TM 2 Twice-Exceptionale 2May/June 2006 Newsletter Issuee 16 For parents, teachers and professionals. Price US$8 Helping twice-exceptional children reach their potential. Proposed Guidelines for Identifying and Meeting

Quote the Needs of Twice-exceptional (2e) Students … just as we have an By Wendy Eisner, PhD, and Melissa Sornik, BSW obligation to care for These guidelines are intended to be a multi- their strengths and weaknesses. those with special hard- purpose reference tool for educators, counselors, Commonly, the twice-exceptional individual ships, we also have and parents. They have been developed in order is viewed through the lens of pathology. With a to: pathology model, the focus is on the individual’s an obligation to do • Clearly define the term twice-exceptional (2e) weaknesses, sometimes totally eclipsing his or something… to encour- • Help readers better understand 2e her strengths. The goal of the pathology model age those with special personality characteristics is fixing the weaknesses without simultaneously talents. A society that • Provide help in designing 2e programs developing the strengths. Many clinicians are • Provide a system for identifying students for trained to use the pathology model and receive ignores children with the 2e programs no training with regard to giftedness. As a result, most promise is no bet- • Help in preparing evaluations and they are likely to misinterpret gifted behaviors ter than a society that individualized education programs (IEPs) as symptoms of disorders. The book Misdiagno- shuns those with the • Guide decision-making at Committee on sis and Dual Diagnoses of Gifted Children and least. Special Education (CSE) meetings. Adults: ADHD, Bipolar, OCD, Asperger’s, Depres- These guidelines are deliberately brief to fa- sion, and Other Disorders (Webb et al., 2005) –Jonathan Last cilitate their use. discusses this serious issue. In contrast to the pathology model is the ho- Defining Twice Exceptionality listic model. This way of viewing twice exception- Twice exceptionality is a broad and complex ality encompasses both the individual’s strengths concept. It is a way of framing or viewing individu- and weaknesses, focusing equally 17 ! als who have pronounced discrepancies between on the two. Twice exceptionality, INSIDE What’s a Twice-Exceptional Child? Organization Profile: What is a twice-exceptional child? Ask five people and you’re likely to get five different -re Bridges Academy 3 sponses. At least one will probably be a blank stare. While use of the term is spreading, it’s far from a household phrase. Event Coverage.... 6 A common response is that twice-exceptional is just another term for gifted/learning disabled. One “Naughty” Some, however, will argue that the term has a broader meaning – that it encompasses gifted chil- Little Girl...... 8 dren who have learning differences as well as diagnosed LDs. Others will have other definitions. And, of course, there are those who say it doesn’t exist at all. Book Review...... 13 If we can’t agree on what twice-exceptional means and on who is and who is not a twice-ex- Featured ceptional child, then how can we give these children the understanding and support they need? Columns...... 14 The answer, according to Wendy Eisner and Melissa Sornik, is a standardized approach to identify- ing twice-exceptional children. The article above presents their proposed guidelines. The End of the Issue...... 22 2e: Twice-Exceptional Newsletter is a bi-monthly publication about twice-exceptional children, children who are gifted and who have LDs – learning difficulties that go by many names, including learning disabilities, learning disorders, and just Events...... 24 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.

www.2eNewsletter.com  2e Newsletter • May/June 2006 2e F r o m t h e P u b l i s h e r s 2e: Twice-Exceptional Newslet- ter, ISSN 1546-0762, is published Welcome! bi-monthly in January, March, May, Welcome to the latest issue of 2e: Twice-Ex- July, September, and November. The subscription price for the print ceptional Newsletter. Our focus this time is on the edition is $45. The address of the known office of publication is Glen issues related to identifying and labeling twice-ex- Ellyn Media, 465 Columbine, West Chicago IL 60185. Periodicals ceptional children. Dorothy Knopper, the editor of postage paid at Glen Ellyn, Illinois. POSTMASTER: Send address the publication Understanding Our Gifted, said in changes to 2e: Twice-Exceptional the Spring, 2003, issue of that magazine: Newsletter, PO Box 582, Glen Ellyn, IL 60138-0582. If I ran the world (or at least the world of edu- Linda Neumann, Editor cation), I would eliminate all labels that are now Mark Bade, Business Manager Phone: 630.293.6798 placed on children. With the help of parents, teachers, and the children themselves, I Fax: 630.344.1332 would emphasize knowing and understanding each child, her abilities and needs, and www.2eNewsletter.com [email protected] her strengths and weaknesses. Editorial Board: If only it could work that way. Unfortunately, we live in a world where children do wear la- Susan Assouline, EdS, PhD Susan Baum, PhD bels, some of them accurate and helpful, some of them not. In our lead article authors Wendy Kathi Kearney, MA Ed Eisner and Melissa Sornik address the need for a standardized approach to identifying twice-ex- Deirdre Lovecky, PhD Marlo Payne Rice, MS ceptional learners and propose a set of guidelines to follow. Columnist Meredith Warshaw looks Linda Kreger Silverman, PhD Joan Franklin Smutny, MA at the need to get it right – to look deeper than the surface to identify and resolve the many Meredith Warshaw, MSS, MA layers of issues that 2e kids can face. And, in the article “The Story of One ‘Naughty’ Little Girl,” The cost for a one-year US print Australian subscriber and parent Michelle Gabriel shares a powerful and sensitive story about subscription is $45, for a two-year subscription $80. Electronic edi- the price that 2e children and their families can pay when a child is not properly identified. tion, $35. Contact us for interna- tional or institutional rates. Send Also in this issue we profile a private school in California for twice-exceptional middle and changes of address to us by mail or to [email protected]. high schoolers: Bridges Academy; and we provide coverage of a telephone-based conference The contents of 2e Newsletter are held recently on twice-exceptional learners. not intended to constitute medical As the school year draws to an end, we offer some tips for summer reading. First, check out or clinical advice, which should be obtained from a licensed practitio- a review of a new book that’s calling attention to 2e learners – Smart Kids with Learning Dif- ner. The use of information from 2e Newsletter for commercial purposes ficulties: Overcoming Obstacles and Realizing Potential. Then turn to our children’s book review is prohibited without consent in writ- ing from Glen Ellyn Media. We thank column to find recommendations for some award winners. our supporters and subscribers. If you’re new to 2e Newsletter, take advantage of the summer to explore our back issues. Member of AEGUS, CEC, NAGC, Also, look for information on ordering a gift subscription to 2e: Twice-Exceptional Newsletter, a Independent Press Association. great end-of-the-school-year gift for a special teacher or administrator. We thank you for reading 2e Newsletter. – Linda Neumann and Mark Bade

Glen Ellyn Media Copyright © 2006 by Glen Ellyn Media, unless otherwise noted. The May, 2006 yellow and red 2e logo on blue is a trademark of Glen Ellyn Media.

2e Newsletter • May/June 2006  www.2eNewsletter.com Organization Profile 2e A Profile of Bridges Academy When asked to write about his school, a student at Bridg- accepts what they describe as “very bright students who learn es Academy said: differently.” A typical Bridges student might have one or more At Bridges, I feel as though I can truly be myself. I of the following: auditory or visual processing problems, at- know that no matter what I say or do, I will not be tention deficit, nonverbal learning difficulties, dysgraphia, and judged by my teachers and peers. At Bridges, I get the problems with organization. To meet the student’s needs, individual attention that I need in order to succeed staff members create an “individual student profile” that de- later in life. At Bridges, I feel completely normal know- scribes a child’s intellectual, social, emotional, and behavioral ing that everyone around me has the same problems makeup. In addition, the profile documents the child’s learning that I do. At Bridges, I have the tools that I need in style, learning issues, strengths, and deficits. Also included are order to learn in my own way. suggested strategies and techniques to address both the stu- What better endorsement could a school receive? dent’s giftedness and learning difficulties. This profile serves Bridges Academy is a private middle and high school as the “blueprint” for the child’s education at Bridges. located in Studio City, a suburb of Los Angeles. The school While Bridges students receive remediation, the main got its start in 1994 when focus is on developing their educator Carolyn McWilliams talents. Talent development created an independent- might take the form of real- study college-prep program life experiences such as to meet the needs of young internships, performance athletes whose workout opportunities, or directed schedules conflicted with the independent studies. normal school schedule. At Instruction at Bridges is the same time, McWilliams differentiated to meet indi- was involved in another ven- vidual needs, and the cur- ture, helping gifted students riculum can be compacted to whose organization prob- let students move ahead at lems left them struggling in their own pace. All students a traditional school setting. use a laptop computer, elimi- Over time, the two ventures Carl Sabatino, Head of School nating the struggle that many merged into a school for would have with completing twice-exceptional students, one of very few 2e schools in the work by hand. Among other accommodations available to stu- U.S. today. (To learn about another private school for twice-ex- dents are extended time for testing, alternative assessment ceptional students, see “Profile: Brideun School,” in the Janu- opportunities (i.e., projects instead of tests), and flexible seat- ary, 2006, issue of 2e: Twice-Exceptional Newsletter.) ing arrangements ranging from traditional desks to beanbag Today Bridges Academy shares a building and small chairs. campus with Osaka Sangyo University of Los Angeles. The Staff development is a high priority at Bridges. The goal, eighty-plus students span grades 6 through 12, with boys according to Sabatino, is to supplement the teachers’ exten- outnumbering girls. Class size is small, and students have the sive hands-on experience with students with the best expertise opportunity to establish personal relationships with teachers. and ongoing research in the field of education in general, In addition to the teachers, Bridges also has an educational and the field of 2e education in particular. Helping the school therapist and school psychologist on staff. move in this direction is an advisory board that includes sev- In charge of the school is Carl Sabatino, an educator who eral experts in the field of twice-exceptional education: Linda moved cross country last year to become Head of School. Silverman, Marlo Payne Rice, and Susan Baum, who has be- When asked what he hopes to achieve in his new position, he gun working at the school on a part-time basis. Part of Baum’s sets his sights high, responding: “To create the most dynamic mission is to help teachers develop curriculum that is dually rich and stimulating model of education possible.” differentiated – that is, both challenging for the student and Sabatino hopes to do that by focusing on development accommodating of the student’s learning issues. 4 – both of students’ talents and the staff’s skills. The school Equally important for Baum is to make talent www.2eNewsletter.com  2e Newsletter • May/June 2006 2e Organization Profile Finding a School to Call Home Profile of a Bridges Academy Student

