Each twice exceptional student comes for assistance with a unique scatter of strengths and weaknesses, some of which are clearly evident at the beginning of the program. Others become apparent as the teacher works through the student's individualized teaching program.
To ensure a successful result, teachers must make sure the program is uniquely tailored to each individual student.
No Pre-determined Program Format
There can be no set format for these students. As the program develops and the student's specific learning difficulties become more evident, teachers must ensure that each session enhances the student's skills and compassionately addresses his weaknesses.
The only pre-determined elements are diagnostic testing at the commencement of the program and ongoing observation of the the student's progress. It is essential, however, that at all times, teachers work on the student's strengths, before even attempting to address his weaknesses.
Build Self Esteem First
Building a student's self esteem is crucial. Teachers may have to gently break down a veneer of bravado and mistrust before they can even get students to acknowledge that they are unhappy with their failure to read or write well.
Some students have taken some pride in camouflaging their difficulties by either becoming a behaviour problem in the classroom, or refusing to work at all. To get them to admit that they do want to improve their skills, rather than not caring at all, may take quite some time. Many of these students have been covering up the fact that they do not have the confidence to undertake work they consider difficult.
Use Material That Students Find Interesting
Material that addresses each student's individual interests at the beginning of the program is always essential. Material which the student has been exposed to at school may not have appealed to him and may have been partly to blame for his "tuning out".
Reviving the student's motivation to learn can best be done by using things that appeal to them. It may be computers, dinosaurs, astronomy or other specialised topics.Teachers may have to generate reading material and activities related to these topics themselves, as frequently there are no commercially available materials that address both the student's interest and reading level.Gradually, when the student's interest in learning has been rekindled, the more formal material that would be presented to him in his school setting can be introduced.
Be very careful not to use a purely phonic based program. Some students find these incredibly boring. You can undo any improvements gained and send the student back into passivity if this forms the basis of your program.
Vary Each Session
Sessions should always be varied. Sometimes a planned session will need to be discarded when the student indicates a desire to improve in a particular area. Much of the student's learning may come serendipitously.Teachers need to be flexible and innovative as they may frequently have to develop a session "'off the cuff'".
Wide Variety in Time Taken for Improvement
The length of time taken to make improvements can vary considerably. For some students, even a single term will see a marked improvement. For others, improvement happens more slowly. Sometimes it can take two to three years of solid work before a major shift in reading and writing ability occurs.
The Rewards of the Work and Effort
The satisfaction a teacher can feel when a student, who may have initially been regarded as "only" remedial, but who now clearly shows that he or she is bright, along with the student's new found confidence, is really worth the effort, regardless of the time taken to improve.
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