Značilnosti in potrebe dvojno izjemnih učencev / Features and needs of twice-exceptional pupilsPaper
V prispevku predstavimo dvojno izjemne učence, kako jih prepoznamo in kakšni so izzivi pri delu z njimi. Dvojno izjemni učenci oziroma nadarjeni učenci s posebnimi potrebami so kljub temu, da jih je vedno več, velikokrat spregledani, saj jih je težje prepoznati kot nadarjene brez posebnih potreb. Med nadarjenimi učenci je takšnih učencev 3-5%. Pojem je v ZDA znan približno od 1980, medtem ko se v Sloveniji o dvojno izjemnih piše dobrih dvajset let. V praksi je še pogosto prisotno mnenje, da sta nadarjenost in posebne potrebe dva nezdružljiva pojma. Dlje časa, ko učenci niso prepoznani kot dvojno izjemni, več težav lahko razvijejo na čustvenem in vedenjskem področju. Nudenje učinkovite podpore dvojno izjemnemu učencu, ki zajema spodbujanje na močnih področjih in razvijanje kompenzacijskih vzorcev za premagovanje primanjkljajev, je le eno od mnogih priporočil za delo v praksi.
First recognizing and afterwards dealing with twice-exceptional children – double in two segments (gifted and with special needs simultaneously) – is the main topic of this paper. The group is often overlooked, despite growing in numbers. This may be connected with more difficult recognition of twice-exceptional pupils in comparison to recognition of either gifted or with special needs. Around 3-5% of gifted pupils are also children with special needs. The concept of twice-exceptional pupils is known in USA from 1980s and in Slovenia for around twenty years, respectively. Incompatibility of two different concepts (gifted versus special needs) is a common perception. The longer pupil is incorrectly diagnosed as double extraordinary, the bigger emotional and social difficulties he/she may evolve. Efficient support to the child with boosting his strong sides and simultaneously compensating deficit behaviours is one of many recommended approaches.