From an early age, Jordan was a diagnostic puzzle. While the classroom. he showed exceptional strengths in some areas, he had major It took two years of searching to find a school. According deficits in others. His IEP, created when he was 3, identified to Jordan’s parents, “There are many excellent private schools Jordan as having learning disabilities. In particular, he had dif- in Los Angeles that state they are interested in accepting and ficulty with impulse control and with reading non-verbal social educating students with different learning styles. It became cues. clear, though, that few, if any, would accept students like Jor- For much of his early years, from preschool through fifth dan.” grade, Jordan’s schooling focused on his LDs. He was fortu- Their search ended when they found Bridges Academy. nate to have facilities in his area that could accommodate “We started to feel very excited about the fact that there was his unique needs. Through his school district he was able to a school specifically designed for students like Jordan,” his attend a therapeutic preschool and then the Frostig Center in parents stated. What impressed them, they said, was that Pasadena, a facility that offers academic programs for learn- “Bridges is a school organized around students’ giftedness, ing-disabled students with average and above-average intel- not their deficits.” They also found it a place where students ligence. There he could receive speech therapy, occupational have a great deal of empathy and understanding for their therapy, counseling, and adaptive PE along with academics. Of peers. They discovered an added benefit at Jordan’s first par- Jordan’s experience there, his parents explained, “The teach- ent-teacher conference. “It was striking,” his parents said, ers were excellent; but since Jordan was different from the “that the conference was focused on describing and delighting types of students they were accustomed to, it took them years in Jordan’s exceptional academic and social gifts rather than to really understand him.” solely focusing on his deficits.” In third grade, testing showed that Jordan was a highly As for Jordan, he was happy to find a school that was gifted child who needed greater challenges than the Frostig filled with students to whom he could relate. Today, as a ninth Center could provide. The Center’s staff recommended that grader, Jordan’s parents describe him as “an extremely bright, Jordan’s parents find him a small, private school that could outgoing, and empathetic boy interested in engaging with his address his giftedness while offering the support he needed. peers.” He’s still working to decipher social cues, they say, but Jordan still experienced challenges in connecting socially to he’s doing better all the time. 2e his peers and in understanding what was expected of him in

A Profile of Bridges Academy, continued development opportunities available to all students. “My goal,” she explains, “is that every Bridges student will have a talent plan as well as an IEP.” The school also sees itself as a resource center for educa- tors who want to learn more about meeting the needs of 2e students. The school’s aim is to collaborate with other orga- nizations and institutions to do research and training. Accord- ing to Carl Sabatino, “We hope to develop the quintessential model for an environment of great cognitive, social, economic, and cultural diversity where extraordinary individuals will dis- cover who they are and how they will construct and live their lives; and they will recognize the enormous gifts they have to offer the world.” 2e Ah, South California: Bridges’ Campus

2e Newsletter • May/June 2006  www.2eNewsletter.com Organization Profile 2e Interview with Marcy Dann Educational Therapy at Bridges Academy

Q: What is educational therapy? Q: Can you share examples of aspects of the educational A: The goal of educational therapy is to enable a student to therapy you provide that have been especially successful? become an independent learner. As I work with students, I A: One thing is to ask students to verbalize what they think strive to help them make a shift so that they can drop thought they can do easily and what they are trying to avoid. Once it’s patterns or behaviors that no longer serve them. stated, they no longer need to spend time and effort avoiding or denying it. Then, we’re free to plan plays ways to work with Q: What is your background? or around it. A: My M.A. is specifically in learning disabilities. If it’s organization skills that we’re working on, then I’ll give the students a calendar page of the month and ask them to find Q: Can you describe your role at Bridges? today. Believe it or not, this is not always something that they A: I teach students specific techniques to help them approach, automatically know. process, and complete complex tasks according to their learn- Then I ask them to mark Marcy Dann ing preferences. For example, a student might have difficulty upcoming events and plan with writing or with organization. I can work with the student to what needs to be done acknowledge the issue and to bring about an immediate shift in the meantime. I teach in thinking and behavior. that it takes time to be I also provide ongoing consultation with parents, teachers, and organized. For example, how the administration. I offer them suggestions for either creating long might it take to do this challenge or accommodation in the classroom or at home. task? Or when might you ask Another part of my job is to create a learning profile for each your teacher a question? Stu- student’s learning strengths and weaknesses. I listen to what dents may need to communi- the students tell me about their perceptions of their learning, cate with a teacher, but not plan when to do it. If they wait until synthesize information gleaned from previous psycho-edu- the last minute, and the teacher isn’t available, then there’s cational evaluations, and provide informal assessments that little recourse. So I ask the students to have a plan A, a plan B, show current levels of functioning. I also take into account and a plan C. the context of a student’s life to find out what has or has not While I spend considerable time teaching planning skills, I also worked in the past. Then I gather information from the stu- give observable, nonjudgmental feedback. What made this dents’ teachers, parents, and outside private professionals. plan, task, or communication workable? What didn’t? When In addition, I observe students in their different classes and might students expect to find themselves in this situation during fitness, break, and lunch. I generally look for patterns again? Which skills can they draw upon next time? What re- of consistent ease or difficulty as well as “consistent inconsis- minders might they need to have in place in order to be effec- tency.” tive? If it’s written language skills that we’re working on, then I as- Q: How does a student come to see you? sess what stage of writing students are able to approach with A: Students are referred to me by their teachers or parents. I ease. I look for what is motivating them, including what moti- will meet with them individually once or twice and then peri- vates them to take shortcuts or to avoid the task altogether. I odically to check on their progress. I’ll communicate with the ask questions to probe their thinking process, and I respond teachers and explore what accommodations might be needed. based on the information I receive. Many students, depend- In addition, if it becomes clear that a student needs ongoing, ing on their past experiences and the dialogue playing in their intensive remediation or therapy, then I refer the family to out- heads, can talk themselves out of doing a task, side professionals. even if they’re skilled at it. 6

www.2eNewsletter.com  2e Newsletter • May/June 2006 2e Event Coverage Teleconference on “The Twice-Exceptional Child” On May 8 Lorman Education Services held a telephone What is known, he stated, is that nationwide there are conference entitled “Unveiling the Mystery of a Paradox: The about 14,846,000 students in grades K through 12. Of these, Twice-Exceptional Child.” The presenter was Dr. Mike Marcela, we know that: the accountability specialist in charge of compliance to federal • Approximately 5 percent, or 2,393,000, are and state exceptional children regulations for the Charlotte academically gifted. Mecklenburg (North Carolina) Schools. His scheduled • Approximately 10 to 12 percent, or 4.8 million co-presenter, Pat Mazza, was unable to take part in the students, are served in special education. (This conference. number excludes those students identified as mentally disabled). The Twice-Exceptional Child Is... Dr. Marcela opened the teleconference by defining the The Law and 2e Learners twice-exceptional child as: In the next part of the teleconference, Marcela addressed “A student who is identified as demonstrating high the laws that determine the evaluation, identification, and performance ability or potential in academic and/or provision of services for twice-exceptional learners. These are: artistic areas; who also has a permanent or temporary • Federal, state, and local laws regarding gifted and cognitive, physical, behavioral, or emotional disability; and talented students who needs an educational program beyond that normally • Section 504 of the Rehabilitation Act of 1973, civil provided by the general school program in order to meet rights legislation that covers individuals of all ages. [his/her] potential.” He explained that this student may or may not be in need Protection under this law requires a school-based of special education and/or related services. team to determine the following: In terms of the prevalence of twice-exceptional learners − That a student has a disability – typically through a nationwide, Marcela explained that no prevalence studies medical report or physician’s statement have been conducted due to: − That the disability negatively affects the student’s • Differences nationwide in the definitions of both gifted learning such that accommodations and modifications and special education are necessary. • Schools not identifying students as twice exceptional • The Individuals with Disabilities Education Act • Students not being identified for either special (IDEA), an education and funding law that covers education or gifted programs because of their students from 3 through 21 years of age. disability masking their giftedness or vice versa. 7

Educational Therapy, continued If a child has learning weaknesses, then there are even stron- feel that their learning style is understood and supported in a ger barriers. I work past the temperamental issues, step by world where being gifted and having learning differences re- step, while teaching specific writing skills and giving non-judg- quires continual effort. mental feedback and encouragement. Q: What do you think it takes to reach 2e students? Q: What have you gained from your experiences at Bridges A: It takes knowing how to present every-day issues in gentle, Academy? firm, creative, flexible, and structured ways, depending on each student’s learning profile and temperament. I’m always A: I’ve learned so much from the 2e students here since my ar- mindful that I’m working with students who will soon be pro- rival three years ago. I see how much effort they put into class- ductive members of our society in a capacity that will likely tap es when the content aligns with their interest level. I recognize into their talents. Helping these students learn self-awareness, how important it is for the students to connect with their self-understanding, and self-advocacy skills are a just few of teachers. I observe how sensitive students are to the emotions the many long-term goals that will help propel these kids into related to learning. I realize how important it is for students to the future. 2e

2e Newsletter • May/June 2006  www.2eNewsletter.com Event Coverage 2e Teleconference, continued

