TWICEEXCEPTIONAL LEARNERS AT KINGSWOOD COLLEGE
A FAMILY INFORMATION BOOKLET Strength-Based Pathways for Challenge, Belonging and Growth
PRINCIPAL’S WELCOME At Kingswood College, we believe every child should be known, valued, challenged and supported to thrive. For twice-exceptional learners, this means recognising both their advanced abilities and the learning differences or neurodiverse traits that may impact how they experience school. Twice-exceptional students can be highly capable, creative, curious and insightful. At the same time, they may experience challenges with attention, literacy, organisation, sensory processing, social understanding, anxiety, written expression or other areas of learning and wellbeing. Their strengths and challenges often sit side by side, which can make their school experience challenging to navigate. At Kingswood, our approach is strength-based. We seek to understand each student as a whole person, not simply through a diagnosis, a test result or a difficulty. Our aim is to provide the right balance of support, challenge and belonging.
Chrissy Gamble Principal, Kingswood College
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ABOUT KINGSWOOD COLLEGE Kingswood College is a co-educational Kindergarten to Year 12 school established in 1890. Our school culture prioritises respect, kindness, courage, perseverance and excellence.
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WHAT DOES TWICEEXCEPTIONAL MEAN? Twice-exceptional, often shortened to 2e, describes students who have high cognitive potential, advanced abilities or giftedness, alongside one or more disabilities, learning differences or neurodiverse traits. These may include: ADHD Autism Dyslexia Dysgraphia Anxiety Sensory processing challenges Motor coordination difficulties Other learning, developmental or wellbeing-related needs. A twice-exceptional child may be capable of sophisticated thinking, creative problem-solving or deep insight, while also finding everyday school tasks difficult. For example, a student may understand complex mathematical ideas but struggle to record working clearly. Another student may have advanced vocabulary and imagination but find handwriting, spelling or organisation exhausting.
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WHY TWICE-EXCEPTIONAL STUDENTS CAN BE OVERLOOKED Twice-exceptional students are sometimes difficult to identify because their strengths and challenges can mask each other. Some students may be noticed mainly for their learning needs, meaning their high ability is not always recognised. Others may appear to be coping because they are progressing at an expected level, yet neither their learning challenges nor their talents are fully identified. Some gifted students may also mask their difficulties, working extremely hard to hide the effort it takes to keep up. This is why careful observation, family insight, student voice, teacher judgement, external testing and evidence over time are all important.
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A STRENGTH-BASED APPROACH At Kingswood, we deliberately move away from a deficit-only view. A deficit approach asks, “What is wrong?” A strength-based approach asks, “What is possible, and what support is needed for this student to thrive?” This does not mean ignoring challenges. It means recognising that twiceexceptional students need both support and stretch. When we focus only on difficulty, students can become disengaged or feel defined by what is hard. When we focus only on giftedness, students may not receive the scaffolding, adjustments or emotional support they need. Our aim is to hold both truths together: This student has significant strengths. This student may also need targeted support. Both must be understood for the student to thrive.
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SEEK: STUDENT ENRICHMENT & EXTENSION @ KINGSWOOD SEEK is Kingswood’s whole-school approach to enrichment, extension and support for highly able, gifted and twice-exceptional learners. It provides a structured roadmap to identify and support twice-exceptional students through a whole-school framework. SEEK includes: Junior School opportunities Senior School opportunities Identification processes Acceleration pathways Student learning reflections Learning Journey Plans Staffing and support structures Student voice and agency
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THE MATCHING FRAMEWORK
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We gather information through data analysis, teacher observation and student voice to recognise twiceexceptional learners.
We build a detailed profile of the student, including strengths, interests, barriers and learning needs. This helps us tailor support and challenge.
Identify
Understand
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Support
Stretch
Belong
We provide adjustments, scaffolding and strategies so the student can access learning and continue to grow.
We ensure the student receives intellectual challenge, enrichment and, where appropriate, acceleration.
We support identity, connection, advocacy and inclusion so students feel understood and valued within the school community.
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IDENTIFICATION: HOW WE BUILD A FULLER PICTURE Twice-exceptional identification is not based on one single measure. At Kingswood, we consider a range of information, which may include: Psychometric assessments Teacher observations Academic data Work samples Additional external testing Parent input Student conversations Evidence of strengths and interests Evidence of barriers or areas requiring support Twice-exceptional students may not be identified as gifted or as needing accommodations if they are progressing through school at grade-level expectations. This means schools must look beyond surface-level performance and seek to understand the whole learner.
