TM Twice-Exceptional Newsletter 2November/December 2011 For parents, teachers, and professionals. Issuee 49 Helping twice-exceptional children reach their potential. Featured in this Issue

2e Lessons in Science By Martha Palm Page A 2e-experienced educator offers a 3 technique for helping students with science -- and which, with a little adaptation, has uses at home as well. Quote

“...when all else fails, Writing and the 2e By Chris Wiebe, Susan Baum, Cynthia Novak, Chuck Page believe in your child. Neddermeyer, Sharon Greene, Ben James, Stuart 6 Learner: Part 2 of a Series Matranga, and Greg Kaczynski Believe in yourself as a Focusing on writing and the spatial learner. parent. Believe that posi- tive things can and will Perspectives on My Life By Amos Gewirtz Page A high school senior reflects on his education 11 happen.” As an AD/HD Student -- what worked, what didn’t, experiences at home, and more. —Steve Curtis, in his

book Understanding Your

Child’s Puzzling Behavior. Also Inside

From the Publishers...... 2 ! 2e Achievers — Photographer/Author Yishay Garbasz...... 15 News...... 16

Conference Coverage from NAGC 2011...... 18

Bob Seney on Books: Mirror, by Suzy Lee...... 20

Dr. Sylvia Rimm: Processing Speed and Trouble with the SAT...... 21

Events...... 22 2e From the Publishers Welcome! With this issue we continue our look at ways to help 2e kids to be

successful.

Our lead article, by Minnesotan and educator Martha Palm, offers a “cheat

sheet” full of tips that apply to both teaching and raising twice-exceptional

children. Then, in the second article in a series on writing and the 2e learner,

Bridges Academy administrators and faculty members look at ways to build on strengths and interests, using aspects of Howard Gardner’s model of multiple intelligences. You’ll also read a first- person account of what has worked and what hasn’t for a bright young man with AD/HD as he has grown up to the ripe old age of 17.

For those who buy and use stamps to support the United States Postal Service in its battle with budget deficits, please note that we’ve changed the Glen Ellyn Media postal address from Post Office Box 582 in Glen Ellyn to PO Box

11 in Winfield, Illinois, 60190.

For those of us in the northern hemisphere, the start of winter (ugh) is a few days away. Subscribers in the southern hemisphere have the summer solstice to look forward to next week. Wherever you are, we wish Happy Holidays to all of our subscribers and friends.

— Linda C. Neumann and J. Mark Bade

Glen Ellyn Media

December, 2011

2e: Twice-Exceptional Newsletter is a publication about twice-exceptional children, children who are gifted and who have learning difficulties that go by many names, including learning disabilities, learning disorders, and just plain learning differences. Our goal is to promote a holistic view of the 2e child — not just the high IQ, or the quirkiness, or the disabilities, but the child as a whole person. Comments and suggestions are always welcome by phone, fax, or e-mail.

2e: Twice-Exceptional Newsletter is published bi-monthly in January, March, May, July, September, and November. The cost for a one-year electronic subscription is $30. Contact us for group and institutional rates. Send changes of address to [email protected] or by mail to Glen Ellyn Media, PO Box 11, Winfield, IL 60190.

Linda C. Neumann, Editor; J. Mark Bade, Business Manager. Phone: 630.293.6798; Fax: 630.344.1332. Web: www.2eNewsletter.com. E-mail: [email protected].

Editorial Advisory Board: Susan Assouline, EdS, PhD; Susan Baum, PhD; Kathi Kearney, MA Ed; Deirdre Lovecky, PhD; Pat Schuler, PhD; Linda Kreger Silverman, PhD; Joan Franklin Smutny, MA; Marlo Rice Thurman, MS; Meredith Warshaw, MSS, MA.

The contents of 2e Newsletter are not intended to constitute medical or clinical advice, which should be obtained from a licensed practitioner. The use of information from 2e Newsletter for commercial purposes is prohibited without consent in writing from Glen Ellyn Media. Copyright © 2011 by Glen Ellyn Media, unless otherwise noted. The yellow and red 2e logo on blue is a trademark of Glen Ellyn Media.

2e Newsletter • November/December 2011 2 www.2eNewsletter.com 2e Featured Topic 2e Lessons in Science

By Martha Palm sons. With time, I am learning how to be a more effective teacher for these students and sometimes find my mind One would think that science would be a perfect overflowing with possible accommodations for them, es- learning environment to expand the worlds of kids who pecially in science. What I have found is that modifying my need hands-on (minds-on) learning. It makes sense science curriculum has not only been extremely helpful to doesn’t it? The problem comes when we are asked as my 2e students, but it has also been helpful to my other teachers to present the kinds of lessons where the an- students as well. swers are already known. Who wants to do that? Wouldn’t What helped to make my teaching in science more it be more fun thinking about the unknown? focused and appropriately modified was creating a cheat I am a classroom teacher of the highly and profoundly sheet — a one-page list of accommodations for science. As gifted. I teach a class of 26 kids in 4th and 5th grade who I plan the lessons, I make sure those accommodations are have shown they are exceptionally gifted. In my experi- in place; and as I teach the lessons, I glance at the sheet ence I am finding more and more of my students are to make sure I don’t miss anything. Below and on the next twice-exceptional — kids who are extraordinarily bright page is the cheat sheet with notes added to explain each but can’t achieve to their potential for a variety of rea- entry.

Modification Author and Source Notes Give the Big Picture: Why are we thinking and learning • Susan Baum (day- Everything I teach must connect to the basic elements about this topic in science? long class) of not only science, but of other disciplines. This means • Martha Stone thinking conceptually, using basic generalizations: How Wiske, Harvard do we know this is true? How has it/will it change? Why Graduate School does it matter? Does this fit with what I already know of Ed. and believe about the way things work? • Wiggins and Mc- Tighe, Backward Design • Rebecca Mann (NAGC conference session) Focus on concepts. Accardo, Pasquale et al. When you think big picture, that often means you won- pg 466 der about how information interacts with the big ideas of science: How do we know what is true? How do we interact or impact the environment? Why do things work the way they do? Set goals. Russel Barkley, ADHD There needs to be some action for the student to con- and the Nature of Self- nect past experience with a goal and then future experi- Control ence. The “how” and “when” need to be made tangible for the student to carry this experience through time — hindsight and forethought. In the written goals of the day, include a word or two about a previous experience to help connect this new learning with previous knowledge. Use color. • Susan Baum (day- Dr. Baum reminded us that all instruction and directions (Tape directions to lab book in color – purple.) long class) are to be visual. She said, “Think of it like you are teach- • Science House ing the deaf.” For science that means all instructions classes, Science need to be written. Museum of MN

2e Newsletter • November/December 2011 3 www.2eNewsletter.com 2e Featured Topic 2e Lessons in Science, continued

Modification Author and Source Notes Use graphic organizers. • Lovecky, Different It really helps kids to put thoughts down on paper, Minds, pg 201/ outside of their heads, so that they can maneuver their • Karen Rogers, St. thinking. Kids with weak working memory or AD/HD ap- Thomas University preciate the opportunity to use their full thinking capac- ity to think rather than using up valuable memory space to hold information. Underline. Karen Rogers/slide show Just giving the students an extra two minutes to under- line the things they believe are important for the day is very helpful. Categorize: Lovecky, Different Minds, Organizing thoughts is a big one, especially for kids • Coach on the use of categories. pg 192/ with AD/HD, who have weak working memory. As they • Give students time to organize thoughts. become more adroit at categorizing, students will be • Start with example; then explain it. better able to form an opinion and give evidence to • Think of answer, mentally rehearse answer; then an- back it up. swer question. • Teach how to form an opinion (thinking of one answer and then an opposite point of view). • Teach how to make choices – pros and cons. Find relationships: Lovecky, Different Minds, Finding relationships is strong because it requires tak- • Teach kids to notice similarities and differences in pg 192/ ing what you know and comparing it to new information. work. This gives new information a place to be and gives the • Work on logic problems and rules for generating a new ideas some background. generality. • Given a number of related statements, find the rela- tionship (nine times tables). Design own experiment. Susan Baum, seminar When students design their own experiments, they have a vested interest in how things turn out. One thing I often do is tell them, “Here are the materials available to you. What can you discover or find out using these materials?” Or, “Here is one experiment where you learn more about …. How could you use similar materials to discover other things?”