Protection under this law requires that a student: Developing Educational Programs for 2e Learners − Meet specific eligibility requirements by fitting into any When developing educational programs for 2e learners, of 16 categories of disability Marcela stated that there are four key questions to consider: − Be deemed as “needing special education.” 1. Does the program focus on their gifts and talents? Marcela pointed out the obstacles that can keep a gifted 2. Does the program address their disability? and talented child from meeting eligibility requirements for 3. Is the program nurturing and emotionally supportive special education. Among them are: enough to help the students cope with their inconsistent • High test performance and above-average grades abilities? • The difficulty of determining if behavior is the result of 4. Are the regular classroom teacher, the gifted program a disability or a characteristic of giftedness (i.e., lack teacher, and the special education teacher working to- of organization) gether cooperatively to provide services for the student? • The difficulty of determining if achievement problems Marcela went on to describe how the ideal program for are due to a disability or stem from problems 2e students should have these components: meeting program requirements such as International • Activities and content that focus on the development Baccalaureate or Advanced Placement programs of the students’ strengths, interests, and superior • The difficulty of distinguishing between a bad grade intellectual capacities earned honestly and one due to a disabling condition • Implicit instruction in the use of compensation (i.e., not completing homework). strategies (i.e., advanced organizers, technology, Students who meet eligibility requirements under Section strategies for remembering) 504 or IDEA can receive accommodations or modifications • Enriching and stimulating cognitive experiences to help them be successful in spite of their disability, Marcela involving problem-solving abilities and independent explained. These are not provided necessarily to “maximize” research skills potential, he stated, but merely to create a level playing • Strategies that address different learning styles and field. The accommodations or modifications are provided in multiple intelligences. a 504 Plan under Section 504 legislation or in an Individual Educational Program (IEP) under IDEA. Wrap-Up Accommodations, according to Marcela, are “outside the The conference concluded with a look at teaching body.” They are physical or environmental changes around the strategies to use with 2e learners. Marcela explained that student. Some examples are: teaching these students is challenging and may require using • Extended time a variety of approaches and strategies to meet their needs. • Frequent breaks Among them are: • Dictation to a scribe • Differentiation, in which the teacher modifies what • Large-print books the student learns, how the student learns it, and the • Providing typed notes ways in which the student shows what he or she has • Taping lectures. learned Modifications, Marcela explained, involve making • Curriculum compacting, in which the teacher provides structural cognitive changes in the level of the material. They the student with alternative work to avoid having the might include: student waste instructional time reviewing while the • Making use of specialized curriculum written at a other students learn the material lower level • Acceleration, in which the student moves ahead by • Modifying weights of grades subject or grade or by taking on more challenging work, • Lowering the reading level of an assignment. such as advanced placement courses. For information A word of caution from Dr. Marcela is that too many on accelerating 2e students, Dr. Marcela referred accommodations or modifications can make it difficult to participants to the report A Nation Deceived: How Schools implement them successfully. Hold Back America’s Brightest Students, available for free download at http://nationdeceived.org/. 2e

www.2eNewsletter.com  2e Newsletter • May/June 2006 2e Identifying 2e Children The Story of One “Naughty” Little Girl By Michelle Gabriel Twelve years ago, I was Naps during the day? If only. the other kids, asked lots and All my best-laid plans fell lucky to have a beautiful little Fifteen to twenty minutes lots of questions, and never in a heap. I never realized girl. When I first looked into seemed to be the most, and stopped moving. She was that they wouldn’t be her eyes, I was sure she had she stopped taking daytime my daughter and I loved her. speaking to Brooke, only to been here before. I was sure naps by the time she was 16 When she smiled, I realized me. I couldn’t understand she was already trying to tell months old. how lucky I was to have such it. Here was Brooke having me something. Boy, was I We took her to the a determined, forthright child. discussions about “life” and right! special baby’s unit in If only she could get through “death” with her teachers Even from the beginning, Brisbane, and we took her to childhood in one piece, these at the daycare center she it seemed she was different pediatricians. I was told not attributes would stand her in attended, and these people from other babies. When she to worry, that she would grow good stead as an adult. But weren’t interested in asking was three days old, I went out of it. There was nothing would she make it through her opinion. out to the hospital nursery wrong with her, they said, that childhood? My little darling was very in the early hours of the a calm mother couldn’t fix! upset that no one took notice morning to find her being By the time she was 18 What Was Wrong with My of her – which meant she treated differently. I asked months old she was going Darling First-Born? became determined that they why my little darling wasn’t to daycare while I worked. When Brooke was three- speak to her, not me! She in the nursery with all the Within six weeks, they put her and-a-half, a child care started to do cartwheels in other babies. I was told that into the three-year-old room. director told me, “Your child is the principal’s office, opened she was very irritable and The 15- to 24-month-olds’ either badly behaved, gifted, the drawers of his desk, and had been put by the radio to caregiver said she was sad to or autistic.” This childhood generally caused havoc. calm her down, that she was see Brooke go – my daughter “expert” believed my He proceeded to show me too loud and was keeping was teaching the others to daughter was badly behaved a book on disciplining your the others awake. They speak in sentences. and treated her as such. child! even introduced a pacifier It was about then I Brooke spent many hours in We were then sent down – something I was told the started to realize that Brooke the time-out corner. to the office of the head of hospital did not believe in. seemed advanced in other I decided that Brooke the junior schools. I thought, This was the beginning of ways, as well. As a baby, really needed to go to school. “This will be better; this what was to become a long she never seemed happy, By this time, I was sure woman obviously works with passage of learning for me as just frustrated. When she she was smart and needed younger children. She’ll want a mother. What I didn’t know could lift her head, it wasn’t mental stimulation. (Please to speak to Brooke.” then was that I was the proud enough; she wanted to sit. remember, at this time I had How wrong can you be! mother of a gifted, visual/ When she could sit, she no idea that she was gifted or She did the same thing. spatial, AD/HD, Asperger’s wanted to move. When she anything else!) She asked me questions child. And it took many years could roll over, she wanted I remember vividly our about Brooke and treated to find out. to crawl. When she could visit to the preschool. I my daughter as if she wasn’t crawl, that only annoyed her primed Brooke before the there – until Brooke went up My Bundle of Joy? because she wanted to walk; interview with the private to the woman’s desk, picked Life as a baby mustn’t and of course that meant school principal. I asked up a pen, and started writing have been easy for my little she wanted to run. When she her to answer his questions words on her desk! Yes, the bundle of joy – although “joy” could run, climbing was what politely because she needed desk, not a piece of paper. is probably not the right word. she wanted – so of course we to be good if she wanted to The words said, “Speak to She never seemed to sleep, joined gymnastics! go to school. She did want me!” and she always seemed to be She was a child that most to go, so she agreed to try 9 upset. I was asked how many adults found annoying. She to behave as adults wanted naps she had during the day. was clumsy and loud, fell over her to.

2e Newsletter • May/June 2006  www.2eNewsletter.com Identifying 2e Children 2e One “Naughty” Little Girl, continued

Needless to say Brooke school, and said we would had turned grey, and she at this. But Brooke got the was rejected for entry that end up knowing more than he was only 28! Not only did all-clear. To keep her busy, we year. With her birthday in did about gifted children. He she have my sweet darling in started doing tennis, drama, November, the school would was a great help! her class, she had four other gymnastics, swimming, and take her next year. I was That was our introduction handfuls. Some were already art. cautioned that the curriculum to the world of giftedness. diagnosed with was very academic, and I thought, “Great. Now we AD/HD but not asked how my undisciplined know what the problem is. medicated; others child who couldn’t sit still was This isn’t so bad; the school were yet to be going to cope? It didn’t matter can take over from here.” identified. Passing that she could read and write, Was I wrong! I thought I’d this classroom, it or that the reason she was give the report to the teacher, wasn’t unusual to so undisciplined was that she the teacher would start see kids jumping needed the stimulation. My working with Brooke at her up and down on words fell on deaf ears. level of capabilities, and life the desks. All the would be fine. These people other teachers Yes, I Had a Hell Child were professionals, weren’t were so happy We did find a part-time they? They were trained to they didn’t have preschool for Brooke; but work with children. They this class. It was before long, I was called would do the right thing by my known around into school and told that she little darling. the school as the was creating havoc and that I obviously still had a lot class from hell. I something had to be done. to learn. wondered if the The problem for Brooke We were lucky when teacher would was that her preschool Brooke entered school. The last the year out. classmates were playing with preschool teacher normally Luckily for all of By the time Brooke puzzles she had played with taught Grade 1. After seeing the children and us, she did. hit Grade 2, she didn’t two years earlier. the psychologist’s report, the The teacher started doing like school. She felt it was I mentioned these teacher started on the Grade extension work – teaching beneath her, she was bored, problems to our family doctor 1 curriculum with Brooke. By harder spelling words – with and she wasn’t behaving. and asked if Brooke had the end of preschool, Brooke some of the children, and Brooke couldn’t sit still in AD/HD. He said he thought finished the entire Grade 1 fortunately Brooke was class. She had to be moving, Brooke was gifted and that curriculum while still creating among them. Unfortunately, and she needed to be moving we should have her tested havoc; but at least she was she was still creating havoc to learn. “School’s supposed by a psychologist. After learning. in the extension class. Brooke to teach you things mummy!” testing her, the psychologist Her second year at the had the habit of rocking she said, “It doesn’t.” concluded that Brooke was school I thought Brooke back and forth and sucking Brooke was not the good uncommunicative, seemed would be in Grade 2, but her thumb, that is, when little girl that people expected to want to ruin her work, was the school informed me that she wasn’t looking out the from someone so bright. disobedient, and sucked her it wouldn’t be right for her window daydreaming or She was getting very angry thumb – but was obviously socially. Well, they were the jumping out of her seat. and very aggressive at home gifted. He gave us information experts – they should know. The teacher asked me to and at school. Life was not on the gifted association in So it was on to Grade 1. get her checked for any brain right. We were told she was our state, told us that she By the third week of problems, or to see if she was suffering from needed extension work at Grade 1, the poor teacher autistic. This was the second depression. 10 time I had been told to look www.2eNewsletter.com  2e Newsletter • May/June 2006 2e Identifying 2e Children One “Naughty” Little Girl, continued The Grade 2 teacher The Second “E” Brooke because of the Linda confirmed started trying to give We started to realize contradictory test results. something that I had Brooke Grade 3 work. For that Brooke was very bright, We were devastated. We suspected. Children like a punishment for being but not learning as well as couldn’t blame the school, Brooke are reflective thinkers; disruptive, she would put we expected, given her IQ but we knew we had to find you can’t hurry them. Even Brooke into the Grade 3 – at least, not in the way the a new school that could if you tell them that a test class. Brooke didn’t think it school wanted her to learn. help her. We just hoped her is timed, they will still go was a punishment – it was As I came to understand reputation would not precede about it at their own pace. the best thing the teacher more about giftedness and her. The WISC-III tests that could ever do. She was finally my daughter, I started to What we found was a Brooke took were heavily learning something. Brooke wonder again if she did school that was starting to timed. Even though she got became even more disruptive have AD/HD. A pediatrician do acceleration and that had all the questions right in until the teacher realized confirmed my suspicion. a gifted coordinator. While the timed part of the tests, what was going on. Brooke was put on they wouldn’t agree to fully she lost bonus points for Even with more difficult medication, which was not an accelerate Brooke, they did not completing them in the work, Brooke couldn’t sit still; easy thing to do. I felt I was agree to provide trial subject time given. Her IQ had not she was always daydreaming drugging my daughter, and acceleration. She started at decreased; she just didn’t or out of her seat. She I didn’t really want to; but the new school in Grade 3. answer quickly enough. couldn’t concentrate on things seemed out of control. something for more than Something had to be done, Plus a “Different” Way of The Quest for Acceleration three minutes. She made so we gave medication a try. Learning We continued to push silly mistakes in her work, All of a sudden I was still concerned for full-year acceleration and not because she didn’t know we seemed to have a about the IQ tests, and finally got it. The trouble is the work, but because she different child. She was wondered if we had got it that we forgot one of the was trying to get it finished still disorganized, but wrong. Maybe Brooke wasn’t major requirements: make quickly so that she could get her behavior improved gifted after all. Maybe we had sure the receiving teacher on to the next thing. Brooke dramatically. The teacher been working on the wrong knows about it, believes was distracted by the other found her easier to teach; we assumptions all along. Maybe in it, and has read all the children, even by anyone found she was able to sit and the medication was not good information about the child. walking past the classroom. do her homework. for her at all. What was going This did not happen for us. The fan distracted her. Because we were trying on? The Grade 5 teacher refused Her mind would be on six to get Brooke accelerated In my research on the to read the information things at once, and then she at this time, she underwent Internet I found information and didn’t want Brooke in would forget what she was more IQ and achievement on visual/spatial learners. his class. Again, we heard supposed to be doing. And testing. To our horror, her The description of this comments such as, “She is she was so unorganized! IQ plummeted. We couldn’t learning style seemed to fit coping with the work, but Brooke was also the understand it. The IQ test Brooke to a “T.” I decided socially she is too immature.” class clown. All the kids results showed a decrease to send all the reports that Brooke found herself thought she was funny; but of 30 points, while the we had accumulated over in Grade 4, where she was because she also disrupted achievement tests showed the years (including the sad because she was so them, they were starting not her IQ to have increased conflicting test results) to bored. But she didn’t want us to like her. They didn’t want 15 points. Both tests were Linda Silverman at the Gifted “fighting” the school anymore. her in their class. Life at conducted on the same day; Development Center in the She said “Grade 5 work was school was not working out. it didn’t make sense. How USA. She was known to be a too easy anyway, and the kids could this happen? It was all psychologist well-versed in were mean. Maybe they’d let too much for the school, and visual/spatial, AD/HD, and me go into Grade 6 instead, they refused to accelerate giftedness. or maybe I could just go to 11

