TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES
IDAHO DEPARTMENT OF EDUCATION P. O. BOX 83720 BOISE, ID 83720-0027
TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES
SUPERINTENDENT TOM LUNA 2010 Superintendent’s Message
Thank you for reading Twice-Exceptional: Students with Both Gifts and Challenges or Disabilities by the Idaho State Department of Education.
The State Department of Education is accountable for the success of all Idaho students. As leaders in education, we provide the expertise and technical assistance to promote educational excellence and highly effective instruction.
The Twice-Exceptional manual provides the awareness and technical assistance to those who are working with Idaho’s Twice-Exceptional students. These children truly are exceptional. Not only are they gifted, but they are also coping with learning challenges or disabilities. It is our responsibility to give these students the extra assistance they need to become successful.
Thank you again for reading this manual and for your continued dedication to serving Idaho students. I also want to thank all the educators, parents and Department staff who contributed to this manual for their hard work and vision.
Sincerely,
Tom Luna Superintendent of Public Instruction Table of Contents
Executive Summary
PART 1 - INTRODUCTION 1
0LVVLRQ 'HÀQLWLRQ Characteristics of Twice-Exceptional Children 5 ,GHQWLÀFDWLRQ The Law 22
PART 2 – EDUCATIONAL SETTING 27
Introduction 27 Response-To-Intervention Model 27 Accommodations and Instructional Strategies 35 Differentiated Curriculum 45 Adolescent Twice-Exceptional Learner 50 Differentiation at the Secondary Level 57 Being “Twice-Exceptional”: Strategies for Student Success 64 Role of School Psychologists 74 Role of School Counselors 86
PART 3 - Parent Persceptive 93
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PART 4 – Case Studies 103
PART 5- Resources, Research and Best Practices 107
Appendices 115
I Special Education Categories 115 ,, ([DPSOHVRI$VVHVVPHQW0HDVXUHV III Looking for Solutions in Your Classroom Assessment Matrix and Plan 121 IV D ear Colleague Letter: Access by Students with Disabilities to Accelerated Programs 123 V School & Parents: The Need for Collaboration Concerning Twice-Exceptional Students 127 VI F inding the Best Education Setting for your Child’s Unique Academic, 6RFLDODQG(PRWLRQDO1HHGV VII Glossary of Terms 131 Acknowledgements
Twice-Exceptional: Students with Both Gifts and Challenges or Disabilities
The Idaho State Department of Education (SDE) appreciates the time and effort spent by the Twice-Exceptional State Leadership Group in contributing to the development of this manual.
Writing Team Marcia Beckman Dr. Diane Boothe Sherrie Bosserman Therese Clifford Sherry Dismuke Dr. Allison Etnyre Nancy Gregory Vickie Green Jo Henderson Dr. Stephanie Hoffman Rita Hoffman Mary Jonas Misty Knuchel Roy McConaughey Nancy Thomas Price Dr. Larry Rogien Rene Rohrer Dr. Val Schorzman Cathy Smith Robin Sly
Special Thanks to Dr. Daphne Pereles Dr. Lois Baldwin Cheryl Kary Executive Summary
Purpose of the Manual • To provide a resource to support the stated mission of this manual.
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Educational Implications ,GHQWLÀFDWLRQLVWURXEOHVRPH\HWHVVHQWLDO$VSUHDGLQDVVHVVPHQWVFRUHVLVFRPPRQDQGQHHGVWREH interpreted with care. 5HVSRQVH7R,QWHUYHQWLRQKDVEHHQLGHQWLÀHGDVDQHIIHFWLYHPRGHOIRULQWHUYHQWLRQ • Social/emotional development is a consistent and critical area of need.
Parenting • P arenting students who are Twice-Exceptional is often frustrating. Collaborative support and understanding are essential.
Law • S tate and federal laws provide information regarding the education of students who are gifted and students who have disabilities.
PART 1: INTRODUCTION
0LVVLRQ 'HÀQLWLRQ
Mission
MISSION
To recognize and nurture the exceptional capabilities of gifted students who have My daughter, Marcia, did not tend to disabilities and help them achieve their produce much written work in school potential. even though her thoughtful observations and questions added an immense amount to the classes she attended. This resource book provides a framework to She was placed in the accelerated identify students who are Twice-Exceptional courses because it was felt that even if and implement appropriate strategies across she was not good at producing material, all settings. being in the higher level classes would stand a better chance of meeting her intellectual needs. After a short time DEFINITION in her English course and without any attempt to strategize a way she could Disabilities/Challenges have success, her teacher excused her from the class stating she “did not see 6WXGHQWVZKRDUHLGHQWLÀHGDVJLIWHG the gift” in Marcia. The teacher felt and talented in one or more areas of that any child in an accelerated course H[FHSWLRQDOLW\ VSHFLÀFDFDGHPLFV should not require and did not deserve intellectual ability, creativity, leadership, any kind of accommodation. Marcia visual or performing arts) and also did take the SAT test four years earlier LGHQWLÀHGZLWKRQHRUPRUHVSHFLÀF than normal and scored high enough to diagnosable conditions [which may qualify for attendance at the national not be diagnosed], such as learning talent search program in English. disabilities, mental health problems, neurological disorders, physical — Idaho Parent of handicaps, or the asynchronicity that Twice-Exceptional Child occurs due to the discrepancy between mental age and chronological age that may or may not impede their progress in life.
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 1 MASKING Students who are gifted with learning challenges are at-risk because their educational and social- emotional needs often go undetected. Research indicates that 2-5% of the population will have GLVDELOLWLHVDQGRIVWXGHQWVZLWKGLVDELOLWLHVDUHJLIWHG 'L[ 6FKDIHU :KLWPRUH 0DNHU 7KHLQWHOOHFWXDOVWUHQJWKVRIJLIWHGFKLOGUHQRIWHQPDVNVSHFLÀFDUHDVRI challenge or weakness. Their inconsistent academic performance may lead educators to believe these students are not putting forth adequate effort.