Vocalize: Susan Baum, 2e: Twice- Sometimes it’s helpful to have students whisper to • Think-aloud method Exceptional Newsletter themselves what they are trying to understand. Often • Subvocalization this is just reading the directions to themselves under • Review procedure with team aloud their breath.

Predict: Lovecky, Different Minds, Teaching how to predict is something I had forgotten to • Ask prediction questions. pg 203/ do on a regular basis. 2e kids need that extra instruc- • Give contextual clues for prediction. tion on how to figure out what will happen next. • Walk through how one predicts for science.

Applying these Ideas at Home • Give the Big Picture. Point out that organizing tasks Parents can also make use of this cheat sheet in, for is a skill most working people use in their jobs. To example, organizing your child’s tasks at home. The cheat make this one more realistic, the child could dress up sheet might look like this: and pretend to be in a specific career to carry out the • Use color. Have your child write out (in color) the tasks tasks. he/she needs to accomplish in the next short period • Help your children categorize. This important skill — homework, household chores, etc). As tasks are helps kids learn how to break down completed, check them off. huge projects, like cleaning their room

2e Newsletter • November/December 2011 4 www.2eNewsletter.com 2e Featured Topic 2e Lessons in Science, concluded

or playroom. Asking children to clean their room often Lovecky, D. (2004). Different minds: Gifted children with turns out to be a big battle. Unless, of course, you ask AD/HD, Asperger Syndrome, and other learning them to categorize. One time it could be soft things deficits. London: Jessica Kingsley. and hard things. Further, soft things you can wear, Mann, Rebecca. “Twice-Exceptional Learners with Spatial and hard things you can play with. You may find them Strengths: Strategies for Strength-based Instruc- asking if reading is playing or not because a book is tion,” NAGC Conference Session, 2009. hard. Then you might have them separate their books Rogers, Karen. “Advanced Topics Gifted Education.” St. into books for school and books for play. You can see Thomas University, St. Paul, MN 2008. that this is a lot more fun than just saying “Clean your Wiggins, G. P. and McTighe, J. (2005). Understanding by room.” design. Alexandria, VA: ASCD. • Finding the relationships at home can be part of invit- Wiske, M. S. (1998) Teaching for Understanding: Linking ing kids over to play. My daughter wants to invite all Research with Practice (1st ed.). San Francisco, those passionate about American Girl dolls over at the CA: Jossey-Bass Publishers. same time. Then, when she feels more like laughing and being silly, she invites the kids who enjoy those Martha Palm teaches at things. Sometimes people fit both categories; but as Dimensions Academy, part she thinks about it, she thinks in relationships. of the Bloomington Min- • Set goals. Remembering past experiences is a great nesota Public Schools. Her time to think about setting goals for the future. passion is helping students Looking at pictures we have taken can spur these who are exceptionally thoughts. bright, but have a second These ideas that I have gathered have helped me exceptionality that hinders both in the classroom and at home. I hope this little cheat their ability to reach their sheet will help you in your determination to help the 2e potential. Her professional children in your life not only achieve, but achieve in a joyful pathway to this point has manner. meandered across the globe from teaching in Eu- References rope, to involvement with the inception of the International Accardo, P. (Ed.). (1999). Attention deficits and hyperactiv- Schools Curriculum Project (precursor to the International ity in children and adults: Diagnosis, treatment, Baccalaureate Primary Years Program), to urban schools and management (2nd ed.). London: Informa in Minneapolis, and then Bloomington, Minnesota. She Healthcare. lives with her delightful twice-exceptional daughter and Barkley, R. (2005). ADHD and the nature of self control. equally delightful and twice-exceptional husband in her NY: Guilford Press. twice-exceptional household in Minneapolis. 2e Baum, Susan. “To Be Gifted and Learning Disabled: From Definitions to Practical Intervention Strategies,” St. Thomas University, St. Paul, MN Seminar, 2009.

2e Newsletter • November/December 2011 5 www.2eNewsletter.com 2e Featured Topic Writing and the 2e Learner: Issues and Strategies, Part 2 Integration of Strengths and Interests: Focus on the Spatial Learner

By Chris Wiebe, Susan Baum, Cynthia Novak, Chuck Neddermeyer, in the idea that there are many doors into the room of Sharon Greene, Ben James, Stuart Matranga, Greg Kaczynski understanding, Gardner’s approach suggests types of pre-writing activities that allow students to connect to the In the last issue of 2e Newsletter, we described some of topic at hand by providing a lens through which students the reasons why twice-exceptional (2e) students find writ- can understand the content required to initiate and orga- ing difficult. We then addressed ways in which anxiety can nize their thinking. sometimes interfere with 2e students’ thought processes and feelings of competence when they are asked to put Pre-writing Activities their ideas on paper. In this issue, we’ll discuss the impor- Pre-writing activities offer a natural pathway into an tance of using intellectual strengths and interests as entry assignment. They serve an important purpose, allowing points so that 2e learners can more successfully engage students to use their intellectual strengths and interests in the authoring process. to process the material more fully and to naturally ease the students into the writing itself. The type of activity one chooses may be most effective if it relates to the kinds of Entry Points to Writing intellectual or multiple-intelligence strength the student Howard Gardner, well known for developing the theory demonstrates. However, any of the pre-writing activities of multiple intelligences, uses the term entry points to shown in the table on the next page may be helpful to an describe how individuals with different intelligences are individual learner who shows interest in the activity. drawn to different kinds of content and use different Many 2e students who appear to have the most dif- methods to store information (1991, 2006). Those stu- ficulty writing are highly spatial and kinesthetic. These stu- dents high in linguistic intelligence, for example, are likely dents are often the artists, builders, actors, geographers, to be drawn to rich language that allows them to play with architects, and engineers in our classrooms. At Bridges words as devices for recording and describing. For stu- Academy, teachers have found that pre-writing activities dents with strengths in mathematical intelligence, on the based on the aesthetic and experiential entry points are other hand, numbers organize their thinking. They see the highly successful in encouraging their spatial/kinesthetic world as if it were a math problem and life as an equation learners to engage in the writing process. Indeed, these where information can be quantified and predicted. approaches tap into the natural ways this group of stu- Likewise for students with musical strengths. Ideas dents process information. The nature of these activities become melodic strands with certain kinds of tempos and helps these students make sense of their worlds. The beats; and these students may want to record their ideas approach gives them a way to organize their complex ab- rhythmically. One young musician said his reading im- stract ideas into some linear explanation. proved when he realized that words and sentences were Next, we’ll look at how this approach to teaching writ- like the notes on a page, and he just had to play them to- ing worked with two Bridges students. Their stories are gether to make music. told by high school English teacher Chris Wiebe. Spatial and bodily kinesthetic intelligences are pres- ent in other children. They process information in pictures The Story of Allen and movement, and their ideas evolve from images Let’s remember Allen from the previous article in this created in the mind’s eye or from memories of a lived series. I described him as a bright, sensitive, and intuitive experience. student with a passionate interest in the sciences, one All students have clusters of intelligences — some at with superior verbal comprehension skills, above-average promise while others may be at risk. This jagged intellec- perceptual organization, and average working memory tual profile describes many in the 2e population. skills. I also described the challenges Allen faced, includ- To engage students who manifest diverse intelligence ing slow processing speed, dysgraphia, and a short atten- clusters, Gardner suggests that educators need to provide tion span. I saw Allen as a student who had a lot of appropriate initiating activities or entry points. Grounded

