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Myth #2

Myth #2. 2e students can be educated as though they have the same developmental patterns as neurotypical children. Reality: Development is complicated by asynchrony. What is asynchrony? Unevenness in development between and among domains Social/emotional Psychomotor Cognitive.

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Myth #2

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  1. Myth #2 2e students can be educated as though they have the same developmental patterns as neurotypical children

  2. Reality: Development is complicated by asynchrony What is asynchrony? Unevenness in development between and among domains • Social/emotional • Psychomotor • Cognitive

  3. Steve, the young lepidopterologist • Expert on butterflies • Took college extension course he took with his mom • Can identify species with scientific names, coloring, probable locations • Started science club • Artist

  4. The other side of the story • When asked to leave the gym because Steve was being too rough, he threw himself on the school psychologist’s office floor--crying, pounding pillows, and declaring emphatically that the world was unfit for his existence.

  5. How old is Steve? • Chronological age is 12 • Intellectual age 17 • Psychomotor age 9 • Emotional age 6

  6. Zone of Proximal Development • Children have individual growth curves. • We need to start from where they are in each domain. • Growth happens over time in small increments. Examine your expectations. Are they appropriate?

  7. Myth #3 • Academic success is independent of social and emotional well being

  8. Reality: Learning is compromised unless children have a strong sense of self, feel valued, and enjoys a positive identity. Maslow’s Hierarchy of Needs

  9. In what ways does the school or home environment make the 2e student feel like a contributing member of the learning or family community? What is the nature of activities in the classroom and at home? What conversations take place over meal times?

  10. Myth #4 • 2e students need only appropriate accommodations to flourish.

  11. Reality: Accommodations alone are not sufficient. Students need dual differentiation to thrive. DUAL DIFFERENTIATION Differentiation for Talent Accommodations for Deficits Differentiation for Deficits

  12. CHANGING CITY ACTIVITY

  13. Emotional fragility and high sensitivity can lead to rejection of accommodation • Don’t want to feel different • Perception of accommodations as unjust • Privileges not given to others • Intellectual cheating • Feelings of inferiority with public display of weakness • Focus on weakness often overshadows attention to gift

  14. Elizabeth • Elizabeth is a curious young girl whose intensity and adult-like interests often set her apart from age mates. Her natural curiosity and passion for particular topics feed her desire for knowledge and inquiry. Indeed her parents report, “Elizabeth is never bored.” Elizabeth reads above grade level and has a love for poetry. Her writing and math skills far outweigh those of peers.   • Due to her advanced ability, she often feels socially isolated and has difficulty getting along. Elizabeth has some auditory processing problems as well and often needs more time to complete work and help with note taking.

  15. Accommodations Approach • Remove from honors classes to relieve pressure to excel. • Tape lectures and discussions that take place in class. • Additional time to complete assignments and tests by simply continuing unfinished work in the resource room.

  16. Dual Differentiated Approach • Accelerated in math • Participated in the talent development writers’ group with a goal to have her poems published. • Because she has found peers who share her interests, she has made friends, especially with the other writers. • Class notes given to all the students also available on the teachers’ websites. • Any student could have more time on tests. • Information was orally provided for all students in the class.

  17. Does the school setting have a philosophy that promotes differentiation? What evidence do you have to show that this philosophy is being implemented?

  18. Your thoughts, please? • What did you learn? • What would be interesting to discuss at lunch? • Where do you hope we go from here?

  19. A closer look at dual differentiation and what a dually differentiated environment would look like

  20. THE ELEVEN COMMANDMENTS I TEACH BY: Focusing on the intellectual, physical and emotional environment

  21. Sensory Input Working Memory Attention Novelty Intensity Personalized Relevance Symbol System (Multiple Intelligence) Expression Understanding Memory • Application • Critical & creative thinking • Generalization Auditory Visual Kinesthetic

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