The effects of a learning disability can suppress a child’s giftedness and the child’s giftedness can hide (mask) his or her learning challenge. These children can often “get by” in a standard curriculum, as intellectual strengths and weaknesses often conceal each other. “Getting by” means achieving at an academic level commensurate with their same-aged peers. The expectation is that these children should be given the opportunity to achieve at an academic level commensurate with their intellectual potential.
Gifts & Disabilities Talents & Challenges
2 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Figure 1.1
Twice-Exceptional Combinations Some Examples of Twice -Exceptional Combinations
Learning Challenges Disabled • Academic Gifts • Intellectual
Gifts out weigh challenges Gifts out weigh challenges
Sensory • Intellectual Gifts Challenges Integration • Leadership Disorder
Gifts and challenges mask each other Gifts and challenges mask each other
• Creativity Gifts • Performance • Bipolar Challenges • ADHD
Challenges out weigh gifts Challenges out weigh gifts
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 3
Characteristics of Twice- Indicators of Cognitive/Affective Exceptional Children Problems Printed with permission. Elizabeth Nielsen, • H ave discrepant verbal and performance 1994, University of New Mexico abilities. +DYHGHÀFLHQWRUH[WUHPHO\XQHYHQDFDGHPLF The following list should be viewed as skills which cause them to lack academic characteristics that are typical of many initiative, appear academically unmotivated, children who are gifted and who also have a avoid school tasks, and frequently fail to disability, rather than characteristics that all complete assignments. such children possess. Children do not form a • Are extremely frustrated by school. simple, homogeneous group; they are a highly diverse group of learners. • H ave auditory and/or visual processing problems which may cause them to respond Indicators of Cognitive/Affective slowly, to work slowly, and to appear to think Strengths slowly. • H ave a wide range of interests that are not • H ave problems with long-term and/or short- related to school topics or learning. term memory. +DYHDVSHFLÀFWDOHQWRUFRQVXPLQJLQWHUHVW +DYHPRWRUGLIÀFXOWLHVH[KLELWHGE\ area for which they have an exceptional clumsiness, poor handwriting, or problems memory and knowledge. completing paper-and-pencil tasks. • A re interested in the “big picture” rather than • Lack organizational skills and study skills; small details. often appearing to be extremely “messy.” • A re extremely curious and questioning. • A re unable to think in a linear fashion; have GLIÀFXOW\IROORZLQJGLUHFWLRQV • P ossess high levels of problem-solving and reasoning skills. • A re easily frustrated; give up quickly on tasks; are afraid to risk being wrong or making • H ave penetrating insights. mistakes. • A re capable of setting up situations to their +DYHGLIÀFXOW\H[SODLQLQJRUH[SUHVVLQJLGHDV own advantage often as a coping method. “getting-to-the-point,” and/or expressing • A re extremely creative in their approach to feelings. tasks and as a technique to compensate for • Blame others for their problems while their disability. believing that their successes are only due to • H ave an unusual imagination. “luck.” • Are humorous often in “bizarre” ways. • A re distractible; unable to maintain attention • H ave advanced ideas and opinions which for long periods of time. they are uninhibited in expressing. • Are unable to control impulses. • Have a superior vocabulary. • H ave poor social skills; demonstrate • Have very high energy levels. antisocial behaviors. • Are highly sensitive to criticism.
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 5 Indicators of Low Self-Esteem • Anger One of the most common characteristics • Self-criticism of these children is low self-esteem. They • Crying frequently “disguise” this low self-esteem • Disruptive behaviors through the use of any or all of the following • Clowning behaviors behaviors: • Denial of problems • Withdrawal • Daydreaming and fantasy • Apathetic behaviors
)LJXUHɼ'LVWLQJXLVKLQJ&KDUDFWHULVWLFVRI*LIWHG6WXGHQWVZLWK)DFWRUV Characteristics of Culturally/ Characteristics of Linguistically Low Socio- Characteristics of Traditional Diverse Gifted Economic Gifted Students Characteristics Students Gifted Students With Disabilities Basic Skills Ability to learn May require more Lack of opportunities Often struggles to learn basic skills quickly repetition or hands-on and access to school- basic skills due to and easily and experiences at an readiness materials cognitive processing retain information introductory level may delay acquisition GLIÀFXOWLHV QHHGVWR with less of basic skills learn compensatory repetition strategies in order to acquire basic skills and information Verbal Skills High verbal ability May have high verbal Lack of opportunities High verbal ability but ability in native may delay the H[WUHPHGLIÀFXOW\LQ language; may rapidly development of written language area; acquire English verbal skills may use language in language skills if they inappropriate ways and possess academic at inappropriate times skills in their home language Reading Ability Early reading May demonstrate Lack of access to Frequently has reading ability strong storytelling reading materials problems due to ability and ability to may delay acquisition cognitive processing read environmental of reading skills GHÀFLWV print in home language Observation Skills Keen powers of May display high Strong observational Strong observation skills observation levels of visual skill which are often EXWRIWHQKDVGHÀFLWVLQ memory or auditory used to “survive on memory skills memory skills the streets” Problem Solving Strong critical Strong critical thinking Excels in Excels in solving thinking, problem- in primary language; brainstorming and “real-world” problems; solving and often solves problems solving “real-world” outstanding critical decision-making in creative ways; problems; strong thinking and decision- skills particularly interested critical thinking making skills; often in solving “real-world” ability; rapid decision- independently develops problems making skills compensatory skills Persistence Long attention Long attention span Persistent in areas Frequently has attention span- persistent, – persistent, intense of interest usually GHÀFLWSUREOHPVEXW intense concentration unrelated to school may concentrate for concentration long periods in areas of interest $OEXTXHUTXH3XEOLF6FKRRO*LIWHG7DVN)RUFH GHYHORSHGE\(1LHOVHQ
