parenting my twice exceptional child · •dyslexia, dyscalculia, dysgraphia, ... •learning...

Parenting My Twice

Exceptional Child

Susan Baum, Ph.D.

Bridges Academy

International Center for Talent

Development 1

Self Portrait

To show you who I am

I crawled into a tree, became its

roots bark and leaves

listened to its whispers in the wind

2

I wanted you to see my resilience,

but I wasn’t sure how to arrange the

numbers in your address,

so I danced with the Indians in the forest

and collected the feathers that fell from

the eagle’s wings,

each one a wish for my future,

but I lost track of their numbers,

gathered too many,

and was unable to carry them home

3

So I reaped the wind with my hair,

relived its journey through my senses,

and

felt its whispered loneliness like lakes

in winter,

but it was too far and you could not

follow me.

4

Now I’ve written out their shadows

like the wind collects its secrets

to whisper into receptive ears, and I

will leave them at your doorstep,

5

a reminder of what others cannot see,

a reminder of what I can and cannot be

Samantha Abeel

6

• Characteristics of twice exceptional

children

• Strategies for parents to help these

children excel

7

Definition of Children With

Outstanding Talent

Children and youth with outstanding talent

perform or show the potential for performing

at remarkably high levels of accomplishment

when compared with other of their age,

experience, or environment.

8

Kinds of Giftedness:

Federal Definition

• General intellectual ability

• Specific aptitude

• Visual and performing arts

• Creativity

• Leadership

• Psychomotor*

9

WHAT MAKES GIFTEDNESS?

Above Average

Ability

Task

Commitment

Creativity

U

A

C

I

C

T P 10

“…we believe gifted behaviors take place in certain people (not all people), at certain times (not all the time), and under certain circumstances (not all circumstances).”

The Schoolwide Enrichment Model

J.S. Renzulli & Sally M. Reis

I

C

P

T

A

U

C

11

The Stages of Talent

Development

latent

manifest

emergent

12

Joint Commision on 2E Education

• Twice exceptional learners are students

who give evidence of the potential for

high achievement capability in areas such

as specific academics; general intellectual

ability; creativity, leadership; AND/OR

visual, spatial, or performing arts

13


• And also give evidence of one or more

disabilities as defined by federal or state

eligibility criteria such as specific learning

disabilities; speech and language disorders;

emotional/behavioral disorders; physical

disabilities; autism spectrum; or other

health impairments such as ADHD

14


• Identification of 2e students requires

assessment in both areas –gifted and

disability as one does not preclude the

other. 2e students qualify to receive an

individual education plan (IEP) or a 504

accommodation plan.

15


• This plan must address both strengths and

weaknesses. 2e students require

differentiated instruction, accommodations,

and or modifications, direct services,

specialized instruction, acceleration

options, and opportunities for talent

development.

16


• These services are necessary for 2e

students to achieve growth at a level

commensurate with their abilities,

develop their gifts and talents, and learn

compensation skills and strategies to

address their disabilities.

17

Above Average

Ability

Creativity Task Commitment

Gifted

Behavior

18

Diagnosing Jefferson, (Norm Ledgin)

• Awkward gate

• Socially inept

• Uneasy with eye contact

• Discomfort with emotionality

• Obsession with recording financial transactions

19

Aspergers Syndrome

20

Gifted Students with Aspergers

Syndrome

Classic manifestations:

• Knowledgeable in topics of interest, narrow

focused

• Quantitative impairment in social interaction,

• Restricted repetitive and stereotyped patterns of

behavior, interests, and activities,

• Stereotyped or repetitive motor mannerisms,

• Need for structure and predictable routine

21

Robin Williams

1952-actor, comedian, ADHD

Early on, Williams

applied his

inexhaustible

hyperactivity to many

films

22

Gifted students with ADD/ADHD


• Creative thinkers

• Difficulty sustaining attention especially in listening activities

• Difficulty completing written work,

• Physical restlessness or feelings of restlessness

• Impulsivity

• Difficulty following through on instructions from others (not due to oppositional behavior or failure of comprehension)

23

PATRICIA POLACCO

• The unique thing about

Patricia Polacco is that

she has been writing

children's books even

after she was diagnosed

as having Dyslexia,

Dysnumeria and

Dysgraphia at the age of

14. Patricia did not learn

to read well until after she

was 14 years old.

24

Learning disabilities:

Diagnosis of disrepancies

25

Gifted students with Learning

Disabilities


• Auditory and/or visual processing problems,

• Limited working memory, problems following multi-step directions

• Dyslexia, dyscalculia, dysgraphia,

• Disorganized,

• Sensory-motor integration difficulties,

• Poor handwriting and spelling,

• Difficulty putting ideas in writing, taking notes, and taking timed tests.

26

Gifted students with Non -Verbal

Learning Disabilities


• Difficulty with nonverbal messages,

• Difficulty with executive functioning (organization, planning),

• Problems in math are common, especially in the areas of computation, word problems, and abstract applications.

• Concept formation and abstract reasoning may be significantly impaired.

