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Maria C. Yang. Stillman, John Francis Massachusetts Institute of Technology. Integrated Design and Management Program. Massachusetts Institute of Technology. Engineering and Management Program Massachusetts Institute of Technology. Integrated Design and Management Program. 2018-10-15T20:23:21Z 2018-10-15T20:23:21Z 2018 http://hdl.handle.net/1721.1/118515 1054786649 Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2018. "June 2018." Cataloged from PDF version of thesis. Includes bibliographical references (pages 57-60). Gifted and talented students with coexisting learning disabilities, also known as twice-exceptional, are increasingly recognized in U.S. schools. This increasing awareness needs to be met with improved legal protection, better methods for identification and optimized teaching strategies for the unique needs of these students. For this thesis, literature from a range of disciplines including education, cognitive science, and psychology regarding twice-exceptionality is examined, with a specific focus on gifted students with language-based learning disabilities like dyslexia, along with commonly comorbid factors such as ADHD and anxiety. The challenges of these students are also modeled using human centered design tools. Personas of archetypal twice-exceptional students are presented to create empathy for them and awareness of their unmet needs. Design frameworks are examined that aim to improve education universally for all students. Research strongly suggests that twice-exceptional students are under-identified and underserved in our schools and that comprehensive, individualized teaching strategies are necessary in order for them to reach their full potential. Teaching methods are outlined that simultaneously highlight strengths and accommodate the challenges of this important group of gifted learners. by John Francis Stillman. S.M. in Engineering and Management 60 pages eng Massachusetts Institute of Technology MIT theses are protected by copyright. They may be viewed, downloaded, or printed from this source but further reproduction or distribution in any format is prohibited without written permission. http://dspace.mit.edu/handle/1721.1/7582 Engineering and Management Program. Integrated Design and Management Program. Designing education for twice-exceptional learners Thesis application/pdf false Publication unknown unknown <Publication xmlns="https://www.openaire.eu/cerif-profile/1.1/" id="c8e68108-4259-480a-9f43-d62fcbf1def5"> <Type xmlns="https://www.openaire.eu/cerif-profile/vocab/COAR_Publication_Types">http://purl.org/coar/resource_type/c_1843</Type> <Language>eng</Language> <Title>Designing education for twice-exceptional learners</Title> <PublishedIn> <Publication> </Publication> </PublishedIn> <PublicationDate>2018</PublicationDate> <Authors> <Author> <DisplayName>Stillman, John Francis</DisplayName> <Affiliation> <OrgUnit> </OrgUnit> </Affiliation> </Author> </Authors> <Editors> </Editors> <Publishers> <Publisher> <DisplayName>Massachusetts Institute of Technology</DisplayName> <OrgUnit /> </Publisher> </Publishers> <License>http://dspace.mit.edu/handle/1721.1/7582</License> <Keyword>Engineering and Management Program.</Keyword> <Keyword>Integrated Design and Management Program.</Keyword> <Abstract>Gifted and talented students with coexisting learning disabilities, also known as twice-exceptional, are increasingly recognized in U.S. schools. This increasing awareness needs to be met with improved legal protection, better methods for identification and optimized teaching strategies for the unique needs of these students. For this thesis, literature from a range of disciplines including education, cognitive science, and psychology regarding twice-exceptionality is examined, with a specific focus on gifted students with language-based learning disabilities like dyslexia, along with commonly comorbid factors such as ADHD and anxiety. The challenges of these students are also modeled using human centered design tools. Personas of archetypal twice-exceptional students are presented to create empathy for them and awareness of their unmet needs. Design frameworks are examined that aim to improve education universally for all students. Research strongly suggests that twice-exceptional students are under-identified and underserved in our schools and that comprehensive, individualized teaching strategies are necessary in order for them to reach their full potential. Teaching methods are outlined that simultaneously highlight strengths and accommodate the challenges of this important group of gifted learners.</Abstract> <Access xmlns="http://purl.org/coar/access_right" > </Access> </Publication>