6 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION )LJXUH FRQ·W ɼ'LVWLQJXLVKLQJ&KDUDFWHULVWLFVRI*LIWHG6WXGHQWVZLWK)DFWRUV Characteristics of Culturally/ Characteristics of Linguistically Low Socio- Characteristics of Traditional Diverse Gifted Economic Gifted Students Characteristics Students Gifted Students With Disabilities Curiosity Questioning Some culturally Questioning attitude Strong questioning attitude diverse children are which may at times attitude; may appear raised not to question be demonstrated disrespectful when authority in a confronting or questioning information, challenging way facts, etc. presented by teacher Creativity Creative in the Often displays Strong creative Unusual imagination; generation of richness of imagery abilities frequently generates thoughts, ideas, in ideas, art, music, original and at times actions; innovative primary language, rather “bizarre” ideas etc.; can improvise with commonplace objects Risk Taking Takes risks Degree of risk taking Takes risks often Often unwilling to take may depend upon without consideration risks with regard to the familiarity of the of consequences academics; takes risks situation based on in non-school areas different cultural without consideration of experiences consequences Humor Unusual, often Humor may be May use humor Humor may be used to highly developed displayed through to become “class divert attention from sense of humor unique use of clown,” to deal with school failure; may use language and stressful situations, humor to make fun of responses and to avoid trouble peers or to avoid trouble Maturity May mature at Accepts Often mature earlier Sometimes appear different rates responsibilities in than age peers since immature since they than age peers the home normally they must accept may use anger, crying, reserved for older responsibilities in withdrawal, etc. to children the home which are express feelings and to normally reserved for GHDOZLWKGLIÀFXOWLHV older children or even adults; inexperience may make them appear socially immature Independence Sense of May be culturally Circumstances Requires frequent independence socialized to work in often have forced teacher support groups rather than the student to and feedback in independently become extremely GHÀFLWDUHDV KLJKO\ independent and self- independent in other VXIÀFLHQW areas; often appears to be extremely stubborn DQGLQÁH[LEOH $OEXTXHUTXH3XEOLF6FKRRO*LIWHG7DVN)RUFH GHYHORSHGE\(1LHOVHQ FRQ·W ɻ
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 7 Figure 1.2 FRQ·W ɼ'LVWLQJXLVKLQJ&KDUDFWHULVWLFVRI*LIWHG6WXGHQWVZLWK)DFWRUV Characteristics of Culturally/ Characteristics of Linguistically Low Socio- Characteristics of Traditional Diverse Gifted Economic Gifted Students Characteristics Students Gifted Students With Disabilities Emotionality Sensitive May be sensitive May be critical of Sensitive regarding particularly to racial or self and others disability area(s); highly cultural issues including teachers; critical of self and others can understand and including teachers; can express concern express concern about about the feelings the feelings of others of others even while even while engaging in engaging in anti- anti-social behavior social behavior Social Skills May not be May be perceived as Economic May be perceived as accepted by other a loner due to racial/ circumstances as well a loner since they do children and may cultural isolation and/ as his/her giftedness QRWÀWW\SLFDOPRGHO feel isolated or inability to speak may isolate the for either a gifted or English; entertains student from more a learning disabled self easily using ÀQDQFLDOO\VHFXUH student; sometimes has imagination in games peers GLIÀFXOW\EHLQJDFFHSWHG and ingenious play by peers due to poor social skills Leadership Exhibits leadership May be a leader in the May be a leader Often leaders among ability community but not among the more non- the more non-traditional in the school setting; traditional students; students; demonstrate demonstrates “street- demonstrates strong behavior; the wise” behavior strong “street-wise” disability may interfere behavior; often excels with ability to exercise in brainstorming leadership skills and problem solving around social issues Broad Interests Wide range of Interests may include Wide range of Wide range of interests interests individual culturally interests that are but is handicapped related activities often unrelated in pursuing them due to topics/subjects to process/learning addressed in school problems Focused Interests Very focused Very focused Very focused Very focused interests, interests, i.e., a interests, i.e., a interests, i.e., a i.e., a passion about passion about a passion about a passion about a a certain topic to the certain topic to the certain topic to the certain topic to the exclusion of others exclusion of others exclusion of others exclusion of others – often not related to – usually not related school subjects to school subjects
