deadlines. Academic performance behaviors may be demonstrated such as turning work in late, either not submitting work or submitting incomplete work, and inconsistently attending class, especially distance learning class meetings. Viewing performance behaviors through the lens of executive function skills can provide a pathway toward supporting student skills in organizing, planning, initiating and persisting to complete work. Assistive technology supports will be shared that can accommodate for or support executive function challenges while facilitating achievement.