1. The child has a disability or special needs.
This can be any type of disability, ranging from physical disabilities (such as cerebral palsy) to intellectual disabilities (such as learning disabilities, autism spectrum disorder, and developmental delays). Special needs do not necessarily have to be related to disability but can refer to any need that requires additional support and accommodation.
2. The child demonstrates exceptional ability or talent in one or more areas.
This can include any area where the child has special skills or talents, such as art, music, math, language arts, science, or any other subject or activity. These abilities can range from advanced academic achievement to superior creative expression.
3. There is a need for tailored instruction to meet the specific needs of the child.
Tailored instruction will be necessary in order to address any areas where the child may need extra support, as well as highlighting any areas of exceptional ability or talent. The tailored instruction should take into account all relevant factors, such as the student’s age, grade level, learning style, and individual strengths and weaknesses.
4. The child’s abilities and needs can be best addressed through a differentiated curriculum.
Differentiated instruction is an effective way to both challenge and support children with special needs by providing them with customized activities that target their individual strengths and interests. This can include modifications to assignments, accommodations for testing purposes, or creating alternative assignments for those who may not otherwise be able to complete traditional tasks.
5. The child’s parents, educators, and caregivers are involved in creating and implementing the checklist.
It is important that all relevant parties are consulted in order to create an effective twice-exceptional checklist. This includes teachers, administrators, school counselors, physicians, parents/guardians, and other professionals such as speech-language pathologists or occupational therapists who can provide insight into the child’s abilities and needs.
6. The checklist is updated regularly to reflect the changing needs of the child.
Since a child with special needs may have unique challenges that change over time, it is essential to update the checklist regularly so that it accurately reflects the child’s current abilities and needs. This will ensure that all involved are able to adequately address the student’s changing needs.
7. Strategies are in place to ensure that the child is supported and can maximize their abilities.
Once a checklist has been created, strategies should be put into place to ensure that the student receives appropriate support. These strategies may include tailored instruction, accommodations for testing purposes, or alternative assignments as necessary. Additionally, any areas of exceptional ability or talent should be identified and encouraged so that the student can maximize their potential.
8. The child’s emotional, social, physical, and academic needs are addressed through the checklist.
Creating an effective twice-exceptional checklist involves taking into account all of the child’s needs. This includes their emotional, social, physical, and academic needs. Once these needs have been identified, appropriate strategies should be put in place to ensure that all of the child’s needs are met.