$OEXTXHUTXH3XEOLF6FKRRO*LIWHG7DVN)RUFH GHYHORSHGE\(1LHOVHQ 6RXUFHV 1HZ0H[LFR6WDWH'HSWRI(G Technical Assistance Document-gifted Education )R[/%URG\, 7RELQ' Learning Disabled Gifted Children 7RUUDQFH(3*RII. 1HLO% Multicultural Mentoring of the Gifted and Talented; Van Tassel- %DVND-3DWWRQ- 3ULOODPDQ' Gifted Youth at Risk
8 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION ,GHQWLÀFDWLRQ It is essential that the giftedness and learning challenges of students who are Where are students with Twice- 7ZLFH([FHSWLRQDODUHLGHQWLÀHGDVHDUO\DV Exceptionalities found? possible so that appropriate interventions 6RPHKDYHEHHQLGHQWLÀHGDVJLIWHGRQO\ are provided at optimum times. The literature VRPHKDYHEHHQLGHQWLÀHGDVKDYLQJDOHDUQLQJ regarding best practices in teaching these challenge only. However, the majority of students consistently supports strength-based these students are in the regular classroom teaching strategies while at the same time XQLGHQWLÀHG7KHVHFKLOGUHQ·VQHHGVDUHQRW working toward developing accommodations being met. and compensation strategies that empower the students. Unfortunately, many times the Hidden disabilities may prevent students with struggles of these students go unnoticed advanced cognitive abilities from achieving resulting in learning gaps and undeveloped their potential. The frustrations related to potentials. They will continue to be at-risk until XQLGHQWLÀHGVWUHQJWKVDQGGLVDELOLWLHVFDQ educators understand the educational and result in behavioral and social/emotional social/emotional needs of this population. issues. For some students who are Twice- Exceptional, behavior plans become the Educators must implement strategies to focus of their interventions when academic develop student potential, to identify learning PRGLÀFDWLRQVPD\PHHWWKHLUQHHGVDQGVROYH gaps and provide appropriate instruction, to behavior problems. There are a variety of foster student social/emotional development, interventions for this purpose. and to enhance capacity to cope with mixed abilities. The behaviors may be managed, but the underlying issues (abilities or disabilities/ Many educators see the bright “school smart” challenges) are seldom addressed. School can child as gifted and overlook the gifted attributes become a frustrating experience for students of the Twice-Exceptional student. who are Twice-Exceptional, as well as their teachers, and parents. A collaborative effort Bright Child or Gifted Child among educational service providers, parents Bright Child Gifted Child and students is needed to identify learners who Knows the Answer Asks the questions are Twice-Exceptional and implement strategies Interested Extremely curious to meet their diverse needs. Pays Attention Gets involved physically and mentally Who are Service Providers? Works hard Plays around, still gets good test scores Service Providers are classroom Answers questions Questions the answers teachers, special educators, gifted Enjoys same-age peers Prefers adults or older children and talented teachers and facilitators, counselors, school psychologists, Good at memorization Good at guessing specialists, administrators, and support Learns easily Bored. Already knew the staff. This includes members of a answers problem-solving team and anyone who Listens well Shows strong feelings and opinions impacts the child’s school experience. 6HOIVDWLVÀHG Highly critical of self (perfectionistic) Note: From Janice Szabos, Challenge Magazine, Issue 34.
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 9 Figure 1.3
IDENTIFICATION & PROGRAMMING PROCESS FOR TWICE-EXCEPTIONAL (2E) STUDENTS
'XHWRWKHPDVNLQJRIWKHLUVWUHQJWKV ZHDNQHVVHV7ZLFH([FHSWLRQDOVWXGHQWVDUHGLIÀFXOW to identify. Parents or teachers may notice inconsistencies/asynchronies in the student.
School team meets and plans classroom interventions. This may be the Response To Intervention (RTI) team.
Problem-solving team considers existing data, decides on need for more data (formal or informal), and further interventions.
The team, which consists of all the student’s school service providers and his/her parents, considers all possible data and perspectives: achievement testing, authentic tasks, formal testing & parental input.
Apply analysis of subscales for all formal testing when making decisions about DELOLWLHVDQGGLVDELOLWLHVRUOHDUQLQJGLIÀFXOWLHV 7HVWLQJPD\EHDGPLQLVWHUHG by in-school personnel or an out-of-school professional.)
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10 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Proposed Guidelines for Identifying and Meeting the Needs of Twice-Exceptional In contrast to the pathology model is the Students. holistic model. This way of viewing twice By Wendy Eisner, PhD, and Melissa Sornik, exceptionality encompasses both the BSW. Reprinted with permission from the May individual’s strengths and weaknesses, 2006 issue of 2e: Twice-Exceptional Newsletter focusing equally on the two. Twice- (www.2eNewsletter.com) Exceptionality, under this model, encompasses three possible ability/disability relationships: These guidelines are intended to be a multi-purpose reference tool for educators, • A bility in addition to disability – for example, counselors, and parents. They have been the dual diagnosis of gifted and Asperger’s developed in order to: Syndrome • A bility instead of disability – for example, the &OHDUO\GHÀQHWKHWHUP7ZLFH([FHSWLRQDO H misdiagnosis of distractibility as a symptom • H elp readers better understand 2e RIDWWHQWLRQGHÀFLWGLVRUGHULQVWHDGRI personality characteristics creative thinking • Provide help in designing 2e programs • A bility within a disability – for example, • P rovide a system for identifying students for the superior visual-spatial skills in some 2e programs individuals with autism. • H elp in preparing evaluations and individualized education programs (IEPs) Identifying an Individual as Twice- • Guide decision-making at Committee on Exceptional Special Education (CSE) meetings. Because Twice-Exceptionality is not a diagnostic FODVVLÀFDWLRQWKHUHLVQRHVWDEOLVKHGVHW These guidelines are deliberately brief to of criteria for identifying Twice-Exceptional facilitate their use. VWXGHQWV0DQ\DUHQHYHULGHQWLÀHGRULGHQWLÀHG only after years of struggling in school. 