In a recent meeting of the Montgomery County Public Schools Board of Education's Committee on Special Populations, a passionate discussion unfolded around the unique needs of twice exceptional students—those who are both gifted and face learning challenges. The meeting highlighted the complexities of identifying and supporting these students, who often mask their abilities and struggles, making it difficult for educators to provide the necessary assistance.

A speaker, who identified as a twice exceptional individual and parent, shared personal insights into the challenges faced by these students. They emphasized that twice exceptional students can exhibit high cognitive potential alongside various diagnosed or undiagnosed challenges, such as ADHD, dyslexia, and anxiety. This duality often leads to frustration and anxiety, which can be misinterpreted as behavioral issues. The speaker noted that many parents reach out for help, believing they have a child with a behavior problem, only to discover that their child is struggling with the complexities of being twice exceptional.

The meeting underscored the importance of specially designed instruction tailored to meet the needs of these students. This includes not only academic support but also social-emotional learning and soft skills development. The speaker outlined various strategies, such as integrating specialized support within regular classrooms, providing resource periods for direct instruction, and creating opportunities for social skills development among peers.

A significant point raised was the necessity for educators to adopt a dual lens when working with twice exceptional students—recognizing both their giftedness and their learning challenges. This approach is crucial in ensuring that these students receive appropriate levels of instruction, even in advanced settings.

The discussion also touched on the need for ongoing professional development for teachers to better understand and support twice exceptional students. With over 200 educators trained in recent years, there is a growing awareness of the unique needs of this population within the school system.

As the meeting concluded, the speaker expressed a desire to relaunch the Wings Mentor Program, which had been a valuable resource for twice exceptional students for over three decades before being disrupted by the pandemic. The hope is to revive this program to continue supporting these students in navigating their educational journeys.

The insights shared during this meeting reflect a commitment to fostering an inclusive educational environment where twice exceptional students can thrive, highlighting the ongoing efforts of Montgomery County Public Schools to address the diverse needs of all learners.