Physical education for twice-exceptional (2e) learners at The Lang School is a supportive and inclusive experience that acknowledges the unique strengths and challenges our students may face. 2e children have diverse personalities and abilities, making it essential to avoid generalizations and accommodate individual needs. Our physical education program enhances the 2e student's experience by addressing specific challenges and fostering a more supportive environment. Some Challenges in P.E. Class for 2e Learners: Social Connection: 2e children might struggle with social connections due to their unique characteristics, such as asynchronous development and difficulties with executive functions. This can result in misreading social cues, difficulty in team selection, and heightened nervousness. Sensory Overload: A traditional gym environment is often noisy and overwhelming, with sudden, unexpected sounds like whistles. For 2e students, this sensory overload can lead to overstimulation and reactivity. Perception of Fairness: 2e learners often have a strong sense of justice and fairness, which can lead to frustration during games or competitions when rules are perceived as fuzzy or teammates aren't as committed. Need for Movement: Ironically, the need for movement can be a challeneg for 2e students when they're asked to stand in line or wait for instructions, which may not align with their expectation of physical activity. Negative Experiences: Negative interactions or past challenges in gym class can be strongly remembered by 2e children, leading to anticipatory anxiety and difficult behavior. Lang Strategies for Physical Education Classes: To create a positive and supportive experience for 2e students in P.E. class, we employ the following strategies: Supervision and Safety: We are attentive to 2e students who may need additional support and guidance during class. We help them develop skills in group interactions, understand game nuances, and address sensory sensitivities. Focus on Cooperative Games/Activities: By focusing on collaborative and cooperative play, classes become an important context for students to work on social pragmatic skills and strategies. Many traditional competitive P.E. games and activities can be thoughtfully transformed into experiences that support collaborative peer-to-peer engagement and problem solving. Team/Group Selection: We avoid leaving team/group selection to the students. When called for, we create teams intentionally to ensure that 2e students are with patient and empathetic peers. Assign Responsibilities: We often give 2e students tasks during times of limited movement. This can include completing a fitness cycle or fetching/gathering materials, which helps them understand the rules and remain engaged. Use Humor: We infuse humor into our class to make them more lighthearted as laughter can reduce frustration and tension. Minimize Startling Cues: If a whistle is jarring for some students, we consider alternative ways of getting students' attention. We seek feedback from students to find the most suitable approach. Tailor Activities: We allow students to choose from a checklist of physical activities based on their preferences and abilities. This personalized approach makes classes more enjoyable for everyone. Physical education, when designed with awareness and inclusivity, can provide 2e students with a positive and supportive environment. These strategies help to create a space where all students can enjoy the benefits of physical activity.