'HÀQLQJ7ZLFH([FHSWLRQDOLW\ These individuals typically fall into one of the Twice-Exceptionality is a broad and complex categories shown in Table 1 (Baum & Owen, concept. It is a way of framing or viewing 2004). individuals who have pronounced discrepancies between their strengths and weaknesses. 7DEOHɼ ,GHQWLÀHGDV And displaying these Commonly, the Twice-Exceptional individual characteristics: is viewed through the lens of pathology. Gifted only • H igh achievement and IQ With a pathology model, the focus is on the • E ver-wider discrepancies individual’s weaknesses, sometimes totally between potential and performance as they age eclipsing his or her strengths. The goal of the Learning disabled (LD) • O ften have failing grades SDWKRORJ\PRGHOLVÀ[LQJWKHZHDNQHVVHV only • R eceive attention from without simultaneously developing the educators primarily for strengths. Many clinicians are trained to use their inabilities rather than the pathology model and receive no training strengths with regard to giftedness. As a result, they Neither gifted nor LD +DYHJLIWVPDVNHGE\GHÀ - are likely to misinterpret gifted behaviors as FLHQFLHVDQGGHÀFLHQFLHV symptoms of disorders. The book Misdiagnosis masked by gifts • U se high intelligence to and Dual Diagnoses of Gifted Children and compensate for weak- Adults: ADHD, Bipolar, OCD, Asperger’s, nesses Depression, and Other Disorders (Webb et al., • Barely perform at grade 2005) discusses this serious issue. level
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 11 Twice-Exceptional students in our schools. In schools today, students tend to be Failure to do so is an emerging crisis, not LGHQWLÀHGDVJLIWHGE\HGXFDWLRQDOHYDOXDWLRQV only for the students and their families, administered by private consultants trained in but also for society. By overlooking these JLIWHGQHVV,GHQWLÀHGVWXGHQWVEHORQJWRRQHRI students, our nation squanders a valuable the four subtypes shown in Table 2. UHVRXUFHIRUSRWHQWLDOVFLHQWLÀFWHFKQRORJLFDO advancement and cultural enrichment. 7DEOHɼ $OVRWKRVHZKRDUHQRWSURSHUO\LGHQWLÀHG receive inappropriate special education Subtype Typical Characteristics and Examples accommodations or none at all, placing them 1. Gifted/LD • D evelopmental speech/ at risk for academic underachievement, (“Gifted” in the broad language disorder dropping out of school, truancy, delinquency, sense, going beyond • L D in academic skill such serious psychiatric disturbance, and academics into as reading, writing, or math substance abuse. Gardner’s multiple • D iscrepancy between intelligences and potential and performance 2. R eveal a more accurate estimate of the encompassing high 'LIÀFXOW\ZLWKSV\FKRORJLFDO percentage of the population that is twice interest/excellence processes in creative writing/ • Inappropriate learning exceptional. Currently, this percentage is poetry, visual arts, behaviors unknown. music, dance/ 3. E nable mental health professionals athletics. (Baum, 2004)) to provide appropriate medical and 2. S pecial Ed • A sperger Syndrome psychological interventions. As stated earlier (Including sensory • ADD and AD/HD (Webb et al., 2005), there is a growing impairments and neu- • Bipolar disorder awareness that gifted children and adults robiological disorder • N onverbal learning are often misdiagnosed. Having standardized (NBD).) disability [NVLD] • O bsessive-compulsive LGHQWLÀFDWLRQFULWHULDZRXOGKHOSSUHYHQW disorder [OCD] such errors and spare individuals from • P ervasive developmental receiving unnecessary or inappropriate disorder [PDD] medication and psychotherapy (Baldwin, • S ensory integration disorder (also called 2006). sensory processing 4. H elp unite the currently fragmented twice disorder) • T ourette Syndrome exceptional community. Those who raise and work with Twice-Exceptional youngsters 3. Gifted/ • E motional factors such as Underachieving anxiety, depression, and are separated by various factors. Primary low self-esteem among them are geography and the use 4. Gifted/Learning Style • Visual-spatial learner (VSL) RIGLIIHUHQWLGHQWLÀFDWLRQFULWHULDDQG Difference terminology. (Among the various terms used synonymously with Twice-Exceptional are: The Need for a Standardized Approach to gifted, gifted/LD, gifted/underachiever, ,GHQWLÀFDWLRQ uniquely gifted, gifted with learning A great need exists to establish a standardized differences, and multi-exceptional.) Uniting VHWRI7ZLFH([FHSWLRQDOLGHQWLÀFDWLRQFULWHULD the Twice-Exceptional community offers Standardization would be a step toward several advantages: reversing the current trends that transform this population into a burden rather than an asset • It strengthens the reality of twice to society. Developing standardized criteria will: exceptionality. 1. M ake it easier to identify the “invisible” • It raises parents’ awareness of this
12 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION population, enabling them to present their 7ZLFH([FHSWLRQDOVWXGHQWVDVDVLJQLÀFDQW group to school personnel, rather than as Asynchronous Development means isolated cases. out-of-sync. Gifted children are out of • It raises professional awareness of this sync both internally (different rates of population, helping them to view Twice- physical, intellectual, emotional, social Exceptional students holistically and and skill development) and externally to consistently provide these students ODFNRIÀWZLWKVDPHDJHGSHHUVDQG with appropriate educational and social/ age-related expectations of society). emotional interventions.
