Abstract
Twice-exceptional students are classified as being identified gifted and/or talented in one or more areas, along with being diagnosed with a developmental, social, emotional, physical, sensory, and/or learning disability. Research into neuroscience and brain-based learning supports the various accommodations, adaptations, and interventions needed for these misunderstood students. Their learning is often fuelled by inconsistencies and unpredictable learning environments. Teachers and parents alike do not comprehend this unconventional learner. This chapter will delve into the various strategies and approaches that classroom teachers need to implement as they differentiate their teaching to meet the needs of this unique group of young learners in the early childhood classroom.
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Wasserman, L.H. (2013). The Twice-Exceptional Young Learner. In: Wasserman, L., Zambo, D. (eds) Early Childhood and Neuroscience - Links to Development and Learning. Educating the Young Child, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6671-6_9
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