2e Newsletter • May/June 2006 10 www.2eNewsletter.com Identifying 2e Children 2e One “Naughty” Little Girl, continued another school where the In Grade 6 Brooke had a with which her pediatrician was given an independent other kids don’t know how first-year teacher who didn’t agreed. (Since Asperger’s education plan (IEP) and an old I am and won’t tease me. believe in AD/HD and failed is on the Autism Spectrum, aide for four hours a week That would be better.” Life to see Brooke’s giftedness. that childcare director really – just what we had been had not been easy for her Brooke was pulled out of the wasn’t so wrong after all!) trying to achieve for her since and she was only 8. gifted class (with protest from By the time we received Grade 2! the gifted teacher), and her the report, we’d had enough Looking for Answers marks started to plummet. of the new “management” Brooke Starts High School We continued to look She was neither getting the at this school and had The move to high school for ways to help Brooke. Did extra help she needed for her decided to leave. When the was not easy on Brooke. The I have any answers at the giftedness nor getting her report was presented, school amount of different subjects, moment? Not many. I listened needs met as a visual/spatial administrators just said, different teachers, different to my daughter, I spoke to learner in the classroom. “Thank you, but we can’t work classrooms, and the social her, and I gave her space. I Her only solace was with that anyway.” behaviour of Grade 8 girls helped her with projects she music, Brooke plays clarinet Brooke started Grade all took their toll. One day, wanted to do. and violin and has taught 7 at a new school (where Brooke walked out of school, The funny thing was, the herself piano. She also she would continue into vowing not to go back. She teachers and the principal composes music and can high school). We were said goodbye to the teachers really liked her. They thought play pieces just from hearing truthful and let them have and students, and then came she had a kind heart and them once. Brooke put the many reports that home and told me! was funny and smart. She more time into her music we had accumulated. Remember how I even surprised them by being during this year. She realized We also presented them described my daughter earlier good at sports. They just that her class teacher with a readable summary as funny, fun loving, and found her difficult to be with didn’t understand her. She assembled by a psychologist. loud? Well, now Brooke was on a daily basis because explained to me that it wasn’t The first term wasn’t uncommunicative, sullen, and she was so impulsive and so his fault, that he just needed easy for Brooke. She has angry. She was so stressed unorganized. people to understand him, difficulty with change, and out it seemed that she was in and that he was new and the teachers were still getting a daze all the time. Leaving Ups and Downs at School needed time to get to know used to her needs, so she school was the only thing she In Grade 4 Brooke was how to deal with different failed every subject. By could think of doing to protect lucky. She had a teacher children. second term, however, with herself. It wasn’t that we were who let her move around the During this year the interventions in place, she listening to Brooke and the classroom to learn. In Grade school again asked for was achieving better results school wasn’t; it was just 5, with a creative teacher Brooke to be retested. Again, in most subjects. In time, that their system didn’t suit able to work with her visual/ we complied. (Remember everyone expected Brooke to her needs at all, despite the spatial learning style, Brooke this child has now had four achieve and excel. IEP and the aide. excelled. She even received IQ tests!) Again, the results The work at this school Among the issues were an academic achievement of the Ravens (a visual-style was much more challenging the number of subjects in award at the end of the year. test) and the aptitude tests than what Brooke had in the high school, nine in total, and We thought things were going showed that she was gifted. past, and she enjoyed it far the length of periods, which to continue to work well for The IQ test, this time the more. The trouble, however, were 25 minutes. By the time her. Woodcock Johnson, showed was that the workload was she got herself organized in However, all best-laid that she was a gifted/LD stressing her out. She now class, the lesson was over. plans…. The school principal student. Now the psychologist had the quality she needed, Another issue that we hadn’t left, and the new principal believed that Brooke not only but the quantity was far too counted on was that girls are was not as understanding of had AD/HD but also Asperger much. not the nicest beings in Grade our twice-exceptional child. Syndrome, a diagnosis The school had Brooke 8. If Brooke only had the 12 evaluated. As a result, she www.2eNewsletter.com 11 2e Newsletter • May/June 2006 2e Identifying 2e Children One “Naughty” Little Girl, continued stress of academics or the tests. (I am sure teachers Michelle Gabriel is the Brooke stress of Grade 8 girls, I think think we help her with the mother of two daughters, she could have coped; having assignments because the 13 and 11. Both are gifted both was just too much. results are so much better with “a few added quirks.” I truly think that school than her test scores; but She runs her own business personnel did every thing the fact is we don’t.) It’s still and, in her spare time, holds in their power and their early, but things seem very the volunteer position of hearts to help Brooke, but positive at this school. President of the Gold Coast she needed fewer subjects During her first month Branch of the Queensland and fewer periods per day to at the new school, Brooke (Australia) Association of help her achieve. There was earned 93 percent on a Gifted and Talented Children nothing the school could do math assignment. She was (QAGTC). Michelle works about this, and we all agreed so pleased she told me, “I with both teachers and that it just wasn’t the right fit thought I was dumb at math parents, advocating for gifted for her. We changed schools mum, but look, I’m not.” I and gifted/LD children in at mid-year. reminded her that in Grade 7 Queensland. She may be Our hope is that Brooke she actually got 95 percent reached at mbgabs@ozemail. is now in the school where on a math assignment. It’s com.au. 2e she will stay the rest of her just that she only remembers the end results on her school school days. It offers six Do You Believe in Labels? reports for the last two years, subjects, 50-minute periods, So when Brooke was four and a half, we were told results based primarily on and only four different she was gifted. At seven we were told she had AD/HD. At low test scores. subjects per day. Brooke also eight we were told she was visual/spatial. And at eleven As Brooke has settled has an IEP here and more we were told that she had Asperger’s. The thing is, Brooke into her new school, she’s say on how her educational fits all of these labels. And each one of them has helped enjoyed lower stress levels needs are met, which is very us help her with her schooling and her life. The only regret and having a group of kids empowering for her. is that she didn’t get the Asperger’s label earlier so that to mix with. She likes her The school addresses people would have been able to understand her and meet classes and has found both Brooke’s giftedness her needs sooner. that having longer lessons and her disability. They Many people are loath to get labels for their kids, and actually makes the day go understand that by getting that is their prerogative. But having these labels has never faster. Now for the next four her stress levels under been a problem for us. If anything, they have helped us and a half years…. control and getting her help get the help that Brooke needed in school. I’m hoping the coming in her areas of need, she can I often wonder if it would have been better not to years will be Brooke’s perform to her potential. They know any of it; but then I think, no, this is right. By being happiest days of school. I understand that she needs well-informed I have been able to give Brooke as much as believe the future is bright for things explained differently I can and try to help her fulfill her potential without being her, and I think she has a lot than some of the other seen for her whole school life as a “naughty little girl.” to offer society and herself. students. In addition, they Without the labels she has, I think she still would have She just needs people to understand that she needs been labelled – as disruptive, unmotivated, and a child give her the opportunity to ways, other than written who does not want to learn. And that is so far from the show her strengths instead of tests, to show her knowledge. truth. –MG Brooke can do excellent work working against them. on assignments, but fails

