INDIVIDUALIZATION OF THE CURRICULUM FOR STUDENTS WITH TWICE EXCEPTIONAL NEEDS

Abstract

The text addresses the challenges faced by the Czech education system in meeting the needs of gifted students with twice-exceptional, meaning those who have high intelligence along with additional developmental or learning difficulties. It highlights that, although there is awareness of the need to adapt the curriculum for gifted students, the current educational framework often fails to adequately address the specific needs of twice-exceptional students. These students may excel in certain areas while being below average in others, making traditional educational approaches less suitable. The text discusses various educational strategies, such as acceleration, ability grouping, and curriculum enrichment, that could support both gifted students and those with twice-exceptional. It further reflects that these approaches are not consistently implemented in the Czech education system. The text emphasizes the importance of a systemic solution and draws on international examples to suggest potential inspiration for improvements in this area.