Talent Centered Model for 2E Students

Synopsis

Susan Baum created this Talent-Centered Model for Twice Exceptional Students to meet the unique needs faced by students who are gifted and also have another diagnosis (ADHD, autism, dyslexia, other learning disability, etc.). Baum places emphasis on the appropriate learning environment for students, and individualized differentiation influenced by Howard Gardner's Multiple Intelligences. The Talent-Centered Model for 2E students is centered around talent development for these students including 5 key components outlined by Baum: (1) Differentiated Instruction, (2) Social and Emotional Support, (3) Physical Environment, (4) Targeted Remediation, and (5) Challenging Curriculum. Students served in this model are supported in developing their talents in their giftedness and supporting their needs due to disability.

What Works for Me

• 2E students' unique needs are approached with individualized support
• 2E students' talents are nurtured and developed, and are emphasized in this model
• The physical environment and social/emotional support are explicitly examined
• The best practices used with our 2E students can benefit all learners
• Students are seen as individuals and are not all held to the same expectations 

What Doesn't Work for Me

• The cost of implementing this model could be expensive
• Training involved for teachers could be time-consuming

Considerations

• Political: The nature of this model would require an overhaul for school policy. Families of students who are not identified as 2E may not necessarily see the benefits of this model and how it looks different compared to "traditional" education.
• Budgetary: The cost for implementing this model could be expensive in acquiring the needed resources for success, including teacher/whole staff training. However, in my opinion, this model is worth paying for as 2E students are nurtured and challenged appropriately. Chapter 104 in the state of Maine could also offset some of these costs: "The costs for a gifted and talented program which has been approved by the  Commissioner for State subsidy aid and is a part of the school day, are allowed. These costs may be claimed as a Special Education Program cost in gifted and talented education." 
• State/District Guidelines: The special education laws and Chapter 104 guidelines in the state of Maine and my district would be followed using this model. The inclusivity of this model is appealing. According to Chapter 104, "Gifted and talented children need to be challenged to develop their abilities and potential; therefore, specialized curricula that are advanced, conceptually complex and carefully differentiated from regular curricula shall be provided in lieu of the regular curricula." 
• Population: Although this model was developed for 2E students, its benefits are seen in the entire school population.
• Time: Proper training for the whole school staff could be time-consuming. The individualized nature of this model requires various professionals for meeting the needs of 2E learners, and planning time for educators.