Since the No Child Left Behind act five years ago, there has been much talk about various groups of children being “left behind”. As society and as educators, we group children into categories by learning abilities, race, economical status, gender, and so on. We then examine the different groups and track to see which groups are succeeding or falling behind. The latest group of children to be evaluated is a group that I never had really thought about. This group is the twice-exceptional students. They are high-ability children with learning disabilities or differences. These children are academically gifted but also … Continue reading →