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The 2e Child: A Parent’s Perspective

The 2e Child: A Parent’s Perspective. Marilyn Thomas mrtbadger@aol.com. 2e or Twice Exceptional. Gifted + Special Needs = 2e Special Needs can mean physical disabilities emotional disabilities learning disabilities or differences. 2e Paradox.

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The 2e Child: A Parent’s Perspective

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  1. The 2e Child: A Parent’s Perspective Marilyn Thomas mrtbadger@aol.com

  2. 2e or Twice Exceptional • Gifted + Special Needs = 2e • Special Needs can mean • physical disabilities • emotional disabilities • learning disabilities or differences 2e M.Thomas 6/11

  3. 2e Paradox “How is it possible for a student to be both gifted and learning disabled?” from “Gifted Children with Learning Disabilities: Lost Treasures” by Linda Silverman http://www.gifteddevelopment.com/What_is_Gifted/2echildren.htm 2e M.Thomas 6/11

  4. 2e Paradox • “… a bright student may have difficulty reading, writing, spelling, calculating, or organizing. . . . It [giftedness] provides no immunity against physical diseases and accidents [or learning disabilities] that impair functioning.” Silverman, “Gifted Children with Learning Disabilities: Lost Treasures” 2e M.Thomas 6/11

  5. How common is 2e? The Gifted Development Center - founded 1979 by Linda Silverman - Denver, CO They have tested over 5,600 gifted children in the last 32 years. 2e M.Thomas 6/11

  6. 2e Prevalence “Approximately one-sixth of the gifted children who come to the Center for testing have some type of learning disability— often undetected before the assessment—. . . central auditory processing disorder (CAPD), difficulties with visual processing, sensory processing disorder, spatial disorientation, dyslexia, and attention deficits.” Silverman, “What We Have Learned about Gifted Children” http://www.gifteddevelopment.com/What_is_Gifted/learned.htm 2e M.Thomas 6/11

  7. Three Categories of 2e* • Identified as gifted with unrecognized disability due to compensation skills • as school gets more difficult compensation skills can’t keep up • academic problems blamed on • unmotivated • poor self concept • laziness *From Brody & Mills (1997) “Gifted Children with Learning Disabilities: A Review of the Literature”. Journal of Learning Disabilities. http://www.davidsongifted.org/db/Articles_id_10168.aspx#top 2e M.Thomas 6/11

  8. Three Categories of 2e • Learning disability recognized but giftedness is overlooked • receive services for LD • areas of strength not recognized • don’t receive gifted services 2e M.Thomas 6/11

  9. Three Categories of 2e • Areas of ability and disability mask each other • giftedness masks disability • disability masks giftedness • student appears “average” • functions at grade level but considerably below potential • frustration - since do some things well and other tasks are very difficult 2e M.Thomas 6/11

  10. NAGC Position Statement on Twice Exceptionality • March, 2009 • See paragraphs 6 & 7 • RtI & Gifted • definition of “failure in gifted” • http://www.nagc.org/index.aspx?id=5094&terms=Twice+Exceptional 2e M.Thomas 6/11

  11. A few words about “Compensation” • 2e student’s academic performance – uneven & inconsistent • Areas of strength- consistent • Areas of weakness- inconsistent since compensation ability is unstable • Compensation requires extra energy - physical - emotional - cognitive 2e M.Thomas 6/11

  12. About Compensation Compensation (coping skills) are affected by: • fatigue • sleep problems • overtaxed • illness • stress • physical - environmental • emotional – sensitivity to negative attitudes • age • hunger • reactive hypoglycemia 2e M.Thomas 6/11

  13. Reactive Hypoglycemia* • Approx. 5-7% of highly gifted (IQ of 160+) children • Intense, physically slender • Early morning perform well in school • Late morning, 10:30-11:00, behavior deteriorates • distractible- probs staying on task • emotional – overreact to frustration • impulsive • difficulty w/ social reciprocity • Behavior improves 30-40 minutes after lunch • Functions well until 3:30-4:00 pm when problem behaviors dramatically reappear *Misdiagnosis & Dual Diagnosis of Gifted Children & Adults, by J.Webb, Amend, N. Webb, Goerss, Beljan, Olenchak. pp.171-174 2e M.Thomas 6/11