2e Newsletter • May/June 2006 12 www.2eNewsletter.com Book Review 2e Smart Kids with Learning Difficulties: Overcoming Obstacles and Realizing Potential Book by Richard Weinfeld, Sue Jeweler, Linda Barnes-Robin- On this same topic, the son, Betty Shevitz authors also offer one of the Prufrock Press (2006) many suggestions they have for parents on ways to advo- Reviewed by Linda C. Neumann cate for their children. They state, “You will want to en- This team of authors has worked together and written courage your local and state together before. They all come from the Montgomery County school districts to be part of Public Schools, where a program for addressing the needs of the research and staff devel- twice-exceptional students has been in place since the late opment that will be available.” 1980’s. (See the article A Profile: The Montgomery County They explain that “states, local Public School System in the June 2004 issue of 2e: Twice- school districts, and universities will now be eligible to receive Exceptional Newsletter.) They have conducted research, pub- federal money to study and promote promising practices for lished articles, and presented conference sessions on their these [twice-exceptional] students.” experiences in teaching gifted students who have learning dif- The changes to IDEA are likely to affect twice-exceptional ferences and learning disabilities. children in another way as well, the authors point out. They In their new book, Smart Kids with Learning Difficulties, state that when a child is struggling, “schools are no longer re- the foursome has created a guide to help parents and educa- quired to take into consideration whether a child has a severe tors “identify and plan for these bright, underachieving kids so discrepancy between achievement and intellectual ability.” In that they will reach their true potential.” This straightforward the past, a school examined test results to look for uneven- and easy-to-read book is divided into five chapters that answer ness in scores that might indicate learning disabilities. The these five questions: test results might come from assessments that the school per- 1. Who are these kids? formed or that were done privately. Now, the authors explain, 2. How do we find them? the school can still consider discrepancies, but is not required 3. What needs to be done for them and who is responsible? to do so. Instead, the school can use a process known as RTI, 4. What do good programs and services for these kids look or Response to Intervention. With RTI, the school can see how like? the student responds to “scientific, research-based interven- 5. What actions ensure that these students will overcome tions.” If the student fails to respond, they explain, it will be their learning difficulties? up to the parents to “show that your student does qualify for At the end of each chapter are tools, such as forms and the specific learning disability designation.” In addition, they checklists, that readers can reproduce. Along with these, the emphasize that for parents “it will be crucial to document the authors include tips to help parents, teachers, and students interventions used…and the evidence of how your child is put the tools to good use. responding….” They advise parents to “ask for a specific time- One of the most useful tools, described as a road map, table that describes when and how the effectiveness of the is a flowchart that shows the path from noticing that a bright interventions will be measured….” child is struggling in school, through identification procedures, In the chapter on what good programs and services for and eventually to an outcome that can lead to success for the twice-exceptional students look like, the authors give a de- child. The chapters in the book support each of the stages in tailed description of the Montgomery County Public Schools the flowchart. GT/LD program. They offer it as a guide to parents and school Readers will welcome the discussion of how the reauthori- systems that might to develop a similar program. zation of IDEA (the Individuals with Disabilities Education Act) The authors make an important point concerning pro- in 2004 affects 2e students. The authors explain that for the gramming for 2e kids. They observe that what we do for these first time “IDEA acknowledges the needs of twice-exceptional children is only part of the equation. How we do it is equally children. This opens the door for more attention and potential- important. They state: In the right climate, where students ly more services to be provided for GT/LD [gifted and talented/ know and feel they are respected and valued for their unique- learning disabled] students.” ness, anything is possible. 2e www.2eNewsletter.com 13 2e Newsletter • May/June 2006 2e Meredith Warshaw’s Column Peeling the Onion

Trying to figure out what’s going on with a twice-excep- don’t stand out and may seem easily explained by the primary tional child can feel like peeling an onion. Every time you think diagnosis. you’ve figured it out, you find there’s another layer to explore. How can we address this problem? Mainly by staying When things don’t seem quite right with our child, or the vigilant and looking for signs that something may have been child is clearly unhappy or not functioning well at school, get- missed. ting a diagnosis can be a relief. There can be a feeling that To start with, when getting the results of the child’s first at last we know the problem and can figure out how to help. assessment of any kind (which should always contain a de- Similarly, when a professional assesses our child for problems, tailed report of testing results), ask the assessor if he or she it’s easy to assume that the first problem found is the cause of recommends any further assessments by professionals in all difficulties. other areas such as occupational therapy, hearing, or speech. Unfortunately, 2e kids are often like onions, with many Also, if the test results show puzzling discrepancies, such as layers of issues that need to be identified and resolved. For the child testing much lower in some areas than in others, ask example, documentation shows that “approximately a quarter the assessor what those particular areas are associated with to one-third of all children with AD/HD also have learning dis- (i.e., auditory memory, visual processing, expressive language, abilities,” (Teaching Children with Attention Deficit Hyperactiv- reading skills). Then keep an eye on the child for problems re- ity Disorder: Instructional Strategies and Practices, U.S. Office lated to those areas. of Special Education Programs, U.S. Department of Education Another important step is to watch for issues that fail to (2004). Similar rates of comorbidity (co-occurring conditions) clear up with treatment or that don’t fit the profile of the prima- hold true for kids with learning disabilities, Asperger Syn- ry diagnosis. Take, for example, a child with AD/HD who starts drome, and other conditions. using medication. The parent notices improvement with most There are several reasons why it’s easy to miss co-morbid problems, but sees that the child is still is a reluctant reader. conditions during an initial assessment. First, if one condition In this situation, the parent should take steps to determine if is having an overwhelmingly strong impact on the child, it can the child may also have a reading disability. mask others. For example, it can be difficult to tell if a child Sometimes it can feel like a never-ending chore, con- who has AD/HD with hyperactivity also has learning disabili- stantly peeling the onion only to find more and more layers. ties because the problems caused by an inability to attend can The good news is that by being aware that this may happen, look the same as LDs. (The reverse is also true – a child with we can more quickly catch problems and provide our children LDs can look inattentive, as has been discussed in previous with what they need. issues of 2e Newsletter.) Another problem is that if a child’s areas of special needs Meredith Warshaw, M.S.S., M.A., is a spe- fall in a variety of realms, the first assessor may not have cial needs educational advisor, writer, any expertise in the other areas. The diagnosis lecturer, and contributing editor for 2e one gets can depend on whether the first Newsletter. She may be reached for assessment is done by an occupa- comment and response to this col- tional therapist, by a psychologist, umn at [email protected]. 2e or by a professional from a differ- ent area. Furthermore, a 2e child’s giftedness can mask any special needs such as a learning dis- ability. If a child is adept at using intelligence to compensate for areas of weaknesses, he or she may do well enough during testing that the areas of relative weakness

2e Newsletter • May/June 2006 14 www.2eNewsletter.com Bob Seney on Books 2e Summer Reading: The Award Books, of Course! Summer always brings back fond memories of books, Thus begins the delightful story of this little girl’s love friends, sugar cookies, and lemonade. I grew up in rural south- of her grandparents and a world that seems magical when west Missouri, and my mother was responsible for getting the viewed from the Hello, Goodbye Window. The adventures of county bookmobile to come to the crossroads near our house this trio all begin by looking out of, or sometimes into, the during the summer months. To make sure that kids would window; and we get more than a glimpse of the wonderful come on bookmobile day, my Mom would have plenty of her fa- relationship between grandparents and granddaughter. Their mous sugar cookies ready and lots of lemonade. I’m sure that world is also colored with a very positive and bright outlook on some of my friends came more for the party atmosphere than life. “Hello, World! What have you got for us today?” Poppy of- the books; but no matter, we had a great time and my supply ten says in a loud voice. The little girl comments that “Nobody of books was on-going. ever answers, but he doesn’t care.” This is truly a touching As summer approaches, many parents ask me about ap- story. You don’t have to be a grandparent to get the full im- propriate summer reading for their children. A great place to pact, but it helps! begin is with the annual Award Books named by the American The Caldecott Committee noted “Raschka’s style resem- Library Association: the Newbery winners for the best in chil- bles the spontaneous drawing of children, perfectly mirroring dren’s novels and the Caldecott winners for the best in illustra- the guileless young narrator’s exuberant voice. … With a few tions. Each year, special ALA committees select a Medal Book energetic lines, Raschka suggests a world filled with affection and up to four Honor Books in each category. Summaries of and humor.” That does say it all. Readers of all ages will de- these books are available on the ALA website: www.ala.org. light in this book, a perfect book to share, maybe by curling up Since I encourage the use of picture books with older as with a grandchild. well as younger readers, let’s take a look at a couple of the My favorite of this year’s Award Books is Marjorie Price- Caldecott books. While the focus of the Caldecott is on the man’s Hot Air: The (Mostly) True Story of the First Hot-Air Bal- illustrations, the committee also takes into account the inter- loon Ride (2005, Atheneum Books). If I had been on the com- play of story and illustrations, looking for the best in visual mittee, I would have voted this one the Medal Winner, but still interpretation as well as artistic style and quality. This year’s an Honor Book is nothing to sneeze at! Medal winner easily and wonderfully meets those criteria. The Priceman certainly entertains with this one. She has taken book is Norton Juster’s The Hello, Goodbye Window (2006, the historical event of the first recorded, successful hot-air bal- Hyperion Books for Children). The book is illustrated by Chris loon flight and recreated the event from the point of the view Raschka, who also has a 1993 Caldecott Honor book under of the passengers. They happen to be a duck, a rooster, and a his belt: Yo! Yes? (1992, Scholastic). (This book was named as sheep, which is historically accurate, by the way. On Septem- one of the “100 Books that Shaped the Century”!) ber 19, 1783, at the Palace of Versailles, brothers Joseph and The story is told from a child’s point of view about the ev- Etienne Montgolfier sent the first hot-air balloon with passen- eryday, but wonderful, visits to her grandparents’ house. “Nan- gers into the French sky. na and Poppy live The notes from the book jacket immediately set up the hu- in a big house morous tone of the text: “The first “manned” hot-air balloon is in the middle of about to take off! But what are those noises coming from the town. There’s a basket? Based on the (possibly) true report of a day in 1783, brick path that this is the story of (perhaps) the bravest collection of flyers the goes to the back world has ever seen, as (sort of) told to Marjorie Priceman.” porch, but before Right away, we know that we are in for a fun “ride.” Priceman’s you get there you text is delightful as she sets up the story of the “passengers.” pass right by the Her sense of humor abounds in her illustrations, which record kitchen window. the animals’ flight. The bright colors of the illustrations and That’s the Hello, their “cartoonesque” style are quite engaging, as well as being Goodbye Window. highly appropriate. It looks like a To make sure we get all the information we regular window, need, on the end-pages Priceman has added 16 but it’s not.” illustrated, historical notes on the Montgolfiers www.2eNewsletter.com 15 2e Newsletter • May/June 2006 2e Dear Dr. Sylvia Why Does My Bright Child Underachieve? Our ten-year-old is there a way that we can willing to follow it. If you feel Dr. Sylvia son’s teacher asked be successful with separate uncomfortable following his Rimm is Q my ex-husband and plans? I’m open to any sug- plan, but he doesn’t want you a child me to make a plan together gestions to help my under- to change it, you could submit psycholo- that we can use consistently achiever who doesn’t seem to the written plan to the teach- gist and at both houses so that we’re want to put forth the effort. er for her suggestions. Then, clinical working toward the same you could agree to both follow professor goals. After the conference, I assume that your the teacher’s suggestions. at Case my ex-husband said that we former husband Your son is looking to his fa- University School of Medi- should each make separate A was at the teacher ther for direction and will, un- cine, author, newspaper and magazine columnist, and plans because if he quanti- conference with you. If he doubtedly, follow if his father fies what he’ll do, then he’ll wasn’t, I suggest he set up a leads. Sometimes after a di- radio/TV personality. You can feel that I’m controlling him. separate conference with the vorce parents are fearful that visit her website at www.sylvi- I tried to explain that I want teacher so that the teacher if they expect too much of a arimm.com. For a free news- us to come up with a mutu- can outline to him what he child, he’ll stop loving them. letter about underachieve- ally acceptable plan. As you or she expects in terms of By your committing to follow- ment syndrome or divorce, can probably guess, our son homework time and his par- ing the same plan as your send a large self-addressed, usually takes the easy way ticipation. If he was there, former husband, he won’t stamped envelope to P.O. Box out with his dad. Do you have since he doesn’t want to plan have to worry that you’ll be 32, Watertown, WI, 53094, or suggestions on how to get my with you, you can suggest easier than he and, hopefully, read “Solving the Mysterious husband to buy in to creating that he make up a plan to use your former husband won’t Underachievement Problem” one plan without him feeling in his home and that you’ll be feel controlled by you. at www.sylviarimm.com. 2e like I’m controlling him, or

