Talent-Centered Model (for Twice-Exceptional Students)
Developer:
Susan Baum
Theoretical Underpinnings:
Howard Gardner’s multiple intelligences, Renzulli’s three- ring conception of giftedness, and Edward Hallowell’s research on
ADD/ADHD
Description of Model:
Through Differentiated instruction, classroom environment, challenging curriculum, targeted remediation, and social/emotional
support, schools can develop the talents and gifts of twice-exceptional students, while helping them cope with their twice-
exceptionality.
Key elements:
a focus on talent development, differentiated instruction, classroom/school environments conducive to the model, remediation
targeted specifically at each students’ points of weakness, and social and emotional support (to help the students understand
that they are talented, useful people who can contribute to the classroom environment)
Intended Audience:
twice-exceptional students (though it has been shown that many students benefit from this type of instructional model)
Strengths:
-very effective, both for 2E and “normal” students
Weaknesses:
-requires whole-school cooperation
-can be difficult to implement
-expensive
Resources Required:
-teacher training
-teachers need to find a way to teach the curriculum according to the talents of the students
-school-wide flexibility (to accommodate the particular needs and talents of each student)
-enrichment opportunities for many different talents-support/scaffolding for many different exceptionalities