2e Newsletter • November/December 2011 6 www.2eNewsletter.com 2e Featured Topic Type of Type of Entry Point Sample Pre-Writing Activities Learner Spatial Aesthetic: These entry points are experiences that evoke visual im- • Film ages, abstract thought, creativity and innovative ideas. • Works of art • Maps Example: Conducting a guided imagery experience to create a set- • Storyboard ting for a story • Guided imagery Spatial, Experiential: These entry points are experiences that engage the • Engineering and design kinesthetic learner firsthand, often physically as well as emotionally. Students’ • Role play ideas flow while engaged in the experience. • Field trips • Experimentation Example: Using improvisation or character interviews as a pre-writing • Dance/Movement activity to discuss relationship of character to plot • Simulations Mathemati- Mathematical: These entry points show quantitative aspects of • Timelines cal, logical a topic or event which can make the learner see possibilities or • Equations relationships. • Graphs • Charts and tables Example: Discussing the wealth of the main characters in The Great Gatsby to provide a lens through which to bring perspective to the story. Students can first create a chart or graph of the finances as a pre-writing activity. Their discussion of it can provide fodder for their writing. Linguistic, Narrative: These entry points provide opportunities to hear another’s • Guest speakers interper- story, engaging learners through awareness, empathy, and plot. • Attending a debate or sonal, intra- Others’ stories can inspire questions, lead to insights, and motivate political speech personal learners to pursue different aspects of a topic. • Listening, viewing, or reading biography, Example: Inviting a storyteller to class to introduce the idea of folk memoirs, and poetry tales and cultural identity. These stories can encourage students to tell their own stories using props, storyboards, artifacts, and photo- graphs to create a personal narrative. Musical, Musical: These entry points allow the learner to experience how mu- • Listening to musical scores kinesthetic sic can evoke emotion, create mood, and inspire action. • Attending a concert • Having a jazz musician Example: Playing an emotional piece of music (such as “Cloudburst” come as a guest speaker from the Grand Canyon Suite) to evoke verbal phrases and images to discuss musical and then turn them into powerful written descriptions (such as of a improvisation sudden, fierce rainstorm) • Composing a piece of music • Developing a sound track from a storyboard Linguistic, Social and Foundational: These entry points allow students to inter- • Discussions of moral interper- act together to challenge assumptions and philosophical underpin- dilemmas sonal, intra- nings of ideas to create persuasive arguments and points of view. • Formal and informal personal debates Example: Using a video clip to challenge ethics, such as a scene • Group discussions of (can be from the movie the Emperor’s Club, in which the teacher is consider- combined editorials ing changing a grade of a student, and conducting a moral dilemma • Speakers invited to present with aes- activity in which students form opinion groups about what they would a panel discussion about a thetic entry do in a similar situation current issue point to include spatial learners)

2e Newsletter • November/December 2011 7 www.2eNewsletter.com 2e Featured Topic Writing and the 2e Learner, continued trouble with writing; and I learned that the introduction of rally, these adjectives were stepping stones to reaching even the smallest writing task would cause him to freeze literary notions of theme and message. Before long, the up, sometimes triggering anxiety-driven scratching and notes he scribbled on his map became fodder for graphic picking at himself. organizers that grew into sentences and paragraphs. Allen But Allen also showed outstanding interest and talent used the images and sprawling shorthand on his map to in spatial/kinesthetic activities. His behavior in class dem- complete worksheets and written responses that were too onstrated a fondness for teasing out spatial relationships. daunting earlier in the unit. He played with puzzles, molded clay, even arranged pencil By the end of the unit, Allen’s map was a chaotic tap- erasers with a meticulousness that suggested he was estry of bird’s eye views, magnified views, scratch outs, playing chess or building an intricate model. slips of paper, and doctored photocopies of the real-life Allen had a lot of trouble connecting with Fitzgerald’s places Fitzgerald had fictionalized. If I were looking for The Great Gatsby. While the use of an audio book version a final product, the map was merely a first draft; but the enabled him to participate in class discussions, the mo- map project enabled Allen to express himself in writing. ment a worksheet or written response was assigned, Allen His anxiety diminished as his enthusiasm for the material was paralyzed. As a stopgap, I allowed him to complete grew. many of his written assignments orally, but my long-term When I had Allen again in the 10th grade, he wrote goal was to foster independence and cultivate skills that at a slow pace, but he was writing — on his own. The in- allowed Allen to communicate his ideas in writing. In other troduction of a writing assignment produced no shock or words, I needed to find another path into the material for hesitation. He was genuinely invested in the activity of him. sharing his ideas through his writing. The success of his During class activities, I noticed that an underlying work with The Great Gatsby showed him that the final curiosity about the geography of the novel influenced a product was rewarding enough to struggle through his great deal of Allen’s verbal contributions. When Gatsby challenges. gazed across the Sound at Daisy Buchanan’s dock, Allen wanted to know how far away it was. When the characters The Story of Simone drove through the Valley of Ashes to reach the big, bright Simone, a 10th-grader when I first met her, had flat- city, Allen was not all that interested in the thematic signifi- out refused to complete written assignments in class. cance of the desolate wasteland — he just wanted to know Writing had always been a struggle for her, and she had what it looked like. begun only recently to get her thoughts down on paper Here was an entry point to the novel for Allen. I ap- with the help of a private tutor. pointed him class cartographer, charged with crafting a General defiance was a recurring pattern in Simone’s visual representation of Gatsby’s world, replete with East history; but she also had a steadily increasing awareness Egg, West Egg, the Sound, the Valley of Ashes, and the of how intelligent she was and how that intelligence could burgeoning city. The novel itself became less a work of fic- reap rewards in a classroom setting. Simone’s major tion and more a collection of creatively phrased data that strength was in her oral contributions in class. During dis- he tapped as a source. He all but abandoned the audio cussions, she was an articulate and insightful contributor book and reopened the novel with new eyes. He was a who seemed to treat her answers as foregone conclusions practical scientist with a concrete purpose — and, boy, did that she was merely restating for the benefit of her peers. that excite him! She spoke clearly and logically, framing her answers in the Allen spent a lot of class time tending to his map and sort of “main idea-detail/support-application” sequence gradually his work ushered in an intimacy with the mate- that all but eluded her on the written page. I anticipated rial that I could use to push him to express himself in very early that getting Simone to write would mean con- writing. If he drew the Valley of Ashes and indicated it as vincing her that the words that came out of her mouth such on the map key, I asked him to expand the key a bit, were basically a first draft of the writing assignments that listing just a few adjectives to describe the location. Natu-