  14. Reactive Hypoglycemia • Soda w/ sugar or caffeine may increase behavior cycles • Solution • avoid sugar & simple carbs • high protein foods • moderate amts of complex carbs (i.e. whole grains) • mid-morning & mid-afternoon snacks (jerky, peanut butter & crackers, cheese, etc…) 2e M.Thomas 6/11

  15. About Compensation • Most compensation occurs at an unconscious level so 2e students don’t appreciate their own heroic efforts • They expect compensatory skills to work all the time and blame themselves when they don’t • Uneven performance leads to low self-esteem & FRUSTRATION 2e M.Thomas 6/11

  16. Compensation: a Catch-22 “They may also learn that it is dangerous to perform well, . . . they will then be held to a standard that they can't maintain consistently ("I know you can do it, because I've seen you“) - they get punished for sometimes succeeding.” Meridith Warshaw “The Challenge of the Gifted/Special Needs Child” http://www.uniquelygifted.org/challenge.htm 2e M.Thomas 6/11

  17. What a 2e child hates to hear . . . • “If you would only try harder . . .” • “I know you can do this. You just need to stay focused.” • “You’re too smart to forget the rules.” • “You could do the work if you tried.” • “You need to pay attention & LISTEN!” 2e M.Thomas 6/11

  18. 2e Identification • Diagnosticians trained to look at test scores from a normative perspective • “How does this child’s performance compare to the norm?” From Silverman, L.K. (2000) “The Two-Edged Sword of Compensation: How the Gifted Cope with Learning Disabilities” http://www.pegy.org.uk/Two-edged%20sword%20of%20compensation%20PEGY%20pdf.pdf 2e M.Thomas 6/11

  19. 2e Identification • With 2e need to interpret test scores from a intrapersonal view rather than normative • Look at the degree of asynchrony within child • “To what extent does the discrepancy between this child’s strengths & weaknesses cause frustration & interfere with the full development of the child’s abilities?” • Look at “subtest scatter” rather than averaged index or composite scores From Silverman, L.K. (2000) “The Two-Edged Sword of Compensation: How the Gifted Cope with Learning Disabilities” 2e M.Thomas 6/11

  20. WISC-IV & Subtest Scatter • Each Index score is derived from several subtest scores • Highest score = 19 ~ 145 ~ > 99%ile 16 ~ 130 ~ 98%ile 10 ~ 100 ~ 50%ile • Variability in subtest scores = “subtest scatter” (difference between the highest & lowest scores) 2e M.Thomas 6/11

  21. Gifted Identification: WISC-IV • WISC-IV = Wechsler Intelligence Scale for Children, Fourth Edition • Released Aug., 2004 • Before then….WISC-III: Verbal IQ + Performance IQ = Full Scale IQ (FSIQ) 2e M.Thomas 6/11

  22. Gifted Identification: WISC-IV • WISC-IV, Four Indices • Verbal Comprehension Index (VCI) • Perceptual Reasoning Index (PRI) • Working Memory Index (WMI) • Processing Speed Index (PSI) • VCI + PRI + WMI + PSI = FSIQ 2e M.Thomas 6/11

  23. Gifted Identification: WISC-IV • General Ability Index (GAI) • Verbal Comprehension + Perceptual Reasoning = General Ability Index • VCI + PRI = GAI • Explained in Technical Manual # 4 http://psychcorp.pearsonassessments.com/NR/ rdonlyres/1439CDFE-6980-435F-93DA-05888C7CC082/0/80720_WISCIV_Hr_r4.pdf 2e M.Thomas 6/11

  24. NAGC Position Paper on WISC IV • “Use of the WISC IV for Gifted Identification” • Released January, 2008 • Updated March, 2010 • http://www.nagc.org/index.aspx?id=2455 2e M.Thomas 6/11

  25. NAGC Position Paper on WISC IV “When the WISC-IV is used for the identification of gifted students, either the General Ability Index (GAI), which emphasizes reasoning ability, or the Full Scale IQ Score (FSIQ), should be acceptable for selection to gifted programs.” 2e M.Thomas 6/11

