Gifted And 2E Students

Gifted and 2E students

Gifted and twice-exceptional students often find school frustrating, and may feel trapped between two worlds of above average intelligence and learning differences. 2E students are difficult for teachers to address in a typical classroom setting and students feel underserved. Brightmont's one student to one teacher classroom is perfectly designed to maximize a 2E student's intelligence while accommodating their learning differences. At Brightmont Academy 2E students flourish.

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Customized to interests and needs

It is often assumed, incorrectly, that bright students can learn anywhere, that they need less support than other students, and that they can produce large quantities of work. However, many gifted students are at risk of developing problems in school and failing academically in spite of their cognitive advantages, especially when disengaged or when thinking and discussing out-pace the student's ability to produce written assignments.


Brightmont Academy tailors instruction to individual needs, addressing the problem areas and maintaining a high level of challenge as needed while incorporating student interests to increase motivation and engagement. Our course offerings include Advanced Placement® (AP®) courses.


If a student completes work early, the reward is new content and an earlier course completion date, because of the underlying mastery-based learning structure. Brightmont is able to focus on depth, not volume, of work produced.

PERSONALIZING THE ACADEMIC ENVIRONMENT


In addition to their academic needs, gifted students need a different approach. Their advanced cognitive capabilities and fast processing speed can cause them to be hypersensitive and respond more emotionally than situations warrant, which can impact their social relationships. Brightmont Academy customizes instruction in a private, one-to-one setting to mitigate issues and challenges that arise when students think and process information differently from peers. There are no concerns about asking too many questions or dominating discussions, because each student has the teacher’s undivided attention.


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