2e Newsletter • November/December 2011 8 www.2eNewsletter.com 2e Featured Topic Writing and the 2e Learner, continued seemed so daunting to her. that was usually reserved for her art projects. The confi- Simone had another strength as well — her giftedness dence she built during 10th and 11th grades enabled her as a visual artist. I had some concern that Simone was to decrease her reliance on her private tutor and to better paying more attention to her pen and sketchbook draw- handle her writing assignments. ings than to classroom activities. As she demonstrated time and time again that this was not the case, I became Some Entry Points Used By the Bridges’ Faculty quite comfortable with her laboring over her latest artwork At Bridges, we recognize the importance of getting in the midst of class discussions. students personally involved with their writing in order to Early on, Simone would politely refuse to do even the motivate them to tackle the very things they find difficult. shortest in-class writing task with an “I’ll work on this later Understanding their intellectual strengths and interests is with Gail (her tutor).” I learned quickly that confronting key to providing the context for writing; and allowing stu- her on this caused Simone to get irritable and vindic- dents to engage in pre-writing activities that interest them tive, and to eventually shut down completely. Over time, results in better language, more creative ideas, and a will- Simone agreed to use class time set aside for writing to ingness to put their ideas on paper. prepare for her sessions with Gail. She would tackle the Seventh-grade humanities teachers Sharon Greene assignment with a drawing that she would subsequently and Chuck Neddermeyer ask students to write a Chinese label with short passages here and there. Now this could folk tale early in the year as they study ancient Chinese be perceived as a great way to shirk responsibility and civilization. Accompanying this assignment is the require- avoid writing, but it was clear that Simone was producing ment that they find an artifact to symbolize the essence sophisticated and abstract ideas related to class material. of the story. The spatial students spend much time think- After meeting with her tutor, Simone’s ideas would come ing about and creating their artifact before they complete back to me in writing, albeit in a more concise and pack- their tale. The artifact helps them add detail and sustain aged form than the sprawling nature of her visual images. interest in the topic. When time permitted, I also allowed Simone to dictate Stuart Matranga allows his eighth-grade students to her responses to me as a first draft. I printed it out and first engage in a response to a writing piece in ways that had Simone edit, reshape, and revise the draft. She had a are most comfortable for them. For instance, one of his similar strategy going on with her tutor, so she readily took young builders decided to construct a model of a pirate to this approach. ship when reading excerpts from Treasure Island and Did these strategies transform Simone into the 12th- learning about Blackbeard and 18th-century piracy. Build- grade Simone that I will describe shortly? I can’t say ing the ship first allowed interesting speculation about the for sure. My sense is that writing must have frightened story’s plot. Many spatial learners get inspired by the set- Simone. If all she got was criticism when she wrote but ting, which offers them possibilities for plots, characters, could marvel audiences when she spoke, why on earth and themes. Stuart’s student was able to use this model would she bother struggling with the written word? Getting as a springboard to descriptive writing as he envisioned Simone to write meant showing her that there was also what it was like to live on a ship. satisfaction in writing well, and that there was a dynamic Ben James asks his fifth/sixth-grade students to to expressing one’s self in writing that oratory cannot develop a movie trailer for the unit they are studying in achieve. Moreover, the use of dictation, visual graphic or- humanities. Before writing the script for the trailer, they ganizers, etc, provided a path for Simone to discover that are taught how to develop a storyboard, or a pictorial ac- everything she needed to write effectively was present in count of major events they wish to use in their trailer. The her thoughts and the words she spoke aloud. storyboard is similar to what filmmakers use to plan their So 12th-grade Simone received writing assignments movies and allows the filmmaker to identify main ideas as if they were an exciting secret that only she and I were and sequence the plot accordingly. in on. Her gregariousness and extroversion would dissolve into a pensive glance at a blank sheet of paper — the look

2e Newsletter • November/December 2011 9 www.2eNewsletter.com 2e Featured Topic Writing and the 2e Learner, continued

Conclusion References Reluctant writers whose intellectual strengths are Baum, S., Viens, J, Slatin, B. in consultation with Gardner, not necessarily linguistic need to connect to the material H. (2006). Multiple intelligences in the elemen- in ways that match their unique cognitive strengths and tary classroom: A teacher’s toolkit. New York: multiple intelligences profiles. We focused on the spatial Teachers College Press. learner in this article to demonstrate the importance — Gardner, H. (1991). The unschooled mind: How children and sometimes the necessity — of using a variety of entry think and how schools should teach. New York: points as pre-writing experiences in order to generate Basic Books. ideas and encourage motivation. For more information on Gardner, H. (2006). Multiple intelligences: New horizons. this approach, please see the references that follow. In New York: Basic Books. our next article, we’ll focus on the use of scaffolding and technology to enhance student productivity. Bridges Academy is a college preparatory school in Studio City, California, which serves twice-exceptional students in grades 5 through 12. 2e

Understanding Howard Gardner’s Multiple Intelligences

At the National Association of Gifted Children single, all-purpose computer. The eight intelligences conference in 2009, Harvard education professor and that he has defined so far are: author Howard Gardner spoke about the theory of 1. Linguistic: facility with language multiple intelligences, which he developed nearly three 2. Logical: facility with numbers and reasoning decades ago. He explained that, according to traditional 3. Spatial: the ability to “think in pictures” contemporary thinking on the topic, our intelligence is 4. Musical: the ability to understand, create, or cri- determined to a large extent by our genes. It is a single tique music intelligence that is, for the most part, fixed; and it can 5. Bodily-kinesthetic: the ability to use the body and be measured by administering tests designed to deter- handle objects skillfully mine how smart a person is. 6. Naturalist: the ability to recognize and classify living Gardner further explained that he was not a pro- things or artifacts ponent of this singular view of intelligence because 7. Interpersonal: the ability to understand people and he felt that traditional intelligence measures could not relationships “sufficiently encompass the wide variety of abilities that 8. Intrapersonal: the ability to understand one’s own humans display.” Gardner, therefore, sought to find emotional life as a means to gaining insight into what he described as a “pluralistic view of intelligence.” oneself and others. By considering a wider range of perspectives on the In his presentation, Gardner admitted that there subject and by drawing on many different disciplines, may be more than these eight. One he is considering including biology and anthropology, Gardner came up adding to the list an existential, or spiritual, intelligence. with his own way of defining intelligence. He saw it as: He described it as the ability to deal with things too big The bio-psychological potential to to fully understand. process information in certain ways, According to Gardner, no one is strong in all of in order to solve problems or fashion these intelligences. We all have our own unique pro- products that are valued in a culture or file of strengths and weaknesses, plus our own levels community. of motivation and interests. While Gardner intended Gardner also identified different types of intel- his theory for psychologists, this way of defining intel- ligence that humans possess, comparing them to mul- ligence has influenced many fields, perhaps especially tiple, relatively independent computers, rather than a education. — Linda C. Neumann 2e

2e Newsletter • November/December 2011 10 www.2eNewsletter.com 2e Affirmations What I Learned from Teachers, Parents, and Myself Perspectives on My Life as an AD/HD Student

By Amos Gewirtz comment reminded me once more of my several great high school educators who employed their positive power We all struggle in ways that cannot be completely to help me, as a student with attention deficit, feel that I understood by others. Our struggles are unavoidable could shine — if only for a moment — as “the only one in because problems, even when diagnosed, are ultimately class.” personal and individual. In whatever I attempt, however, I Then there was an incident in second grade that I try to convey my views to others. I try to share my vantage remember vividly. My teacher told me to “keep my AD/ point as a student, as a Minnesotan, and as a high- HD under control.” Not only was this vague and unhelpful potential youth with attentional challenges (to name just advice, but it also hurled at me a painful critique of a a few perspectives). I hope that my life, as well as others’ problem that I had some understanding of and was lives, can be enriched if people understand something struggling with. I was humiliated by the remark. of my joys and challenges. I hope that, by explaining my Such moments, publicizing and personalizing my history with teachers, parents, and myself as a twice- lifetime struggle, arose again and again. I now hope that exceptional person, I might help those around me as well teachers who read this piece will see that telling excitable as myself. children to “control themselves” is not nearly as effective as trying to channel their excitement into productive, What Worked in School in the Early Years intellectual formats. Teachers who help gifted students with disabilities are invaluable. As one of those students, I have been My School Experiences Now blessed with some educators who truly understood how I have come a long way since those early days. I to help twice-exceptional learners. Undoubtedly, the most am now on a par with the highest achievers in my high valuable trait of my talented “2e” teachers was their school class. Despite my success, though, I still encounter ability to teach students with varying learning styles. problems with educators, often concerning several of I am a visual learner, and many of my teachers were my long-standing AD/HD-related problems: impulsivity, really able to understand my style. Thank goodness for focus, and self-discipline. I have not asked as much from their skills because, as a young student, I sometimes teachers as I did in grades K-8, mostly because I do not seemed to view myself as the only student in my class! At need as much from them. I do, however, still have a 504 any rate, I hoped for and relied on a manner of teaching Plan to help me deal with my classroom challenges. (I that appealed to my specific learning preferences. I recommend all students who struggle with AD/HD talk to preferred to see things in pictures as well as in words; I their counselors about receiving one.) preferred discussion to directions; and I preferred to be My 504 Plan allows me time-and-a-half on my talked to, not talked at. teachers’ tests, and I have used this extended time to truly show what I have learned in the classroom. Although I feel What Didn’t Work incredibly thankful that the extended-time provision exists, While I had many highly effective teachers, it was I have often felt ashamed of it. Indeed, throughout my inevitable that, at times, I encountered some who acted high school career, teachers often asked if I thought it was in ways that were unhelpful or even hurtful to twice- really fair that I got more time than other students. On one exceptional students. For instance, there was the teacher occasion, an Advanced Placement educator complained who remarked that I ask too many questions. “You know,” to my guidance counselor, “He doesn’t need more time. this curmudgeonly educator noted, “you’re not the only He just needs to focus better in class and work harder at one in the class.” This remark was hardly accepting of my home!” I still do not attribute this teacher’s opinions to thoughtful questions. It did serve, however, as a negative personal malice on the validity of my 504 Plan or on the example of how a critical teacher can make a special- reality of my AD/HD — I see them as simple ignorance. needs student feel far less than special. Conversely, her The distinction between those teachers who are good for 2e students like me and those who are not