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LEARNING JOURNEY PLANS A key part of our approach is the SEEK Learning Journey Plan. This plan helps us document and respond to the student’s individual profile, including strengths, interests, learning needs, barriers, supports and opportunities for extension. Learning Journey Plans help ensure that support and challenge are considered together. They also provide a shared reference point for students, families and staff. A Learning Journey Plan may include The student’s strengths and interests Areas requiring support Classroom adjustments Enrichment and extension opportunities Goals for growth Student reflections Review points Staff or mentor involvement
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SUPPORT, STRETCH AND BELONG Twice-exceptional learners need more than intervention alone. They need learning environments where their abilities are recognised, their challenges are understood and their identity is affirmed. At Kingswood, we focus on three connected elements: Support Support might include adjustments, scaffolding, teaching strategies, sensory considerations, organisation tools, mentoring, wellbeing check-ins or targeted learning support. Stretch Stretch ensures students continue to be challenged intellectually. This may include enrichment, extension, advanced content, flexible grouping, competitions, specialist programs or acceleration. Belong Belonging is central. Twice-exceptional students benefit from connection with peers who share similar interests, staff who understand their profile and opportunities to participate meaningfully in school life.
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STUDENT VOICE Student voice is an important part of SEEK. We want students to understand themselves as learners and participate in shaping their own learning pathways. Student voice may be gathered through: Student entry chats Program reviews Student learning reflections Learning Journey Plan discussions When students are supported to reflect on their learning, they become better able to advocate for themselves, recognise their strengths and identify what helps them succeed.
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ACCELERATION FOR TWICE-EXCEPTIONAL LEARNERS For some twice-exceptional students, acceleration may be an appropriate way to provide intellectual challenge. Acceleration may involve working at a higher curriculum level, subject acceleration or, in some cases, year-level acceleration. . Acceleration decisions are considered carefully. The presentation highlights the importance of balancing academic fit with social-emotional readiness, identity development, asynchronous development, mentoring, wellbeing monitoring and clear entry and exit points. Acceleration is not the right pathway for every student. In some cases, flexible grouping, quality differentiation and extension activities may provide a better match at a particular point in time.
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WHAT SUPPORT MIGHT LOOK LIKE IN PRACTICE Support for twice-exceptional students is individualised. Depending on the student, support may include: Adjustments in mainstream classes Targeted teaching strategies A SEEK Learning Journey Plan Mentor support Access to like-minded peers Flexible learning groups Extension programs Creative writing, art, music or subject-specific enrichment Specialist classes Psychologist or wellbeing support Follow-up meetings and reviews
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HOW PARENTS CAN HELP Parents and carers play an essential role in helping us understand the whole child. You can support your child by: Sharing insights about strengths, interests and challenges Letting us know what helps your child learn well at home Sharing external assessment reports where relevant Encouraging your child to talk about what supports their learning Celebrating effort, growth and persistence, not only achievement Helping your child understand that needing support does not diminish ability Maintaining open communication with teachers and relevant staff Families often see strengths, frustrations and coping strategies that may not always be visible at school. Your perspective helps us build a more complete understanding of your child.
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WHAT WE WANT EVERY TWICE-EXCEPTIONAL LEARNER TO KNOW At Kingswood, we want twice-exceptional students to understand: Your strengths matter. Your challenges are real and deserve support. You are not defined by a diagnosis or difficulty. You deserve learning that stretches your thinking. You deserve adjustments that help you access learning. You belong in this community. Your voice matters.
WORKING IN PARTNERSHIP Supporting twice-exceptional learners works best when students, families and staff work together. The most effective pathways are rarely one-size-fits-all. They require careful listening, shared understanding, flexibility and review over time. At Kingswood, our commitment is to identify, understand, support, stretch and create belonging for twice-exceptional learners so they can grow with confidence, connection and purpose.
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CONTACT Chrissy Gamble
Principal E: Principal@KingswoodCollege.vic.edu.au P: +61 (0)3 9896 1700
Elli Lightbody
SEEK Coordinator E: Lightbody.E@KingswoodCollege.vic.edu.au P: +61 (0)3 9896 1700
Cathy McLean
Head of Individual Differences (Junior School) E: McLean.c@KingswoodCollege.vic.edu.au P: +61 (0)3 9896 1700
Other Useful Contacts Enrolments & Admissions
enrolments@kingswoodcollege.vic.edu.au +61 (0)3 9896 1718
General enquiries
reception@kingswoodcollege.vic.edu.au +61(0)3 9896 1700
kingswoodcollege.vic.edu.au CRICOS 00150G