27

Gifted Students Psychological or

Social Emotional Disorders

• Examples include ODD, OCD, Bi-Polar,

social anxiety, generalized anxiety,

emotional fragility

28

Sensitivities of the High-Creative/

Gifted

Dabrowski’s “Overexcitabilities”

• Psychomotor

• Intellectual

• Emotional

• Sensual

• Imaginational

29

Psychomotor

A heightened physical energy that may be expressed as a love of movement, rapid speech, impulsiveness, and/or restlessness.

30

Sensual

Heightened sensory awareness (e.g.

touch, taste, smell). May be expressed

as desire for comfort or a sharp sense

of aesthetics.

31

Imaginational

Vivid imagery, use of metaphor, visualizations, and inventiveness. May also include vivid dreams, fear of the unknown, poetic creativity, or love of fantasy.

32

Intellectual

Persistence in asking probing questions, love of knowledge, discovery, theoretical analysis and synthesis, independence of thought, and the love of solving the problem.

33

Emotional

High intensity of all emotions. Expressions might

include deep relationships, concern with death,

feelings of compassion and responsibility,

depression, need for security, self-evaluation,

shyness, and concern for others.

34

Profile of “2E” Students

Susan M. Baum, Ph.D.

• Knowledgeable, talented in specific areas, in-

depth interests

•· Low academic self-efficacy

•· Creativity used for survival

•· Disruptive behavior to hide disability

• Poor self regulation

• Depression and anxiety

• Social issues

35

Twenty –five years of research

•Learning disabled students with superior cognitive ability: A validation study

•West Hartford Enrichment Program for Gifted Learning

• Disabled Students

•State grants on GLD and the effect of talent development on

• achievement: Project Rescue, North Haven, Cheshire

•Project High Hopes, Javits Grant

•Prince Georges County, MD.

•Garrett County Public Schools\

•Bridges Academy

•Numerous case studies

Susan M. Baum, Ph.D. 36

How do we meet their needs?

(Developing the IEP)

• Talent development

• A supportive physical environment

• Challenging curriculum

• Differentiated instruction and

accommodations.

• Targeted remediation and support

services

• Social & emotional support


Talent

Development

Challenging

Curriculum

Physical

Environment

Differentiated

Instruction

Social &

Emotional

Support

Targeted

Remediation


MELODIE THE ARTIST:


“Through my art people can see

who I am and how I feel.”


“They respect me. I finally

revealed my dyslexia because I

knew my friends respected my

opinion. They take notes for me

and I give them perspectives

when we study. It is mutual

respect or I couldn’t accept

their help.”


Parents’ role

• Advocate for identification and services

• Enrichment specialist

• Talent Developer

• Academic support

• Social and emotional

• support

• Developmental approaches

43

Elementary & Middle School Years

Advocacy:

• Develop a positive relationship with the

teacher to plan a explore issues.

• Refer child for an evaluation.

• Know rights

• Seek out an advocate who is familiar with

bright students with academic difficulties

44

Home support

•Become a homework partner

•Provide “mental health days”

•Find appropriate peer group for play

and fun activities.

•Seek out talent development

activities

45

Secondary Years

Advocacy:

Assure appropriate program is in place.

Get youngster professional help for

depression or anxiety

Within limits, allow natural

consequences for irresponsible

behavior. Let child fail if necessary.

.

46

Home support:

• Focus on students goals, aspirations, talents

and interests,

• Hire a tutor to help with homework

• Ensure there is an appropriate balance

between school work and social activities

47

Do you know me?

They say, “You did not learn your fifty

prepositions

Therefore you flunk English Composition!”

But did you know:

I read castle in the Attic in a day.

The Indian in the Cupboard made my heart sing.

And I can answer all the riddles Bilbo did to

capture Gollum’s ring.

Did you know?

49

They say, “Your book report did not follow the form I gave you.

You get no credit!”

But did you know:

I am writing a book of my own.

I didn’t know if I could, but when I tried, the words just came and came.

Mom taught me how to use the word processor.

Now I can save my words and bring them back whenever I want to.

Sometimes I change them because I don’t always feel the same.

Did you know? 50

They say, “You don’t join organized sports.

You don’t do anything.

What’s wrong with you?”

But did you know:

I wrote a song for my mom because I found her

feeling bad.

My dad smiled and took his guitar and put my

song to music.

We played it for my mom and she cried, but I

don’t think it was because she was sad.

Did you know?

51

THEY say,

“I am teaching the scientific process here, and all you want to do is play.

You get a D!”

But did you know:

I can name all the constellations and find them in the sky.

Now I am learning all the Greek and Roman myths that go with each one.

It’s exciting!

I have a million questions, but you get impatient when I’m always asking,

“Why?” Why do you? Did you know? 52

THEY say, “You did not do your homework review sheet. You will stay for detention.

You do not keep your mind on the things that are important.”

But did you know:

I can feel the minute I walk into a room if things aren’t going well.

I know when someone needs a hug, and I can give it too.

I can clown and make you laugh or sit quietly and listen.

And if you share a secret,, even if I don’t understand

I would never tell. Did you know? 53

Did you know that I can travel anywhere I want to in my mind.

I can travel far away from you.

And I do.

Did you Know?

No?

Because, you do not know me. Pamela Quinn

54

parenting my twice exceptional child · •dyslexia, dyscalculia, dysgraphia, ... •learning...

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