2e Newsletter • November/December 2011 11 www.2eNewsletter.com 2e Affirmations Perspectives, continued is often the degree to which they can empathize with my had not been for my parents. They have always had the struggles in the classroom. strong conviction that you should try new things and then pursue those you love. As I followed their conviction, My Home Experiences and enmeshed myself in art, I learned another valuable If teachers were a generally helpful but spotty group in lesson: when you are doing something you are passionate my academic growth, I never lacked for help on the home about, struggles at school and home fade away. front. As the son of two psychologists, I was bombarded Despite their great strategies and passions, though, during my elementary and middle school years with my parents were not without their own challenges. At new organizational strategies, biofeedback, and mindful times, during my elementary years, I felt that they could meditation. I wish I could say that I eagerly heeded my have pushed me harder academically. I really could parents’ advice, but that would be untrue. I hated most of have spent more time studying and organizing if I had it. been made to. Conversely, from time to time as an older Luckily, hindsight is 20/20; and I’m glad I eventually student, I have sometimes felt a bit “shrunken” by my agreed to sample their “strange brew.” All of their parents’ attempts to help me with scholastic organization. approaches, except for the occasionally disastrous yoga Sometimes their attempts at organizing me seemed too lesson, were helpful. As an incredibly excitable fourth intrusive and thus counterproductive, causing me to reject grader, biofeedback was the salve to an agitated mind. It their well-intended help. helped me relax and learn to control my mind much better. (By the end of my biofeedback program, I could actually My Role in All of This raise the temperature of my index finger three degrees!) If my parents and teachers were prime factors in Mindful meditation had much the same calming effect, my growth, I have probably helped myself, too. I realized with the added benefit of enhanced introspection and early in elementary school that I was slightly different respiration. from other kids. I knew it was far more difficult for me As someone who was innately disorganized, than for my peers to stay attentive for extended periods of organizational strategies were, without a doubt, the most time. I could clearly see that I was more disorganized and valuable skills that I learned. To many young people, excitable than they were. (I did not learn until recently that the hours spent learning these skills seem excessive. I, overexcitability can actually be a good thing!) So, I realized however, equate them to other sorts of self-improvement that I had to help myself toward better schoolwork in which young children engage: reading Roald Dahl, efficiency. practicing the cello, or playing on a little league soccer Beginning in fourth grade, I tried to begin my team. While I may still be skeptical of some self-help tips, homework as soon as I got home. Then, as I grew older, the ones my parents taught have stayed with me until now I took fewer and fewer breaks, which enabled me to get and will continue to enrich my life for many years. more homework done. I also asked my parents for help As I became a high school student, my parents and often sought assistance from teachers in difficult continued to teach me. Although they no longer play subjects. They were generally more than happy to as large a role in forming my identity, they continue to help, and their re-explanations sometimes made a big guide me as I become a twice-exceptional adult. They difference in my understanding of the subject at hand. have stepped up their efforts to encourage organization. In sixth grade, I began to take notes and use a planner, Planners and calendars, in fact, are now hot commodities which enabled me to complete rough drafts for teachers in my household. to correct. As I got more effective at taking notes and My parents have also encouraged my artistic in using planners, my performance at school gradually development. From age 11, they suggested that I take improved. art lessons, which I soon began attending willingly and As a senior in high school, my problems with attention regularly. Since I was a young child, I had skill with oil and organization can still rear their ugly heads. However, paints; but I would have never pursued painting if it when I do experience trouble in these areas, I use

2e Newsletter • November/December 2011 12 www.2eNewsletter.com 2e Affirmations Perspectives, continued these demons as challenges to improve. As a result, I Although my AD/HD has gotten me into trouble with now have time to pursue extracurricular activities, like both teachers and parents, I know with certainty that the Minnesota State Department of Education’s Scholars these problems have been and will be addressable, by of Distinction program. I was proud to be recognized as talented teachers, by insightful parents, and by a certain a state History Scholar. Then last summer, I undertook college-bound senior. As I have done increasingly in my an internship in the British House of Lords so that I life, I intend to take my challenges as opportunities for could learn more about two of my passions, Western future creative and scholarly output. I hope to better government and law. myself in school and in life; but, more than that, in my In the future, I hope to reach for higher academic daily conversations and goals and continue to pursue my interests; but to do that, scholarly work, I hope to I know I must be even more focused and organized, and convey to others that twice- must stop bad habits of the past. I have an unfortunate exceptional young people affection for TV and video games, which can leave are very, very capable me feeling lethargic and uninterested in other things. of turning problems into Facebook has its place; but, just like my video enemies assets. of the past, it can be a harmful distractor. It simply drains away my time. On the whole, though, my TV-, video-, and Amos Gewirtz is a 17-year- computer-related distractibility is less prevalent than it old senior at Henry Sibley used to be. Perhaps, with such a busy schedule, I just High School in Mendota don’t have enough time for these distracters. Or maybe — Heights, Minnesota. He’s just maybe — these things simply do not interest me much eagerly awaiting word on anymore. whether he’s been accepted at his first-choice school. 2e

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2e Newsletter • November/December 2011 13 www.2eNewsletter.com 2e Community Find 2e Newsletter Online On Facebook: We’re back on Facebook: www.facebook. Our Blog at http://2enewsletter.blogspot.com/. This is com/2eNewsletter. Stop by to add a comment or question where we post news items and resources several times or to see what we’ve posted recently. a week; these items are the basis for our free monthly At the 2e Newsletter Network on Ning.com: e-mail briefing. http://2enewsletter.ning.com/. Free, semi-private, social The Briefing. If you don’t already receive our network for those in the 2e community to exchange complimentary briefing, you may view it and sign up for it resources, chat on particular topics, share experiences. at www.2enewsletter.com/briefing.htm. Registration is required at http://2enewsletter.ning. Twitter. We send out notices of blog posts, special com/?xgi=4JPjYiXuFXkObX, but you may register with a happenings, exceptional articles we’ve run across, etc. screen name. Join over 500 members of the community We’re @2enewsletter, and we use the topic hashtag there. (Note: Ning occasionally changes the link; e-mail us #2ekids. 2e if this link is expired.)

Resources for Parents and Educators The Spotlight on 2e Series

► Parenting Your Twice-exceptional Child For parents ► Understanding Your Twice-exceptional Student For educators ► The Mythology of Learning: Understanding Common Myths about 2e Learners For parents & professionals ► The 2e Reading Guide: Essential Books for Understanding the Twice-exceptional Child For parents & professionals ► Guiding the Twice-exceptional Child: A Collection of Columns by Meredith Warshaw For parents & professionals ► The Twice-exceptional Child with Attention Deficit Prices: $11 for subscribers to 2e: Twice- For parents & professionals Exceptional Newsletter; $12.95 for others. ► The Twice-exceptional Child with Asperger Syndrome Nominal shipping charges apply. For parents & professionals Quantity discounts available. ► Caring for the Mental Health of the Find out more and order at Twice-exceptional Child www.2enewsletter.com/Spotlight_on_2e.htm For parents (New!)

