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
• 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
“…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
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
Joint Commision on 2E Education
• 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
Joint Commision on 2E Education
• 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
Joint Commision on 2E Education
• 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
Joint Commision on 2E Education
• 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
Diagnosing Jefferson, (Norm Ledgin)
• Awkward gate
• Socially inept
• Uneasy with eye contact
• Discomfort with emotionality
• Obsession with recording financial transactions
19
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
Classic manifestations:
• 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
Gifted students with Learning
Disabilities
Classic manifestations:
• 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
Classic manifestations:
• 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
Susan M. Baum, Ph.D. 37
Talent
Development
Challenging
Curriculum
Physical
Environment
Differentiated
Instruction
Social &
Emotional
Support
Targeted
Remediation
Susan M. Baum, Ph.D. 38
“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.”
Susan M. Baum, Ph.D. 42
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
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