Bob Seney, continued 2006 Caldecott Award Books and the early history of hot-air balloons. All in all, this book Caldecott Medal: The Hello, Goodbye Window (2006, Hy- is one delightful package: great story and text and wonderful perion Books for Children) by Norton Juster and illustrated and delightful illustrations. If you look at only one of this year’s by Chris Raschka. Caldecott Books, Hot Air is certainly the one that I recom- Caldecott Honor Books: Rosa (2005, Henry Holt & Co.) mend. written by Nikki Giovanni and illustrated by Bryan Collier ; How I would love to share more books from both lists, Zen Shorts (2005, Scholastic Press) written and illustrated but I can feel the frowns of our editors as I write; so, coming by Jon J. Muth; Hot Air: The (Mostly) True Story of the First to a close, let me encourage you to check out the books on Hot-Air Balloon Ride (2005, Atheneum Books) written and both lists. Most important – read them with your child. Read- illustrated by Marjorie Priceman; Song of the Water Boat- ing together can become a great joint summer adventure. man & Other Pond Poems (2005, Houghton Mifflin) by Remember all reading and all reading skills are based upon Joyce Sidman and illustrated by Beckie Prange. recreational reading. Happy Summer Reading! 2006 Newbery Award Books Recently retired from teaching in the Newbery Medal Book: “Criss Cross” by Lynne Rae Perkins Masters of Gifted Studies Program at (2005, Greenwillow Books). Mississippi University for Women, Bob Newbery Honor Books: “Whittington” by Alan Armstrong, Seney is now Professor Emeritus. At con- illustrated by S.D. Schindler (Random House); “Hitler Youth: ferences, he often presents a session Growing Up in Hitler’s Shadow” by Susan Campbell Barto- titled “What’s New in Young Adult Litera- letti (2005, Scholastic); “Princess Academy” by Shannon ture.” Bob serves on the NAGC Board of Hale (2005, Bloomsbury Children’s Books); “Show Way” by Directors. Reach him at bseney@muw. Jacqueline Woodson (2005, G.P. Putnam’s Sons) illustrated edu. 2e by Hudson Talbott. 2e Newsletter • May/June 2006 16 www.2eNewsletter.com Feature Article 2e Guidelines for Identifying... continued under this model, encompasses three possible ability/disabil- dents in our schools. Failure to do so is an emerging crisis, ity relationships: not only for the students and their families, but also for so- • Ability in addition to disability – for example, the dual ciety. By overlooking these students, our nation squanders diagnosis of gifted and Asperger’s Syndrome a valuable resource for potential scientific/technological • Ability instead of disability – for example, the misdiagnosis advancement and cultural enrichment. Also, those who of distractibility as a symptom of attention deficit disorder are not properly identified receive inappropriate special instead of creative thinking education accommodations or none at all, placing them • Ability within a disability – for example, the superior visual- at risk for academic underachievement, dropping out of spatial skills in some individuals with autism. school, truancy, delinquency, serious psychiatric distur- bance, and substance abuse. 18 Identifying an Individual as Twice Exceptional Because twice excep- tionality is not a diagnostic Table 1 classification, there is no Identified as: And displaying these characteristics: established set of criteria for Gifted only • High achievement and IQ identifying twice-exceptional • Ever-wider discrepancies between potential and students. Many are never performance as they age identified or identifiedonly Learning disabled (LD) only • Often have failing grades after years of struggling in • Receive attention from educators primarily for their school. These individuals inabilities rather than strengths typically fall into one of the Neither gifted nor LD • Have gifts masked by deficiencies, and deficiencies categories shown in Table 1 masked by gifts (Baum & Owen, 2004). • Use high intelligence to compensate for weaknesses In schools today, stu- • Barely perform at grade level dents tend to be identified as gifted by educational evalua- tions administered by private Table 2 consultants trained in gift- Subtype Typical Characteristics and Examples edness. Identified students 1. Gifted/LD • Developmental speech/language disorder belong to one of the four sub- (“Gifted” in the broad sense, going • LD in academic skill such as reading, writing, or math beyond academics into Gardner’s mul- types shown in Table 2. tiple intelligences and encompassing • Discrepancy between potential and performance high interest/excellence in creative • Difficulty with psychological processes The Need for a Standardized writing/poetry, visual arts, music, • Inappropriate learning behaviors dance/athletics. (Baum, 2004)) Approach to Identification A great need exists to 2. Gifted/Special Ed • Asperger Syndrome (Including sensory impairments and • ADD and AD/HD establish a standardized set neurobiological disorder (NBD).) of 2e identification criteria. • Bipolar disorder Standardization would be • Nonverbal learning disability [NVLD] a step toward reversing the • Obsessive-compulsive disorder [OCD] current trends that transform • Pervasive developmental disorder [PDD] this population into a burden • Sensory integration disorder (also called sensory rather than an asset to soci- processing disorder) ety. Developing standardized • Tourette Syndrome criteria will: 3. Gifted/Underachieving • Emotional factors such as anxiety, depression, and low 1. Make it easier to identify self-esteem the “invisible” 2e stu- 4. Gifted/Learning Style • Visual-spatial learner (VSL) Difference www.2eNewsletter.com 17 2e Newsletter • May/June 2006 2e Feature Article Guidelines for Identifying... make use of “multiple sources, tools, and criteria for a body of evidence, including intellectual ability, achievement, behav- ioral characteristics, and demonstrated performance.” 2. Reveal a more accurate estimate of the percentage of the population that is 2e. Currently, this percentage is un- Guidelines for Identifying an Individual’s Gifts known. 1. Determine if the youngster shows characteristics of gifted- 3. Enable mental health professionals to provide appropriate ness, which include: medical and psychological interventions. As stated earlier • Asynchronous development: discrepancies between (Webb et al., 2005), there is a growing awareness that rates of mental, physical, and social-emotional gifted children and adults are often misdiagnosed. Hav- development (The Columbus Group, cited in Mann, ing standardized identification criteria would help prevent 2004) such errors and spare individuals from receiving unneces- • Overexcitabilities in these domains sary or inappropriate medication and psychotherapy (Bald- − Psychomotor win, 2006). − Sensual 4. Help unite the currently fragmented 2e community. Those − Imaginational who raise and work with 2e youngsters are separated by − Emotional various factors. Primary among them are geography and − Intellectual the use of different identification criteria and terminology. Examples of overexcitabilities include impulsivity, (Among the various terms used synonymously with twice heightened sensory awareness and perhaps sharp exceptional are: gifted, gifted/LD, gifted/underachiever, sense of aesthetics, vivid imagery and/or use of uniquely gifted, gifted with learning differences, and multi- metaphor, feelings of compassion and responsibility, exceptional.) Uniting the 2e community offers several ad- love of problem-solving (Dabrowski, cited in Mann, vantages: 2004). • It strengthens the reality of twice exceptionality. • Personality characteristics, which include (Szabos, • It raises parents’ awareness of this population, cited in Mann, 2004) enabling them to present their 2e students as a − Asking questions rather than knowing the answers − significant group to school personnel, rather than as Being highly curious rather than 19 isolated cases. interested • It raises professional awareness of this population, helping them to view 2e students holistically and to consistently provide these students with appropriate educational and social/emotional interventions. • It gives the 2e community the political power to lobby for legislation that will grant 2e individuals the right to appropriate educational programming in public schools.

