The stigma of matching clothes, similar thoughts, and having the same fingerprints surrounds being a twin, but what about the correlation between education and growth in being a twin? According to Child and Adolescent Development for Educators, children spend approximately 32% of their time in school (Daniels, Meece, 2008). Therefore, school plays an important role in children's development. So, more specifically, what roles do educators and education play on the development of twin siblings? Twenty years ago, twin births were radically lower, with twins more frequent than other multiple births. As technology becomes more advanced and people who normally have trouble getting pregnant can use IVF, people delay motherhood and the survival rate increases; Having twins is not as rare as previously thought. Twin birth rates increased 42% from 1980 to 1994 (Lytton, Singh, & Gallagher, 1995). First, educators must be prepared to have twins in their classrooms. There are problems associated with twin siblings, such as the problem of separating siblings or allowing them to be together in class. This question arises long before kindergarten, but persists in children through high school and perhaps even college. Is there a uniform rule that should apply to all twins, or should each pair of siblings have their own separate rule? Currently, there is no uniform rule in the United States. Some schools vary on a case-by-case basis, while others require the separation of twin siblings. To help twin siblings succeed, there should be uniform agreement that the child can go to school with the same rules. My twin sister and I were separated in elementary school and then we posted...... half of the twins' paper ......nt in preschool and kindergarten through second grade. Journal of Childhood Research, 240-253.Katz, L. (1998). Gemini at school: what teachers should know. Gemini at school: what teachers should know, 1-5. Lytton, H. S. (1995). Parental twins. Parenting manual, 185-208. Meece L, D. D. (2008). Child and adolescent development for educators. New York: McGraw-Hill Company. Pearsall-Jones, J. G. (2011). Motor disorder and anxious and depressive symptoms: a control approach for the monozygotic co-twin. Developmental Disabilities Research: A Multidisciplinary Journal, 1245-1252. Willcutt, E. G., Betjemann, R. S., Pennington, B. F., Olson, R. K., Defries, J. C., & Wadsworth, S. J. (2009). Longitudinal study of reading disability and attention-deficit/hyperactivity disorder: Implications for education. Mind, brain and education, 181-192.