2e Newsletter • November/December 2011 14 www.2eNewsletter.com 2e 2e Achievers Photographer/Author Yishay Garbasz

By J. Mark Bade Later, Garbasz studied photography at Bard College, earning a degree in 2004. She praises “an amazing teach- Yishay Garbasz is a British-Israeli photographer who, er” there, photographer Stephen Shore. a few years ago, completed an 11-year book project. Using Garbasz credits her learning challenges for giving a 10,000-word narrative written by her mother, Garbasz her strengths that she might not have had otherwise — retraced her mother’s Holocaust travels and experiences persistence, for example, and creativity, along with how to in Nazi-occupied Europe. Carrying a large-format camera, improvise, how to rely on herself, and how to find her own Garbasz visited Germany, Poland, Holland, the Czech Re- solutions. public, and Germany again, visiting the five concentration “You learn that the system is not designed for you,” camps in which her mother had been imprisoned. The end says Garbasz, “and that you need to learn in a different result is a book combining photographs with parts of her way” — a realization that might be wonderful once you mother’s narrative that provide context for the photos, a have your master’s degree, “but not in first grade.” book titled In My Mother’s Footsteps. The pho- tos from the book have also been the basis of museum installations in Japan and Thailand. Author Yishay Garbasz learned to write when she was 25 years old. Garbasz says that in first grade in Israel “they tried to kick me out of school.” She did not want to progress the way other children did, part of an education method she refers to as “warehousing.” She says that in the 1970s, when she was growing up, Israel was about 20 years behind the U.S. in terms of dealing with learning disabilities. She got by with extreme dif- ficulty, finally graduating from her unaccommo- dating high school but then “failing miserably” — three times — during her first year in college studying computer science. At that point, seeing her daughter’s struggles, the Garbasz says that artists talk about “finding your mother brought out a news clipping about the opening voice,” and she applies that to being twice exceptional. of Landmark College in the United States, a clipping that “Don’t try to be someone you’re not. Start where you are, she had kept for 10 years. Landmark is a two-year school and that’s perfect.” geared to high-ability students who have learning difficul- The most important thing? “You’re not alone. It’s a ties. Garbasz and her catalog of labels (AD/HD, dyslexia, hard path to walk and it’s easier if there are others. Where dysgraphia, and dyscalculia) enrolled, and she says that I grew up, I was the only one.” Landmark “was great.” Despite being older than other Garbasz recently returned to Landmark College in Put- students, she felt like she was blossoming. Landmark is ney, Vermont, as part of a visiting speaker series on art, where she learned to write. empathy, and social change. She presented photos from But Garbasz could afford only one year at Landmark the book and engaged the audience in discussion that and subsequently enrolled in a program in the U.K. “I was, according to accounts of the event, both moving and failed miserably, even though the program was disability lively. studies, because there were no disability accommoda- Now 40 years old, Garbasz lives and works in Berlin, tions.” Germany. She has a website, www.yishay.com. 2e

2e Newsletter • November/December 2011 15 www.2eNewsletter.com 2e News NEWSbits Bridges Academy Plans Boarding Program The Quad Manhattan Bridges Academy, an independent school for 2e This fall the Quad Manhattan inaugurated a Quad students grades 5-12 in Studio City, California, will offer Preschool class for gifted or high potential 2- to 5-year- a boarding program for high school students beginning olds with and without developmental lags. Next year, in the fall of 2013. The program will offer both five- and says director Kimberly Busi, the school will expand to seven-day options. three classes: a 2e class plus two classes of 3- to 5-year- “The need is there,” said Director of Admissions Doug olds, complete with sensory gym, nooks, art studio, and Lenzini. “Over the past decade we have had countless kitchen. requests to include a boarding element. Several families The Quad also offers a summer program for older have moved to Los Angeles to kids. Last summer, says Busi, enroll their children at Bridges — families sought out the Quad not only from outside of greater from as far away as Hong Kong. L.A. but from other states and as Next year the organization plans far away as Japan and Korea.” We find it to expand its camp offerings to In addition to core academic to bring it to you. give teens and ‘tweens their own classes, boarding students will separate spaces. In addition, access enrichment courses, inspired by Bridges Academy’s talent development opportunities, Intersession, the Quad will also and extracurricular activities. offer winter and spring break Dorm life will enable them to work camps. Find more information at on social development, life skills, and executive function www.thequadmanhattan.com. skills in a real-world setting and experience independent learning/living prior to college enrollment. Susan Baum Presenting More specific information about the program will be 2e pioneer Susan Baum has two upcoming available on the Bridges website (www.bridges.edu) in late presentations on December 17 at the Los Angeles spring 2012. City-County GATE Conference. In one session, titled “Accommodations or Differentiation: That Is the Hoagies’ Website Question?,” Baum will provide strategies to make the The Hoagies’ Gifted website has a set of reading classroom a positive place for learning for 2e students. lists that are very popular with gifted kids, according to A second session, titled “2e Students: The Challenge of webmistress Carolyn K. One, a list of cartoon/humor Production and Writing,” will explore why some students books, is particularly popular with the 2e kids for their who are intellectually advanced have such a difficult time good content and graphic format. Hot Topics Reading producing written work and what educators can do to Lists are at www.hoagiesgifted.org/hot_topics.htm, and help. the Cartoon/Humor section is www.hoagiesigfted.org/ cartoons_humor.htm. There’s also Hot Topics On Being NAGC Article on RTI for Gifted, 2e Gifted (including gifted/LD, gifted/Asperger’s, and more) A recent edition of NAGC’s Parenting for High at www.hoagiesgifted.org/being_gifted.org . “Great Potential contained an article co-authored by Michael reading lists for our gifted and 2e kids!” says the prolific Potsma, Dan Peters, Barbara Gilman, and Kathy Kearney. webmistress. The article is titled “RTI and the Gifted Child: What Every Separately, don’t forget that the Hoagies’ site is self- Parent Should Know,” and includes considerations supporting, with no advertising. To help support this great for using RTI with twice-exceptional children as well resource, you may either use their “Shop Hoagies’ Page” as children who are “only” gifted. Find the article at before you visit your favorite online retailers (Hoagies gets www.nagc.org/uploadedFiles/RtI%20and%20the%20 a referral gratuity), or you may make a direct donation on Gifted%20Child.June%202011%20PHP.pdf. the Hoagies’ main page.

2e Newsletter • November/December 2011 16 www.2eNewsletter.com 2e News NEWSbits, continued

Gifted Development Center Moves should be placed on intervention rather than medication, Linda Silverman’s Gifted Development Center has according to the organization. The CASE research moved from central Denver to Westminster, Colorado. committee promises to release additional information Their new contact information is: 8120 Sheridan on the concerns and benefits involved in the early Boulevard, Suite C-111, Westminster, Colorado 80003; recognition of AD/HD in young children. (Thanks to Mary phones, 303.837.8378 or 888.443.8331. Ruth Coleman for sharing this information.)