Proposed Guidelines Following is a proposed set of guidelines for use in identi- fying students as twice exceptional, identifying them for entry into 2e educational programs, and for evaluating the programs themselves. These guidelines are based, in part, on guidelines included in Twice-Exceptional Students, Gifted Students With Disabilities: An Introductory Resource Book, published by the Colorado Department of Education. The book emphasizes that the identification of students’ gifts, disabilities, and discrepan- cies – all of which must be present to identify an individual as twice exceptional – cannot be made on test scores alone, par- ticularly IQ scores. Instead, the identification process should

2e Newsletter • May/June 2006 18 www.2eNewsletter.com Feature Article 2e Comprehension Index and the Perceptual Reasoning In- Guidelines for Identifying... dex (referred to as the General Ability Index, or GAI). The GAI score often proves reliable for predicting intelligence − Being mentally and physically involved rather than and identifying those who should receive gifted services. attentive (Silverman & Gilman, 2004). − Having wild, silly ideas rather than good ideas 4. Take a broad view of giftedness (i.e., encompassing cre- − Playing around, yet testing well rather than working ative and productive efforts rather than merely demon- hard strating school-related skills). − Discussing in detail and elaborating rather than answering the questions Guidelines for Identifying an Individual’s Disability/Learning Disor- − Being beyond the group rather than in the top der/Area of Underachievement/Learning Style group Look for evidence of some or all of the following: − Showing strong feelings and opinions rather than • A developmental speech/language disorder listening with interest • A discrepancy between full-scale IQ score vs. grades and − Already knowing rather than learning with ease vs. achievement test scores − Needing one to two repetitions for mastery rather • A processing problem, which can be specified through than six to eight neuropsychological testing (types include: nonverbal − Constructing abstractions rather than learning disabilities like executive functioning and understanding ideas difficulty with visual-perceptual or auditory processing) − Preferring adults to peers • Behaviors such as − Drawing inferences rather than grasping the − Hyperactivity meaning − Mood shifts − Initiating projects rather than completing − Coordination deficits assignments − Impulsivity − Being intense rather than receptive − Short attention span − Creating a new design rather than copying − Acting out accurately − Withdrawal − Enjoying learning rather than school − Distractibility − Manipulating information rather than absorbing it − Symptoms meeting criteria for medical diagnosis. − Being an inventor rather than a technician − Being a good guesser rather than a memorizer Guidelines For Identifying an Individual’s Significant Discrepancies − Thriving on complexity rather than straightforward Look for major differences in one or more of the following presentation three areas: − Being keenly observant rather than alert • IQ subtest results. − Being highly self-critical rather than pleased with − Look for at least one subtest score in the gifted range. his/her own learning. − Analyze subtest scores for the student’s areas of 2. Look for evidence of above-average intelligence, creativity, strength and weakness. 2e students typically show and task commitment to a high-interest task (Renzulli, cit- stronger integrative abilities (conceptualizing, thinking ed in Baum & Owen, 2004). This evidence can be derived abstractly, and thinking holistically) than dispersive from one or both of the following: abilities (remembering/using isolated facts) (Dixon, • Test scores and structured interviews (model in Baum 1989, in Baum & Owen, 2004). However, this & Owen, 2004, p.306) pattern may not hold true for all 2e individuals due • Dynamic data such as student products, auditions, or to the wide range of twice-exceptional subtypes. In structured activities to assess talent (Baum & Owen, Asperger’s cases, for example, scores for dispersive 2004). abilities may be high. 3. Analyze IQ test results, focusing on those sections of the • Academic performance (between subjects). The student test that allow gifted children’s general intelligence to may show significant discrepancies between consistently be measured separately from their working memory and high grades in one area and low grades in another. For processing speed, which always lower their scores. (Flana- example, a student may be strong in subjects 20 gan, 2005) In the WISC-IV those sections are the Verbal that require visual-spatial intelligence, like www.2eNewsletter.com 19 2e Newsletter • May/June 2006 2e Feature Article Guidelines for Identifying... • Parent recommendation (St. Vrain Valley Universal High School (UHS) model), which includes the parents’ view geometry, physics, or art, but weak in those that require of the youngster’s characteristics, such as strengths, auditory-sequential or verbal intelligence, like English. interests, self-awareness, confidence, communication • Potential (as shown by IQ scores) vs. performance (as skills, socialization skills, and independence; shown by grades). Twice-exceptional students may be requirements for success; most successful learning underachieving relative to their high subtest scores in experience; and areas of concern their strength area(s). One factor may be poor academic • Behavioral observation in classroom and at home performance in basic skills, a weakness for many 2e (Baldwin, 2005). students. Other factors may include frustration, low self- Use the following screening tools and techniques at the esteem, low self-efficacy, unrecognized strengths, and college level to select courses and services if a formal 2e pro- misdiagnosis. gram does not exist, or to determine the student’s eligibility for a formal program: Guidelines for Identifying Students for 2e Programs • Transcript analysis, looking for Use these screening tools and techniques to identify stu- − Consistently high grades in a particular subject to dents for 2e programs in grades K through 12: identify strength • IQ subtest analysis (as described earlier) − Consistently low grades in a particular subject to • Discrepancy between full-scale IQ score vs. grades and vs. identify weakness achievement test scores − Significant discrepancies between consistently high • Discrepancy between performance in different academic grades in one area vs. low grades in another areas • SAT scores: significant discrepancies between math and • Torrance Test of Creativity verbal scores • Neuropsychological data, if available • Learning inventories • Learning inventories (Dixon, 1989, cited in Baum, 2004) • Structured interview • Structured interview (Baum & Owen, 2004) – a • Behavioral data description of the student’s interests and, if observed, • Student application (St. Vrain Valley UHS model), in which situations in which the student was totally absorbed in a the student describes his/her characteristics in terms subject, discussed adult topics, was assertive, avoided of curiosity, perfectionism, creativity, desired level of tasks, was curious, was highly imaginative, and was academic challenge, etc. 21 humorous

Programs for 2e Students

Some programs that have proven effective for 2e students: • Bridges Academy, Studio City, CA (www.bridges.edu) • The Greenwood School, Putney, VT (www.thegreenwoodschool.org/academics/village.cfm) • Project Eye-to-Eye Mentoring Program (Mooney, J. & Cole, D., 2000) • Project HIGH HOPES: Identifying and Nurturing Talent in Students with Special Needs, Javits Act Program (1993-96) (Baum, Cooper & Neu, 2001) • Roslyn Middle School Co-Teaching Program, Long Island, NY (Eisner & Altman, 6/05) • Schoolwide Enrichment Model (Renzulli & Reis, 1997) • Gifted Special Education Program, Southern Westchester BOCES, NY (Lois Baldwin, Director) • Universal High School, St. Vrain Valley School District, CO (www.stvrain.k12.co.us/Universal) • The Achilles Project, Nassau Community College, Garden City, NY (Beginning Jan. 2007) • Talent Development Cooperative, LI-TECA, Sea Cliff, NY

2e Newsletter • May/June 2006 20 www.2eNewsletter.com Feature Article 2e Guidelines for Identifying...

• Teacher recommendation (St. Vrain Valley UHS model), in which the teacher describes the student in terms of risk-taking, love of learning, maturity, ability to work independently, presumed reason for struggles in the current educational setting. For classified students (those identified only as LD and not as gifted), add the following: • IQ subtest analysis (as described earlier) • Discrepancy between full-scale IQ score vs. grades and vs. achievement test scores • Neuropsychological data, if available.

Guidelines for Evaluating 2e Educational Programming Effective 2e educational programming is based on the holistic model described earlier. When this model is used to design curriculum and instruction, the result is a focus on de- veloping students’ strengths while improving their weakness- es. Under this model, students show significant improvement in self-esteem, academic performance, behavior, and career direction. To determine if a program is based on the holistic References model, check that it includes these components: Baldwin, Lois. (2005). Personal communication. • Alternative curriculum and instructional methods that Baldwin, Lois. (Spring, 2006). President’s Message. AEGUS Newsletter. teach to strengths and talents and thus support access Baum, Susan. (2004). Personal communication. to, learning of, and expressing understanding of material Baum, S., Cooper, C., and Neu, T. (2001). Dual Differentiation: An Approach (Gardner’s multiple intelligences, cited in Baum & Owen for Meeting the Curricular Needs of Gifted Students with Learning Disabilities. (2004)); Tomlinson, C.A. (2001) Psychology in the Schools, 38 (5), 477-490. • Accommodations and classroom modifications for Baum, S. & Owen, S. (2004). To Be Gifted & Learning Disabled: Strategies for problems in attention, processing speed, reading, Helping Bright Students with LD, ADHD, and More. Mansfield Center, CT: Cre- ative Learning Press. organization, and memory • Colorado Department Of Education (N.D.) Twice-Exceptional Students, Gifted Instruction in strategies to help compensate for disabilities Students With Disabilities: An Introductory Resource Book. Denver, CO. • Remediation Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery • Social/emotional supports in the classroom and in and Invention. NY: HarperCollins. counseling (For more information, see the description of Eisner, W. & Altman, J. (10/8/05). Fostering The Home-School Partnership: dually-differentiated curriculum for 2e students in Baum, Strategies that Support 2e Students. Presented at Twice Exceptional: Gifted Cooper, & Neu, 2001.) Children With Learning Disabilities. Columbia University, NY. • A process for the accurate identification of students, as Eisner, W. & Altman, J. (6/05). Roslyn Middle School: A Model for 2e Educa- tion. 2e: Twice-Exceptional Newsletter, 11. described earlier • Flanagan, D. (10/05). Symposium on Assessment of the Gifted. 2e: Twice-Ex- A 2e-sensitive individualized educational program (IEP) ceptional Newsletter website. Accessed 5/8/06. for grades K-12 or a 504 plan (Altman in Eisner & Altman, Mann, R. (5/3/04). The Myths of Giftedness: Who’s Really Gifted Anyway? October 2005). Presented at the Annual Meeting of LI-TECA: Myths & Realities of Giftedness. Molloy College, Rockville Center, NY. In Conclusion Mooney, J. & Cole, D. (2002). Learning Outside the Lines: Two Ivy League The authors strongly advocate the use of these proposed Students with Learning Disabilities and ADHD Give You the Tools for Academic Success and Educational Revolution. NY: Simon & Schuster. guidelines for standardizing the identification of 2e students. Renzulli, J.S & Reis, S.M. (1997). School-wide Enrichment Model. Mansfield A standardized set of criteria will yield the benefits described Center, CT: Creative Learning Press. in this article and enable every 2e student to truly receive “a St. Vrain Valley School District Universal High School Program, www.stvrain. free, appropriate public education.” k12.co.us/Universal (Kiesa Kay, Program Coordinator). 22 www.2eNewsletter.com 21 2e Newsletter • May/June 2006 2e The End of the Issue Letter to the Editor CAPD is now thought to be a ma- ditory issues that were, in the jor factor in dyslexia, yet nowhere opinion of the study’s authors, Dear Editor: ADD/HD, many who suffer from is it mentioned that this should be clearly linked to an abandonment I am writing in response, with seizure disorders...many who are ruled out. Is the dysgraphia trait of developmentally appropriate specific concerns, to your latest underachieving...are hidden gifted of a VSL due to lack of fine-motor teaching techniques. Or there is issue which focused on the Visual learners with a visual spatial coordination that may be devel- the Finnish study (6) summarized -Spatial Learner, March/April learning style.” opmentally appropriate, or does by the Drs. Eide: “This study found 2006. My concerns about this I ask the reader to consider it need evaluation and possible that in normal unselected 6- to specific model are many, but my that the reality may be that the therapy under the direction of an 8-year-old boys visual working primary concern is that parents reverse is actually true. A VSL pref- occupational therapist? Is the memory was much more reliable will self-diagnose their children erence may develop as a compen- dysgraphia due to a “hard wiring” than auditory. With time (up to as a VSL learner rather than com- sation strategy for undiagnosed disconnect between the brain and age 13) and no specific interven- pletely and thoroughly investigat- LD’s or as a response to develop- hand, or is it just a lack of writing tion, these differences tended to ing why their child is struggling. mentally inappropriate teaching strategies and practice? diminish, so the authors conclude Is a VSL preference perhaps strategies. In the case of gifted Many studies refute a sim- that boys just tend to mature compensation for a hidden LD, children with LD’s, compensation plistic “right brain versus left auditory memory pathways a or is it characteristic of normal is accomplished in efficient and brain” model. (1) (2) New studies little later than girls. In fact, visual developmental growth? Is a VSL unique ways. Many students are have shown that the visual learner teaching looked like it could be a learner a product of poor teaching quite advanced despite their un- is not a clear-cut model but rather more efficient strategy for instruc- techniques, or is it just a learning known LD’s. Only as adolescence a multi-faceted learning style tion than auditory even by age 11 style? The authors of the VSL ar- approaches may it all start to with many subcategories (3) and to 13. In fact, the authors noted ticles are quick to tie in and show unravel. By then many remediation that “the visual system processes that ‘children aged 11 to 13 years the overlapping traits between this opportunities are lost, not to men- object properties (such as shape performed visual 1-back and VSL model and ADD/ADHD, but tion the impact on the social/ and color) and spatial proper- 2-back tasks almost at the level only once did I see any mention emotional well-being of the child. ties (such as location and spatial reported previously for adults,’ of dyslexia and none for NVLD Dyslexia and dysgraphia are relations) in distinct systems, although ‘the corresponding audi- (nonverbal learning disorder) or umbrella terms for a set of traits, and neuropsychological evidence tory tasks [are] clearly below the CAPD (central auditory process- but the root causes are varied. reveals that mental imagery re- adult level.’” ing disorder) having similar traits For example, CAPD, which mimics spects this distinction.” (4) There Spatial Learning, still as the VSL model, especially in ADD/HD and a VSL learner, is a is well documented research like quite new, is a much neglected young children. In that quote brain-based auditory processing the four-year study in Australia on area in the traditional class- Linda Silverman states, “I believe disorder that can be helped with 10,000 children (5) that showed room, as noted 23 that many dyslexics, many with early remediation in many cases. 30% of the students having au- on the [Eide’s]

