Welcome To Our School
Located in a western suburb of the Minneapolis, Arete Academy of Exceptional Education is the only school solely dedicated to educating and supporting twice-exceptional students in the Midwest.
Twice-exceptional Students Are Smart Children Who Learn Differently
In 1977, physiologists first discovered that children could possess an exceptionally high IQ and have a clinically diagnosed disability that affects their ability to learn. Students who are gifted with a learning disability are called twice-exceptional because both their gifts AND their disabilities contribute to their exceptional potential.
Despite their discovery 38 years ago, twice-exceptional students still are under-served. The vast majority of schools — public or private — still do not have special education services for these children, nor do they have any framework for identifying them in their classrooms.
In a traditional classroom, twice-exceptional students typically demonstrate uneven or inconstant academic performance because of their disabilities and often have social/emotional challenges that also interfere with their learning. Yet, most of these students excel at high-level abstract thinking and creative problem solving.
Simply stated, they are bright children who learn differently and they deserve an education that allows them to reach their full potential. Twice-exceptional students are some of our nation’s most promising and most innovative thinkers — supporting them is an investment in the future.
What Can “Twice-Exceptional” Look Like?
“Hi, I’m Michael. My grades are okay. I understand everything, but I just can’t do the work. I have to work harder than everyone else for the same grades. It doesn’t matter; school is boring anyway.”
Michael’s learning disabilities are masking his giftedness, and his giftedness is masking his learning disability. He appears average, yet he is struggling, frustrated and bored.
“Hi, my name is Emily. My parents tell me I’m smart, but I can’t keep up with other smart students. My teachers tell me to try harder, but if when I do, it doesn’t make a difference. I’m not lazy! Oh, I hate school.”
Emily’s gifteness is masking her learning disability. Her parents and teachers cannot figure out why she is not performing. Emily is struggling and frustrated. She is working harder than all her peers, yet still lagging behind.
“Hello, my friends call me Chris. I have a learning disability and I’m getting help. The work they give me is boring and I’m losing interest. I have all of these ideas and want to do so much more. School is just not my thing.”
Christopher’s learning disability is masking his giftedness. Since his giftedness is not being nurtured, he is bored and frustrated. He is losing interest in school and may even be acting out at school and/or at home.