Melissa Sornik Gears Up Her NY Practice St. Thomas Offering 2e Certificate Program Melissa Sornik, LMSW, has formalized her practice Beginning in January, 2012, the School of under the name Exceptional Education at St. Thomas University in Minneapolis/St. Children & Families Network. Paul, Minnesota, will offer an official cohort certificate The practice supports gifted and program in twice-exceptional education. According to twice-exceptional children and Karen Rogers of St. Thomas, all the coursework is online adolescents and their families with (virtual meeting rooms, blogs, etc), allowing participation services such as individual and by educators from all over the country. The program is family counseling, parent coaching accredited through the Higher Learning Commission. and training, support groups, and “We are, I think, the only nationally accredited twice- school support and advocacy. exceptional certificate program,” says Rogers. Sornik is cofounder of LI-TECA (Long Island Twice- According to the program’s page at the university Exceptional Children’s Advocacy) and a SENG-certified website, the program will “prepare educators to identify, facilitator for Parents of Gifted Children groups. Contact provide services for, information: 516-801-3286 or [email protected]. and develop/administer Address: 32 9th Avenue in Sea Cliff, New York, 11579 programs for children with dual exceptionalities.” The CASE on Pediatric AD/HD program is designed for Following the American Academy of Pediatrics’ classroom teachers, gifted announcement expanding the age of possible AD/HD specialists, special education diagnosis down to age four, the research committee of resource teachers, curriculum coordinators, and building CASE (Council of Administrators of Special Education) administrators, or for educators who want to provide commented on the controversy in the move. CASE services in twice-exceptional talent development. Along noted that the APA has issues with diagnoses at the with Rogers, Dr. Karen L. Westberg will instruct. age of four, but also noted that the DSM-IV criteria for Registrations are being accepted now. For more AD/HD diagnosis are the same for four-year-olds as information, visit www.stthomas.edu/education/ for adults. CASE also pointed out the difficulties (and academics/certificates/twiceexp/default.html. possible dangers) of using the usual first-line treatment, medication, on children so young. On the other hand, That’s It! the importance of early action means that emphasis More news in January. 2e

2e Newsletter • November/December 2011 17 www.2eNewsletter.com 2e Conference Coverage NAGC Conference, November 2011 Using Academics to Enhance Social Skills among 2e Learners

Coverage By Cathy Risberg with Asperger’s is their lag in maturity, which fails to Presenters: L. Dennis Higgins, Ph.D., and Elizabeth Nielsen, Ph.D., disappear with time or experience. The presenters University of New Mexico suggested that educators and parents look at the age of a learner with Asperger’s and then reduce it Introduction somewhat in their own minds. Doing so better allows Educators and researchers Dennis Higgins and Eliza- them to understand the individual’s responses and beth Nielsen began their session by listing the following actions. characteristics of a general curriculum plan that would • Problem-solving issues. Learners with Asperger’s best meet the needs of twice-exceptional learners: encounter some interesting challenges when it comes • Ample time with peers to problem solving, including: • Modifications for social and emotional learning − Seeing only one way to solve a problem • Advance organizers − Exhibiting “stuck” thinking • Inquiry and discovery − Seeing individual facts but not the whole • Autonomous learning − Taking a literal approach. • Future studies • Problematic external behaviors. Learners with • Team approach. Asperger’s demonstrate behaviors that present The presenters then focused on Higgins’ classroom significant social challenges, including: experience teaching twice-exceptional students, especially − Lack of flexibility those with high-functioning autism, commonly referred to − Anxiety as Asperger Syndrome. − Depression − Distractibility. Strengths and Challenges According to Higgins and Nielsen, students with Integrating Science and Social Grammar Skills Asperger’s typically exhibit the following characteristics All of these social challenges became quite clear to and strengths: Higgins in 2005, when he had an entire class of 2e learn- • Sophisticated verbal skills ers with Asperger’s. To help them acquire the social skills • Expansive vocabulary they needed, Higgins decided to teach these skills by • Verbal memory integrating them into his hands-on discussion-based sci- • Inquisitiveness ence units. Learners with Asperger’s, Higgins explained, • Special interests — objects do not typically learn through observation, but through • Honesty and respectfulness direct experience. He capitalized on this knowledge by • Artistic abilities. doing science experiments with worms as part of a stimu- Yet, the presenters explained, these same students lus and response unit. He then took his students to the also have specific challenges: playground to apply what they learned about stimulus and • Social difficulties. They engage in side-by-side play and response to their interactions with their peers. struggle with give and take. In addition, they display a Higgins pointed out some additional traits of students lack of reciprocity. with Asperger’s that became apparent in his classroom. • Social communication. These students experience He saw that they have a limited knowledge of friendship challenges with everyday conversation and feel and do not easily remember faces. To address these is- uncomfortable with narrative discourse and sues, Higgins designed a science lesson on illusions and storytelling. They need help with understanding and trickery, even working with “mystery powders “to help using non-verbal cues, and they often become the his students learn to overcome the challenges of face target of verbal bullying. recognition. • Maturity level. Another challenge facing learners

2e Newsletter • November/December 2011 18 www.2eNewsletter.com 2e Conference Coverage Using Academics to Enhance Social Skills, concluded

Conclusion Cathy Risberg, M.A., is an educational consultant In wrapping up the session, Higgins emphasized that who specializes in providing academic advocacy services his techniques for teaching social skills to his students for gifted and twice-exceptional children and their fami- with Asperger’s came in large part from his personal lies. Cathy has 15 years of teaching experience in public experiences gained from nearly 15 years of working with and private schools, including a school for the gifted and 2e students. He also credited the work of Michelle Garcia- talented. She is an adjunct faculty member for the Tech- Winner, an expert in the field of emotional intelligence nology in Education program at National-Louis University and social thinking, and Temple Grandin, the noted au- in Wheeling, Illinois, and presents regularly to various thor and college professor who is autistic. educational and professional groups. Cathy can be con- tacted at [email protected]. 2e

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2e Newsletter • November/December 2011 19 www.2eNewsletter.com 2e Bob Seney on Books Mirror, by Suzy Lee If you know me or have attended one of my presenta- and artistry? Concern tions, you are well aware of my love for textless picture for the social/emotional books. I go way beyond being a fan. I guess I’ve moved to health and growth of our the point of becoming a fanatic about this exciting genre. gifted students, especially Illustrations in children’s literature generally serve one of our twice-exceptional of three purposes. One is to break up the text — decora- learners. The frustration tion, if you will — as you see at the beginning of a chapter of being gifted in a world in many children’s novels. A second purpose, common in which is sometimes hostile most picture books, is to provide visual clues to the text, to the gifted often leads to which is certainly important for our younger, beginning problems. Compounding readers. The third, and I think the most sophisticated, these difficulties can be purpose is providing significant information not found in the overexciteabilities and the text. The illustration then plays an integral part in un- oversensitivities that these derstanding the plot or theme. A great example of this use children can display and of illustration is found in Chris Van Allsburg’s The Stranger the frustration they can (1986, Houghton Mifflin). Check out the illustration on experience when they en- page 24. This illustration, not the text, is the key to under- counter blocks to learning. standing the identity of the Stranger. I think that we can help In recent years we’ve seen illustrations used for a “defuse” these problems with the use of literature, wheth- fourth purpose — to tell the entire story. In textless picture er or not it takes the shape of formal bibliotherapy. books, the illustrations not only show us what happens, Through the book Mirror, we can acknowledge certain they define the characters and the settings, and they types of frustrations common to many gifted and twice- develop the theme. Not an easy task. One of the most ex- exceptional learners — frustration with their own actions citing examples of this form of picture book is Brian Selz- and thoughts and frustration with their lack of control. We nick’s The Adventures of Hugo Cabret (2007, Scholastic), can also lead students into recognition and discussion of a book recently made into a movie. (Since the book is so consequences, including the potential loss of something fantastic, I’ll reserve judgment on the movie until I see it.) that might be important to them. This brings us to the book I wish to share: Mirror by As we follow the actions of our little girl from discovery Suzy Lee (2010, Seven Footer Kids). Lee, a South Korean to creative expression and then on to frustration, I think illustrator, has provided extremely interesting but simple that we have “mirrored” the life and learning path of many drawings executed in heavy black pencil on a white back- of our gifted and 2e learners. By sharing this wonderful ground with no other images than our protagonist, a little little book with them, I think we can help these students girl. A single color, a yellow/orange wash, is used on her recognize a path down which many of them may be travel- dress and also, dramatically, on the center pages. The size ing and perhaps help guide them in a more positive direc- and shape of the book are significant as well — 12 inches tion. One of the great things about working with these tall by 7 inches wide, reminding us of a tall mirror. learners is that we have their intellect and their greater On the first page, we find our little girl in a very -de and deeper understanding on our side as we seek to help jected pose: head down on knees drawn up to her chest. them grow into productive, creative individuals. Truly a sad little picture. Then, in the following pages, she Happy Reading! discovers her reflection in the mirror. Lee uses each set of opposing pages to tell this story of a little girl who finds Professor Emeritus Bob Seney is retired companionship. As the plot continues, we find that the from teaching in the Masters of Gifted reflection takes on a life of its own, leading our little girl Studies Program at Mississippi Uni- to become unhappy and angry as she finds that she is no versity for Women. At conferences, he longer in control. This leads to an unwanted consequence. often presents a session titled “What’s Now what is my purpose for wanting to share this New in Young Adult Literature.” Reach wonderful little book with you, other than its uniqueness him at [email protected]. 2e

