Even the most experienced teachers often know little about the challenges their gifted and twice-exceptional students face. Misinformation abounds, and well-intentioned in-class solutions can backfire. How can teachers support the educational and social needs of these unique learners while still addressing the needs of all their other students?Kelly Hirt, a public school teacher with 25 years of experience and writer at MyTwiceBakedPotato.com, understands the frustration felt by many teachers and parents. After realizing that her own son was one of these unique learners, Hirt developed strategies that any teacher or parent can readily implement.In her new book, Boost: 12 Effective Ways to Lift Up Our Twice-Exceptional Children, Hirt outlines 12 strategies to design a supportive, safe, and encouraging learning environment for twice-exceptional students. By using Hirt's strategies, educators can better work with parents and students to create an educational experience in which all students can thrive and excel.
Even the most experienced teachers often know little about the challenges their gifted and twice-exceptional students face. Misinformation abounds, and well-intentioned in-class solutions can backfire. How can teachers support the educational and social needs of these unique learners while still addressing the needs of all their other students?Kelly Hirt, a public school teacher with 25 years of experience and writer at MyTwiceBakedPotato.com, understands the frustration felt by many teachers and parents. After realizing that her own son was one of these unique learners, Hirt developed strategies that any teacher or parent can readily implement.In her new book, Boost: 12 Effective Ways to Lift Up Our Twice-Exceptional Children, Hirt outlines 12 strategies to design a supportive, safe, and encouraging learning environment for twice-exceptional students. By using Hirt's strategies, educators can better work with parents and students to create an educational experience in which all students can thrive and excel.
