Listen and learn: Snapshot 
Recorded SessionSnapshots are a pairing of two 20 minute presentations followed by a 5 minute Q & A.
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Purpose
The influx of K-12 online learning (i.e., virtual, remote, blended, asynchronous, synchronous) has increased the demand for access to quality online resources. Currently there is a 6% annual increase in special education students in online learning environments which includes a subpopulation of students who are twice-exceptional (2e). At the Council of Exceptional Children (CEC) National Conference in January of 2022, the Association for the Gifted (TAG) voted to approve a new definition of twice-exceptional students. The definition is as follows:
“Twice-exceptional (2e) individuals evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; each may mask the other so that neither is recognized nor addressed. Additionally, twice-exceptional individuals come from – and are impacted – by all forms of diversity.”
Twice-exceptional (2e) students vary in ability and may perform below, at, or above grade level requiring a need for a more individualized, yet universally designed instructional support. The new definition highlights the unique needs of the twice-exceptional populations, which require enriched and advanced educational instruction, opportunities, and pedagogies in the classroom that develop the child's interests, gifts and talents while concurrently meeting the child's other learning needs.
Teachers and parents cite time constraints and an overabundance of inadequate online resources as roadblocks to providing extensions to advanced learners while also accommodating for additional barriers or learner variability. Teachers and parents need differentiated activities to meet the needs of 2e learner availability.
In this session we offer evaluation criteria for determining the inclusion of over 20+ high-quality, universally designed online learning sites to support 2e students through the 4Cs of creativity, collaboration, critical thinking, and communication. We describe each online learning site to provide an overview of its unique features, followed by suggestions for the site’s implementation for the classroom or home, and recommendations for incorporating online learning extensions during online or 1-1 learning. Some of these resources include programs such as FrameVr, GeoGuesser, CoSpacedEdu, Google Arts and Culture, Phet simulations, Sumo.app, and. Plague Inc.
Objectives and Take-Aways
By the end of the session, participants will be able to analyze the various needs and exceptionalities of twice-exceptional (2e) learners including what to look for in an online or 1-1 classroom that might be indicators of a 2e student.
By the end of the session, participants will be able to design engaging 1-1 or online classroom activities while concurrently adapting for learner variability and 2e students
By the end of the session, participants will be able to integrate various online resources for 2e students across the 4Cs which include communication, creativity, collaboration, and critical thinking.
Content will be structured based on our inclusion criteria of each 2e digital resource, however we will start with a short introduction to 2e students and their complexities.
We used six different criteria to determine the best all-around learning opportunities based on student, parent, and teacher access and resources to support the process. Each chosen learning extension fell within at least three or more of the following seven criteria: Was it free or cost-effective? Was it recognized or certified as a grade A or B program under the International Society for Technology in Education (ISTE)? Could it be classified under at least one of the 4 C’s of Education (communication, collaboration, critical thinking, creativity)? Did it offer opportunities for student choice? Did it fall within the Higher Order Thinking Skills (HOTS) (analyzing, evaluating, and creating)? Did it have a positive teacher and student reviews online and in implementation? and Did it have accessibility features or adaptive learning opportunities?
We categorized all learning extensions according to a subset of similar characteristics, including the integration of (1) virtual reality simulations, (2) arts and culture, (3) student choice, and (4) critical and creative thinking. This session will detail 5-6 online learning extensions under each category for twice-exceptional learners in online, 1-1, or digital learning environments. Equal time will be spent across the 4 characteristics.
Engagement of audience will be supported throughout the session with QR codes specific to each site will be available in order for participants to not only follow along but interact with resources that are applicable to their course content. Interactive practice trials, such as with GeoGusser, will be used to show teachers how the apps and programs can be used across learner variability in the room. Since it is a short time frame, focus will be placed on teachers or participants in attendance and preference. All resources, however, will be readily accessible including in the online ISTE app for easy access.
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