2e Newsletter • November/December 2011 20 www.2eNewsletter.com 2e Dear Dr. Sylvia Processing Speed: Trouble with SAT

My son was diag- and he’s taken two SAT certainly give him this wonder why he felt so shat- nosed with a learn- prep courses. He wants to opportunity. tered when he was in high Q ing disability in attend the college of his It’s unfortunate that a school. Many of life’s most third grade. He was tested first choice but was de- counselor hasn’t alerted successful people have and we found out he had a ferred pending his next SAT you to an important allow- struggled to overcome dis- processing speed problem. exam. We know he won’t ance for SAT testing for appointments, disabilities, He’s now a senior in high bring up the reading score. students with learning dis- and rejections. It’s hard for school and having a tough We’ve written a letter of ap- abilities. If his problem is a young person to put that time being accepted into peal, had him retested, and processing speed, as you in perspective, so your posi- college because of his SAT are waiting for the results. specified, a psychologist tive assurances for your reading test score. He’s We don’t know what else who has tested him can son are crucial at this time always had an issue with to do for our son. We feel submit a letter for SAT or in his life. the reading portion of stan- so bad that all his friends ACT testing that can permit dardized tests. He scored a have been accepted some- him extra time to complete Dr. Sylvia 690 in math, but can’t get where and he hasn’t. He’s either test. Students with Rimm is past a 450 in reading. He taking the SAT again in two processing speed problems a child has a 4.2 GPA and has tak- weeks. Any ideas and rec- often lose many points psycholo- en AP and honors classes ommendations would be based on their incomplete gist and all through high school. He very helpful. tests, leaving their knowl- clinical also was involved in many In the long run, edge not well tested. Extra profes- clubs and did 75 hours of your son is likely time allotted to these sor at Case University community service in our to be success- individuals usually makes School of Medicine, author, area. A ful in whatever career he a great difference in their newspaper and magazine I’m so disappointed in the chooses. Nothing predicts scores. columnist, and radio/TV way college acceptance is lifelong achievement better Also, surprising as it may personality. For free news- determined. He’s worked than excellent high school seem, some students who letters about how educa- so hard in all his school achievement. His hard work do poorly on the SAT do tion and competition both years and now wonders and good grades will pay well on the ACT and vice pay off for the rest of your where all that hard work off if you can help him not versa. Many colleges ac- life, send a self-addressed, got him. My daughter goes to feel discouraged. There’s cept either, so taking the stamped envelope to P.O. to a college that was easy a great deal of peer pres- other test could make a big Box 32, Watertown, WI, to get in to. She’s an aver- sure to get into prestigious difference for your son, es- 53094. Read Dr. Rimm’s age student and comfort- colleges and entry is more pecially if given more time Articles for Parents and able where she is. My son competitive than ever. In for completion. Teachers and submit family will likely be going to the the long run, if your son can questions online at www. same school because he gain entrance to his state Life is full of disappoint- sylviarimm.com. All ques- couldn’t bring up the read- university honors program, ments, even for young tions are answered. 2e ing score, even though he’s he should be able to find people who work hard. If taken the SAT five times. excellent challenge and your son learns to accept find preparation for a ca- disappointments and move We’ve had him tutored forward, he’ll be success- privately in a group setting, reer field of his choice. His grade-point average would ful and will look back and

2e Newsletter • November/December 2011 21 www.2eNewsletter.com 2e Events March 2-4, 2012, California Association for the Gifted July 14-18, 2012, 12th Asia-Pacific Conference on Gift- 50th Anniversary Conference, Palm Springs, California. edness, Dubai, United Arab Emirates. Billed as “the first More information at www.cagifted.org. conference on giftedness set in the Arabian Gulf.” For educators, professionals. More information at www.gifted- June 10-14, 2012, Hormel Foundation Gifted and Talent- ness2012.com/. ed Education Symposium, Riverland Community College, Austin, Minnesota. For educators, counselors, administra- November 15-18, 2012, NAGC Convention, Denver, Colo- tors, and parents. More information, when available, at rado. For educators, parents, counselors. More informa- www.austin.k12.mn.us/educationalservices/GTsympo- tion at www.nagc.org. sium/default.aspx. August 5-9, 2013, 20th World Conference on Gifted and July 8-13, 2012, Confratute, Storrs, Connecticut. By the Talented Children, Auckland, New Zealand. More informa- Neag Center for Gifted Education and Talent Develop- tion at www.worldgifted2013.com. ment. For educators. More information at www.gifted. uconn.edu/confratute/. Please note: For state association conferences relating to giftedness, see Hoagies’ website, www.hoagiesgifted.org. July 12-14, 2012, 13th Australian Conference on Gifted- For additional conferences on learning differences, see ness and Talent, Adelaide, South Australia. More infor- the website of the Council for Exceptional Children, www. mation at http://sapmea.asn.au/conventions/gat2012/ cec.sped.org. 2e index.html .

July 13-14, 2012, SENG Conference, Milwaukee, Wiscon- sin. For parents, educators, counselors. More information at www.sengifted.org. Back Issues, Featured Topics

October 2003 (#1): Understanding August 2005 (#12): Teaching 2e January 2008 (#26): Learning January 2010 (#38): Strategies 2e children students about 2e that work to promote learning in 2e kids December 2003 (#2): Public November 2005 (#13): Dyslexia March 2008 (#27): Focus on policy and 2e kids as the second “e” attention March 2010 (#39): Different per- February 2004 (#3): Homework January 2006 (#14): Schooling May 2008 (#28): OCD plus more! spectives on 2e and 2e kids alternatives July 2008 (#29): Anxiety and May 2010 (#40): Mental health April 2004 (#4): AD/HD in gifted March 2006 (#15): Different mood disorders providers children learning styles September 2008 (#30): Language July 2010 (#41): The transition to June 2004 (#5): 2e Advocacy and May 2006 (#16): Identifying 2e disorders young adulthood and college the Montgomery County Public kids November 2008 (#31): Using the School System September 2010 (#42): The July 2006 (#17): Older 2e kids arts with 2e children brain and the application of brain August 2004 (#6): Assessment September 2006 (#18): Writing research and evaluation January 2009 (#32): Advocacy and organization and special ed law November 2010 (#43): Universal October 2004 (#7): Supporting November 2006 (#19): CAPD students March 2009 (#33): Research on design for learning and 21st cen- January 2007 (#20): The emo- twice exceptionality tury learning December 2004 (#8): A look at tional side of 2e children output, the work that twice-excep- May 2009 (#34): Cluster grouping January 2011 (#44): AD/HD and tional students produce – or fail to March 2007 (#21): “Other” and differentiation its treatment produce exceptionalities – TS, CP July 2009 (#35): How technology March 2011 (#45): Neurodiversity May (#22): 2e Down Under – Aus- February 2005 (#9): Viewing can help 2e students learning and behavior problems tralia, New Zealand May 2011 (#46): Dysgraphia through the lens of neuroscience September 2009 (#36): Visual July 2007 (#23): Sensory integra- July 2011 (#47): Homeschooling processing and 2e children April 2005 (#10): Parenting 2e tion issues 2e children children November 2009 (#37): A different September 2007 (#24): Response September 2011 (#48): Helping approach to viewing and treating June 2005 (#11): Autism spec- to Intervention 2e children succeed some 2e conditions trum disorders November 2007 (#25): Helping gifted kids with ASD

2e Newsletter • November/December 2011 22 www.2eNewsletter.com