• It gives the Twice-Exceptional community the political power to lobby for legislation that will • Overexcitabilities in these domains grant Twice-Exceptional individuals the right to appropriate educational programming in • Psychomotor public schools. • Sensual
Proposed Guidelines • Imaginational Following is a proposed set of guidelines for use • Emotional in identifying students as Twice-Exceptional, • Intellectual identifying them for entry into Twice-Exceptional educational programs, and for evaluating Examples of overexcitabilities include the programs themselves. These guidelines impulsivity, heightened sensory awareness are based, in part, on guidelines included in and perhaps sharp sense of aesthetics, vivid Twice-Exceptional Students, Gifted Students imagery and/or use of metaphor, feelings of With Disabilities: An Introductory Resource compassion and responsibility, love of problem- Book, published by the Colorado Department solving (Dabrowski, cited in Mann, 2004). of Education. The book emphasizes that the Personality characteristics, which include LGHQWLÀFDWLRQRIVWXGHQWV·JLIWVGLVDELOLWLHVDQG (Szabos, cited in Mann, 2004) discrepancies – all of which must be present • A sking questions rather than knowing the to identify an individual as Twice-Exceptional– answers cannot be made on test scores alone, • Being highly curious rather than interested SDUWLFXODUO\,4VFRUHV,QVWHDGWKHLGHQWLÀFDWLRQ process should make use of “multiple sources, • Being mentally and physically involved rather tools, and criteria for a body of evidence, than attentive including intellectual ability, achievement, • H aving wild, silly ideas rather than good ideas behavioral characteristics, and demonstrated performance.” • P laying around, yet testing well rather than working hard Guidelines for Identifying an Individual’s • D iscussing in detail and elaborating rather Gifts than answering the questions 1. D etermine if the youngster shows • Being beyond the group rather than in the top characteristics of giftedness, which include: group • A synchronous development discrepancies • S howing strong feelings and opinions rather between rates of mental, physical, and than listening with interest social-emotional development (The Columbus • A lready knowing rather than learning with Group, cited in Mann, 2004) ease
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 13 • N eeding one to two repetitions for mastery Ability Index, or GAI). The GAI score often rather than six to eight proves reliable for predicting intelligence and • C onstructing abstractions rather than identifying those who should receive gifted understanding ideas services. (Silverman & Gilman, 2004). • P referring adults to peers 4. T ake a broad view of giftedness (i.e., encompassing creative and productive • D rawing inferences rather than grasping the efforts rather than merely demonstrating meaning school-related skills). • Initiating projects rather than completing assignments Guidelines for Identifying an Individual’s Disability/Learning Disorder/Area of • Being intense rather than receptive Underachievement/Learning Style • C reating a new design rather than copying Look for evidence of some or all of the accurately following: • E njoying learning rather than school • A developmental speech/language disorder • M anipulating information rather than • A discrepancy between full-scale IQ score vs. absorbing it grades and vs. achievement test scores • Being an inventor rather than a technician $SURFHVVLQJSUREOHPZKLFKFDQEHVSHFLÀHG • Being a good guesser rather than a through neuropsychological testing (types memorizer include: nonverbal learning disabilities like H[HFXWLYHIXQFWLRQLQJDQGGLIÀFXOW\ZLWK • T hriving on complexity rather than visual-perceptual or auditory processing) straightforward presentation • Behaviors such as • Being keenly observant rather than alert • H yperactivity • Being highly self-critical rather than pleased with his/her own learning. • M ood shifts &RRUGLQDWLRQGHÀFLWV 2. Look for evidence of above-average • Impulsivity intelligence, creativity, and task commitment to a high-interest task (Renzulli, cited in • S hort attention span Baum & Owen, 2004). This evidence can be • A cting out derived from one or both of the following: • Withdrawal • T est scores and structured interviews (model in Baum & Owen, 2004, p.306) • D istractibility • D ynamic data such as student products, • S ymptoms meeting criteria for auditions, or structured activities to medical diagnosis. assess talent (Baum & Owen, 2004). 3. A nalyze IQ test results, focusing on those Guidelines For Identifying an Individual’s sections of the test that allow gifted 6LJQLÀFDQW'LVFUHSDQFLHV children’s general intelligence to be Look for major differences in one or more of measured separately from their working the following three areas: memory and processing speed, which always • IQ subtest results. lower their scores. (Flanagan, 2005) In î/RRNIRUDWOHDVWRQHVXEWHVWVFRUHLQ the WISC-IV those sections are the Verbal the gifted range. Comprehension Index and the Perceptual Reasoning Index (referred to as the General î$QDO\]HVXEWHVWVFRUHVIRUWKHVWXGHQW·V areas of strength and weakness.
14 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Twice-Exceptional students typically • S tructured interview (Baum & Owen, 2004) show stronger integrative abilities – a description of the student’s interests and, (conceptualizing, thinking abstractly, if observed, situations in which the student and thinking holistically) than dispersive was totally absorbed in a subject, discussed abilities (remembering/using isolated adult topics, was assertive, avoided tasks, IDFWV 'L[RQ LQ%DXP 2ZHQ was curious, was highly imaginative, and was 2004). However, this pattern may not humorous hold true for all Twice-Exceptional • P arent recommendation (St. Vrain Valley individuals due to the wide range Universal High School (UHS) model), which of Twice-Exceptional subtypes. In includes the parents’ view of the youngster’s Asperger’s cases, for example, scores characteristics, such as strengths, interests, for dispersive abilities may be high. VHOIDZDUHQHVVFRQÀGHQFHFRPPXQLFDWLRQ • A