  26. NAGC Position Paper on WISC IV Verbal Comprehension and Perceptual Reasoning tasks are . . . better indicators of giftedness than Working Memory (auditory memory that is manipulated) and Processing Speed (speed on paper-and-pencil tasks).”  2e M.Thomas 6/11

  27. NAGC Position Paper on WISC IV • “Use of the GAI takes on special significance with the gifted. • If the Verbal Comprehension and Perceptual Reasoning Composite scores vary by less than 23 points, • ‘the GAI may be calculated and interpreted as a reliable and valid estimate of a child’s global intellectual ability.’ ” 2e M.Thomas 6/11

  28. NAGC Position Paper on WISC IV “The Verbal Comprehension Index (VCI) & the Perceptual Reasoning Index (PRI) are also independently appropriate* for selection to programs for the gifted, especially for culturally diverse, bilingual, twice exceptional students or visual-spatial learners.” *emphasis added 2e M.Thomas 6/11

  29. NAGC Position Paper on WISC IV • “It is important that a good match be made between the strengths of the child and the attributes of the program. • Students who have special learning needs should be admitted to gifted programs, provided that there are other indications of giftedness and instructional modifications are made to fit the needs of the students.” 2e M.Thomas 6/11

  30. Signs of Giftedness good long-term memory extensive vocabulary excels in reading comprehension excels in math reasoning advanced verbal skills in class discussions good with computers grasps abstract concepts performs better w/ more challenging work Signs of LD poor short-term memory speaking vocab > written vocab struggles w/ decoding words poor computation skills struggles w/ or refuses to do written work handwriting is illegible difficulty w/ spelling & phonics struggles w/ easy, sequential material Gifted Children with LDLinda Silverman, Ph.D. Gifted Development Center 2e M.Thomas 6/11

  31. Signs of Giftedness thrives on complexity very creative, imaginative reasons well is a keen observer may have acute hearing has interesting ideas very curious, asks many ? Signs of LD difficulty w/ rote memorization often inattentive in class emotions can overpower reasoning poor auditory memory poor listening skills weak in lang. mechanics (grammar, punctuation, capitalization, etc.) may be unable to learn unless interested Gifted Children with LDSilverman, GDC 2e M.Thomas 6/11

  32. Gifted Children with LD has high degree of energy perceptive & insightful excellent sense of humor may excel at art, science, geometry, mechanics, technology, or music Signs of LD problems w/ timed tests hopelessly disorganized finds clever ways to avoid weak areas May fail at foreign lang. & subjects emphasizing audition, sequencing, and memory Gifted Children with LDSilverman, GDC 2e M.Thomas 6/11

  33. Dabrowski’s Overexcitabilities & 2e • Dabrowski- a Polish psychologist who described how the gifted can be extremely sensitive in up to 5 areas • Psychomotor • Sensual • Imaginational • Intellectual • Emotional • Explains the intensity & sensitivity often seen in gifted children 2e M.Thomas 6/11

  34. Dabrowski’s Over-excitabilities & 2e • These OE’s (over-excitabilities) means a gifted person reacts • more strongly than normal • for a longer period than normal • to a very small stimulus • OE’s involve both psychological factors & central nervous system sensitivity 2e M.Thomas 6/11

  35. OE’s + 2e = . . . So, the gifted tendency for > intensity & sensitivity (or OE) + frustration & low self – esteem common in 2e students = fragile & prone to meltdowns 2e M.Thomas 6/11

  36. 2e child at home • May appear “normal” at school • but are easily frustrated at home • 20–30 minutes of homework can take several hours for 2e student • overwhelmed + frustrated + tired = meltdowns 2e M.Thomas 6/11

  37. 2e Interventions • Nurture the strengths • Access to above grade level reading materials • Accommodate weaknesses • Use high-interest personal reading material for reluctant readers • Provide direct instruction in skill areas impacted by disability • Explicit instruction in phonological awareness (Wilson or Orton-Gillingham) • Address Social/Emotional Issues • Teach self-advocacy skills 2e M.Thomas 6/11

