What can educators do to accommodate twice-exceptional learners in Lebanon: a case study

An inclusive classroom accommodates learners with learning disabilities (LDs) or gifted learners (GLs). As part of the 1997 curriculum reform, Lebanon recognized one type of these learners-the LD. It provided the LD community with well-deserved support and the opportunity to be included in regular classroom settings, but nothing was done for the GL community. There has been an increase in interest in GL in Lebanon in recent years. Some private schools made a few attempts to accommodate GL. Two-exceptional learners (2e): those who are gifted and have at least one learning disability, were not catered for in these attempts. Schools and teachers are not equipped to handle the unique challenges faced by 2e learners. Consequently, these learners may experience anxiety, depression, low self-esteem, and even behavioral problems. This paper presents the plan developed for a 2e learner (Khalil) that addressed his interests. Khalil had learning difficulties in reading and writing as well as giftedness in math, especially numerical math. Being 2e, Khalil received special lessons that made use of his math skills to improve his language arts. These lessons were project-based, which assisted Khalil in enhancing his mathematical talents while developing his writing and comprehension skills.