Educators must provide a safe, caring, inclusive learning environment, where all students have the opportunities to achieve beyond preconceived ideas.
English language learners (ELLs) are students whose first language is not English and who are still learning the English language in schools.
Despite persistent efforts, schools are greatly concerned with issues of poverty, due to the negative impact of poverty on academic achievement.
An ongoing challenge facing our schools is adequately serving our gifted students raised in poverty.
Disability and giftedness are not separate from each other, but rather integrally connected.
My son’s instruction was not differentiated to meet the needs of a twice-exceptional student, only to that of a gifted child. Due in great part to this personal experience, I have chosen to study twice-exceptional learners in light of curriculum differentiation.