  38. 2e Intervention: Accommodations • Accommodations: procedure or enhancement that empowers a person with a disability to complete a task that he or she would be unable to complete because of the disability • levels the playing field rather than gaining an unfair advantage • assistive technology (keyboard, calculator) • Some 2e students may resist/refuse use • Draws attention • Perceive aid as unfair advantage (gifted trait of moral sensitivity plays into this) 2e M.Thomas 6/11

  39. 2e Interventions: Adaptations • Adaptations- modification to the delivery of instruction or materials used with a student • Using manipulatives to teach math concepts • Use pre-testing to allow student to demonstrate mastery & eliminate unnecessary drill 2e M.Thomas 6/11

  40. 2e Interventions: Modifications • Modifications- adjustments made in assignments that address the student’s needs/areas of weakness in order to help the student be successful • shorter assignments • allow a student to dictate rather than write answers 2e M.Thomas 6/11

  41. 2e & Chapter 16 Chapter 16: §16.7 Special Education (b) If a student is determined to be both gifted & eligible for special education, the procedures in Chapter 14 take precedence. For these students identified with dual exceptionalities, the needs established under gifted status in this chapter shall be fully addressed in the procedures required in Chapter 14. • Chapter 14: http://www.pacode.com/secure/data/022/chapter14/chap14toc.html 2e M.Thomas 6/11

  42. 2e Intervention Resources • Montgomery County Public Schools, Rockville, MD • Has a GT / LD web page • http://www.montgomeryschoolsmd.org/curriculum/enriched/mcpsprograms/gtld/ 2e M.Thomas 6/11

  43. 2e Intervention Resources • A Guidebook for Twice Exceptional Students, Montgomery County Public Schools (7/04) • Section H on “Interventions” • Section I “What Works/What Doesn’t Work for Students Who are GT/LD” http://www.montgomeryschoolsmd.org/ curriculum/enriched/mcpsprograms/ gtld/docs/Twice%20Exceptional.pdf 2e M.Thomas 6/11

  44. 2e Intervention Resources 2. Twice-Exceptional Students- Gifted Students with Disabilities: An Introductory Resource Book, 2nd Edition, Colorado Dept. of Education (7/09) • Free, downloadable 118 p. booklet • DI for 2e pp. 28-29 • Examples of Accommodations & Explicit Instruction for Specific Areas pp.41-47 • http://www.cde.state.co.us/gt/download/pdf/TwiceExceptionalResourceHandbook.pdf 2e M.Thomas 6/11

  45. 2e Resources 3. The Twice Exceptional Dilemma, National Education Association (2006) • 28 p. downloadable booklet • Section 4- Responsibilities of the Classroom Teacher pp. 11-13 • http://www.nea.org/assets/docs/ twiceexceptional.pdf 2e M.Thomas 6/11

  46. 2e Resources 4. 2e Newsletter • Free monthly email “briefing” • Subscription bimonthly newsletter with access to back issue archives • Excellent gifted/learning disabled (2e) resource • http://www.2enewsletter.com/ welcome%20page.htm 2e M.Thomas 6/11

  47. 2e Resources 5. Uniquely Gifted website • Information on students who are both gifted & learning disabled. • Good links for specific disabilities on home page • www.uniquelygifted.org 2e M.Thomas 6/11

  48. 2e Resources 6. National Institute for TwiceExceptionality (NITE) • University of Iowa, College of Education Belin-Blank Center • 2005-08 Jacob Javits Grant • Focus on gifted w/ LD or ASD • http://www.education.uiowa.edu/belinblank/Clinic/NITE.aspx 2e M.Thomas 6/11

  49. 2e Resources 7. Wrightslaw - www.wrightslaw.com • website by Pete & Pam Wright • Focus on special education issues & the Individuals with Disabilities Education Act (IDEA). • Great advocacy article library with info that carries over to gifted ed. issues. • Free weekly newsletter • 2e resource section • “Josh Won: Comp Ed & an IEP” • http://www.fetaweb.com/success/dp.comp.ed.koch.htm 2e M.Thomas 6/11

  50. 2e Resources • Gifted Development Center, Denver, CO • good gifted & 2e information • Silverman coined the term “visual-spatial learners” • www.gifteddevelopment.com 2e M.Thomas 6/11

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