Guidelines for Identifying...

Silverman, L. & Gilman, B. (12/04). Who are the Gifted? Ask the New WISC-IV. secondary program. In addition, she co-founded and serves 2e: Twice-Exceptional Newsletter, 9. as Vice President of Long Island Twice Exceptional Children’s Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Class- Advocacy (LI-TECA). rooms (2nd ed.) Alexandria, VA: ASCD. Webb, J.T., Amend, E. R., Webb, N.E., Goerss, J., Beljan, P., Olenchak, F. R., Melissa Sornik is a social worker and case manager for multi- (2005). Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and Other Disorders. Scottsdale, ply-disabled middle and high school students She has lectured AZ: Great Potential Press. on the subject of twice exceptionality at school districts and local colleges on Long Island, and she provides support and Wendy Eisner is a Professor of Psychology at Nassau Commu- guidance to parents of twice-exceptional students. Melissa nity College (NCC). She has received national, state, and local is the co-founder and president of LI-TECA, Inc., Long Island awards for teaching excellence and has worked extensively Twice Exceptional Children’s Advocacy, and the founder and on professional development projects at NCC. She is currently director of the Talent Development Cooperative (TDC), TECA’s the coordinator of “The Achilles Project,” a pioneering 2e post- talent development mentor program. 2e 2e Newsletter • May/June 2006 22 www.2eNewsletter.com The End of the Issue 2e Letter to the Editor, continued Still Looking for a Camp?

Neurolearning Blog: “Ideally, Sources Here are a couple of suggestions appropriate for 2e kids: spatial problem solving should (1) 21 October 2001, www.apa.org/re- • Camp Discoveries, a week-long camp especially for 2e be cultivated by training in visual, leases/leftymemory.html. D. Christman, Ph.D., and Ruth E. Propper, Ph.D., both kids in grades 6-8 held on the campus of Ball State sensory-motor, and mathematical then with the University of Toledo, Toledo, University in Indiana. See www.bsu.edu/campdiscoveries spatial learning approaches. In Ohio; Neuropsychology, Vol. 15, No 4. Ruth for information. (For an article about this camp, see the the ideal world, having all three E. Propper is now at the Department of Psychology, Merrimack College. “Superior August 2004 issue of 2e Newsletter.) in your problem solving arsenal Episodic Memory is Associated with Inter- • Camp New Connections, a summer day camp from July would provide you greater flex- hemispheric Processing” 3, 2006 to August 11, 2006 where children 7 through ibility in your approach to spatial (2) 7 Mar 2006, www.pdkintl.org/kappan/ 17 with Asperger Syndrome, Autism Spectrum Disorders, problems.” This is another example kbru9905.htm. Bruer, John T. “In Search of . . . Brain-Based Education.” 7 Mar. 2006. Pervasive Developmental Disorders, and Non-Verbal of the well documented knowl- Learning Disabilities can have fun while learning social (3) 13 February 2005, www.neurloearning. edge that the optimum learning com. Drs. Fernette and Brock Eide, “The skills. See www.mclean.harvard.edu/patient/child/cnc. occurs with a multisensory ap- Visual Learning Style as a Kaleidoscope” php proach for all children and all (4) 22 July 2004, www.wjh.harvard.edu/ For more camp information links, check our web site. learning preferences. %7Ekwn/Kosslyn_pdfs/2005Kozhevnikov_ Mem&Cog33_SpatialvsObVis.pdf. Ko- Finally, I ask parents to zhevnikov, Maria and Kosslyn, Stephen and please seek evaluations by Shepard, Jennifer “Spatial versus Object professionals who specialize in Visualizers: A New Characterization of Pleased to Announce Visual Cognitive Style.” learning disabilities and/or pro- 2e: Twice-Exceptional Newsletter was cessing problems, and rule out (5) 23 October 2004, www.smh. com.au/ named an Honors Award winner in the articles/ 2004/10/22/1098316864889. possible LD’s in the gifted child html?oneclick=true, Ken Rowe, MD. Karen 2006 National Parenting Publications before pigeon-holing their child Rowe, MD and Jan Pollard, “Excess Teacher Awards competition. NAPPA-winning Talk Swamps Children.” into a specific learning prefer- products meet stringent criteria and are ence based solely on a checklist (6) 11 April 2005, http://eideneurolearn- judged by nationally recognized industry ingblog.blogspot.com/2005/04/more- of behaviors. While it’s important visual-learning-or-how-to-avoid.html, “More experts, educators, and advocates to teach to a child’s strengths and Visual Learning or How To Avoid Failure in in their fields. The NAPPA Parenting the First Grade” 2e support their areas of weakness, Resources Competition is a companion to the NAPPA it’s also important to identify the Children’s Products program, which has been highlighting the root problems if one is to choose best in children’s toys, books, music, videos, DVDs, software, effective remediation strategies. It video games, and spoken-work recordings for 15 years. is also crucial to know what is developmentally appropriate and Next Issue structure teaching methods ac- On the Web Site • Meeting the needs of cordingly, before we pathologize older 2e kids – those • Coverage of the AEGUS conference in April normal childhood learning and in high school and developmental patterns. • The content of all past issues, available in the subscriber- college only area of the site Sincerely, • Coverage of July’s Kristine Ganes • The latest e-mail briefing from 2e Newsletter SENG conference

Here’s a way to say “thanks” to that special teacher or to help your teacher understand your child’s unique needs. Give a 2e mini-sub. A what? A mini-subscription to 2e Newsletter: Three issues for only $22.50. Call (630.293.6798) or email ([email protected]) today! www.2eNewsletter.com 23 2e Newsletter • May/June 2006 2e E v e n t s June 26-29, 2006, DISCOVER 2006 Summer Institute, West Lafayette, Indiana. For educators committed to gifted education and talent development. By Purdue’s Gifted Education Resource Institute and NAGC’s Counseling and Guidance Division. Information at www.geri.soe.purdue.edu/profdev/discoverinstitute/default.html. June through August, 2006, Summer Institute for the Gifted, at various college campuses across the US. For academically gifted and talented children. More information at www.giftedstudy.com or 866.303.4744 x5159. July 7–9, 2006, SENG Conference (Supporting the Emotional Needs of the Gifted), Irvine, California. More information at www. sengifted.org or 773.907.8092. September 27-29, 2006, AAEGT 11th National Gifted and Talented Conference, Fremantle, Western Australia. By ProAPT and GATCA-WA. Information at www.gifted2006.org.au. October 20-21, 2006, 12th Annual New England Conference on Gifted and Talented Education, Warwick, Rhode Island. For parents, grandparents, teachers, administrators, and anyone interested in the education of gifted and talented children. Information at www.necgt.org. November 1-5, 2006, NAGC 53rd Annual Convention, Charlotte, North Carolina. For educators, other professionals, and parents. Information at www.nagc.org. For state association conferences relating to giftedness, see www.hoagiesgifted.org/conferences.htm on Hoagies’ website. For additional conferences on learning differences, see www.sped.cec.org/pd/meet.html on the website of the Council for Exceptional Children.

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Feature: Identifying 2e Kids

2e Newsletter • May/June 2006 24 www.2eNewsletter.com