cademic performance (between subjects). skills, socialization skills, and independence; 7KHVWXGHQWPD\VKRZVLJQLÀFDQW requirements for success; most successful discrepancies between consistently high learning experience; and areas of concern grades in one area and low grades in • Behavioral observation in classroom and at another. For example, a student may be home (Baldwin, 2005). strong in subjects that require visual-spatial intelligence, like geometry, physics, or art, Use the following screening tools and but weak in those that require auditory- techniques at the college level to select courses sequential or verbal intelligence, like English. and services if a formal Twice-Exceptional • P otential (as shown by IQ scores) vs. program does not exist, or to determine the performance (as shown by grades). Twice- student’s eligibility for a formal program: Exceptional students may be underachieving • T ranscript analysis, looking for relative to their high subtest scores in their strength area(s). One factor may be poor î&RQVLVWHQWO\KLJKJUDGHVLQDSDUWLFXODU academic performance in basic skills, subject to identify strength a weakness for many Twice-Exceptional î&RQVLVWHQWO\ORZJUDGHVLQDSDUWLFXODU students. Other factors may include subject to identify weakness IUXVWUDWLRQORZVHOIHVWHHPORZVHOIHIÀFDF\ î6LJQLÀFDQWGLVFUHSDQFLHVEHWZHHQ unrecognized strengths, and misdiagnosis. consistently high grades in one area vs. low grades in another Guidelines for Identifying Students for Twice-Exceptional Programs 6$7VFRUHV VLJQLÀFDQWGLVFUHSDQFLHV Use these screening tools and techniques between math and verbal scores to identify students for Twice-Exceptional • Learning inventories programs in grades K through 12: • S tructured interview • IQ subtest analysis (as described earlier) • Behavioral data • D iscrepancy between full-scale IQ score vs. • S tudent application (St. Vrain Valley UHS grades and vs. achievement test scores model), in which the student describes • D iscrepancy between performance in his/her characteristics in terms of curiosity, different academic areas perfectionism, creativity, desired level of academic challenge, etc. • T orrance Test of Creativity • T eacher recommendation (St. Vrain • N europsychological data, if available Valley UHS model), in which the teacher /HDUQLQJLQYHQWRULHV 'L[RQ FLWHGLQ describes the student in terms of risk- Baum, 2004) taking, love of learning, maturity, ability to
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 15 work independently, presumed reason for and in counseling (For more information, struggles in the current educational setting. see the description of dually-differentiated curriculum for Twice-Exceptional students in )RUFODVVLÀHGVWXGHQWV WKRVHLGHQWLÀHGRQO\DV Baum, Cooper, & Neu, 2001.) LD and not as gifted), add the following: $SURFHVVIRUWKHDFFXUDWHLGHQWLÀFDWLRQRI students, as described earlier (GLWRU·V1RWH )RUVSHFLÀFOHDUQLQJ • A 2e-sensitive individualized educational disability refer to eligibility requirements program (IEP) for grades K-12 or a 504 plan in the current Idaho Special Education (Altman in Eisner & Altman, October 2005). Manual. In Conclusion The authors strongly advocate the use of these • IQ subtest analysis (as described earlier) proposed guidelines for standardizing the • D iscrepancy between full-scale IQ score vs. LGHQWLÀFDWLRQRI7ZLFH([FHSWLRQDOVWXGHQWV grades and vs. achievement test scores A standardized set of criteria will yield the EHQHÀWVGHVFULEHGLQWKLVDUWLFOHDQGHQDEOH • N europsychological data, if available. every Twice-Exceptional student to truly receive “a free, appropriate public education.” Guidelines for Evaluating Twice- Exceptional Educational Programming Effective Twice-Exceptional educational REFERENCES programming is based on the holistic model Baldwin, Lois. (2005). Personal communication. described earlier. When this model is used to Baldwin, Lois. (Spring, 2006). President’s Message. AEGUS design curriculum and instruction, the result is Newsletter. a focus on developing students’ strengths while Baum, Susan. (2004). Personal communication. improving their weaknesses. Under this model, Baum, S., Cooper, C., and Neu, T. (2001). Dual VWXGHQWVVKRZVLJQLÀFDQWLPSURYHPHQWLQ Differentiation: An Approach for Meeting the Curricular self-esteem, academic performance, behavior, Needs of Gifted Students with Learning Disabilities. and career direction. To determine if a program 3V\FKRORJ\LQWKH6FKRROV is based on the holistic model, check that it Baum, S. & Owen, S. (2004). To Be Gifted & Learning includes these components: Disabled: Strategies for Helping Bright Students with LD, $'+'DQG0RUH0DQVÀHOG&HQWHU&7 &UHDWLYH/HDUQLQJ • A lternative curriculum and instructional Press. methods that teach to strengths and talents Colorado Department Of Education (N.D.) Twice-Exceptional and thus support access to, learning of, Students, Gifted Students With Disabilities: An Introductory and expressing understanding of material Resource Book. Denver, CO. (Gardner’s multiple intelligences, cited in &VLNV]HQWPLKDO\L0 &UHDWLYLW\ )ORZDQGWKH Baum & Owen (2004)); Tomlinson, C.A. Psychology of Discovery and Invention. NY: HarperCollins. (2001) Eisner, W. & Altman, J. (10/8/05). Fostering The Home- School Partnership: Strategies that Support 2e Students. • A ccommodations and classroom Presented at Twice Exceptional: Gifted Children With PRGLÀFDWLRQVIRUSUREOHPVLQDWWHQWLRQ Learning Disabilities. Columbia University, NY. processing speed, reading, organization, and Eisner, W. & Altman, J. (6/05). Roslyn Middle School: A memory Model for 2e Education. 2e: Twice-Exceptional Newsletter, 11. • Instruction in strategies to help compensate Flanagan, D. (10/05). Symposium on Assessment of the for disabilities Gifted. 2e: Twice-Exceptional Newsletter website. Accessed • R emediation 5/8/06. Mann, R. (5/3/04). The Myths of Giftedness: Who’s Really • S ocial/emotional supports in the classroom Gifted Anyway? Presented at the Annual Meeting of LI-TECA:
16 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Myths & Realities of Giftedness. Molloy College, Rockville Center, NY. Programs for Twice-Exceptional Mooney, J. & Cole, D. (2002). Learning Outside the Lines: Two Ivy League Students with Learning Disabilities and Students ADHD Give You the Tools for Academic Success and Some programs that have proven Educational Revolution. NY: Simon & Schuster. effective for Twice-Exceptional students: 5HQ]XOOL-6 5HLV60 6FKRROZLGH(QULFKPHQW • Bridges Academy, Studio City, CA 0RGHO0DQVÀHOG&HQWHU&7 &UHDWLYH/HDUQLQJ3UHVV (www.bridges.edu) St. Vrain Valley School District Universal High School Program, www.stvrain.k12.co.us/Universal (Kiesa Kay, • T he Greenwood School, Putney, VT Program Coordinator). (www.thegreenwoodschool.org/ Silverman, L. & Gilman, B. (12/04). Who are the Gifted? academics/village.cfm) $VNWKH1HZ:,6&,9H 7ZLFH([FHSWLRQDO1HZVOHWWHU • P roject Eye-to-Eye Mentoring Program Tomlinson, C.A. (2001). How to Differentiate Instruction in (Mooney, J. & Cole, D., 2000) Mixed-Ability Classrooms (2nd ed.) Alexandria, VA: ASCD. Webb, J.T., Amend, E. R., Webb, N.E., Goerss, J., Beljan, P., • P roject HIGH HOPES: Identifying and Olenchak, F. R., (2005). Misdiagnosis and Dual Diagnoses Nurturing Talent in Students with of Gifted Children and Adults: ADHD, Bipolar, OCD, Special Needs, Javits Act Program Asperger’s, Depression, and Other Disorders. Scottsdale, %DXP&RRSHU 1HX AZ: Great Potential Press. 2001) Wendy Eisner is a Professor of Psychology at • R oslyn Middle School Co-Teaching Nassau Community College (NCC). She has Program, Long Island, NY (Eisner & received national, state, and local awards for Altman, 6/05) teaching excellence and has worked extensively • S choolwide Enrichment Model on professional development projects at NCC. 5HQ]XOOL 5HLV She is currently the coordinator of “The Achilles • Gifted Special Education Program, Project,” a pioneering Twice-Exceptional Southern Westchester BOCES, NY post-secondary program. In addition, she co- (Lois Baldwin, Director) founded and serves as Vice President of Long Island Twice-Exceptional Children’s Advocacy • U niversal High School, St. Vrain Valley (LI-TECA). School District, CO (www.stvrain.k12. co.us/Universal) Melissa Sornik is a social worker and case • T he Achilles Project, Nassau manager for multiply-disabled middle and Community College, Garden City, NY high school students She has lectured on (Beginning Jan. 2007) the subject of Twice-Exceptionality at school districts and local colleges on Long Island, and • T alent Development Cooperative, LI- she provides support and guidance to parents TECA, Sea Cliff, NY of Twice-Exceptional students. Melissa is the co-founder and president of LI-TECA, Inc., Long Island Twice-Exceptional Children’s Advocacy, and the founder and director of the Talent Development Cooperative (TDC), TECA’s talent development mentor program.
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 17 7KH,GHQWLÀFDWLRQ&KDOOHQJH compulsive behaviors, or high energy may be 7KHLGHQWLÀFDWLRQRIVWXGHQWVZKRDUH7ZLFH misinterpreted as ADHD. Dabrowski noted ([FHSWLRQDOFDQEHGLIÀFXOWDQGUHTXLUHVWKH multiple abnormal behaviors associated with combined efforts of those most invested in highly gifted individuals. the child’s educational success and social/ emotional well-being: parents, educators, Research supports the need for identifying and the students themselves. Without the students as early as possible in order for them LGHQWLÀFDWLRQRIDQ\LVVXHVWKHUHLVDVLJQLÀFDQW to achieve not only academic success, but to risk for underachievement for these children. provide opportunities for their particular gifts to be recognized and developed. This is also *LIWHGQHVVLGHQWLÀHG crucial to supporting the development of a 'LVDELOLW\QRWLGHQWLÀHG healthy social/emotional base (Brody & Mills, 'LVDELOLW\LGHQWLÀHG 2VERUQ- 5HLV 5XEDQ *LIWHGQHVVQRWLGHQWLÀHG Neither Giftedness nor Early intervention provides opportunities for: 'LVDELOLW\LGHQWLÀHG • academic success • talent development Typically, students who are Twice-Exceptional • compensatory skill development are the ones who can carry on in-depth, • social and emotional support. knowledgeable conversations at a level of sophistication not found in their peers. Their Early intervention increases the likelihood for a interests may range from topics on political FKLOGWRGHYHORSVHOIHIÀFDF\DQGIRURSWLPL]LQJ events to recent information regarding global his/her potential. Underachievement, warming to the sharing of a musical score dysfunctional perfectionism and low self- they have just penned. They will provide you esteem often begin early if the student is not with more information than you could possibly served appropriately. assimilate from one conversation, and they will
seldom accept a pat answer to a question. Identifying Students who are Gifted/ Talented with Learning Challenges These are the same students who, if asked Once a person has a solid understanding of to write a paper on their topic of choice, may the characteristics of children who are Twice- ÀQGDYDULHW\RISODXVLEOHUHDVRQVZK\WKH\ Exceptional, some will easily stand apart from cannot do it at this time, become sullen and typical peers. The inconsistencies of their aggressively refuse to even attempt or turn DELOLWLHVRU´DV\QFKURQ\µDUHWKHÀUVWWHOOLQJ away and mumble something about working on signs. A learner who is gifted with a learning it at home. disability may be able to perform orally to
high levels of performance but often performs +HUHLQOLHVWKHGLIÀFXOW\RILGHQWLÀFDWLRQ 7ZLFH miserably in written expression. They are great Exceptional students display characteristics problem solvers when working with hands- commonly seen in students who have: a RQPDWHULDOVEXWKDYHGLIÀFXOW\VROYLQJPDWK learning disability, an emotional disorder, problems in the textbook. They may be the physical impairment, ADHD, sensory disability class clown but receive average grades. Some or autism. The student’s strengths may students who are Twice-Exceptional, especially FDPRXÁDJHWKHLUGLVDELOLW\RUWKHGLVDELOLW\PD\ those with autism or ADHD, lack the social be what is noticed and effectively mask their skills or social reciprocity necessary to sustain strengths. Further, these characteristics may appropriate relationships with others. They be misinterpreted. For example, perfectionism PD\EH´WKHODVWRQHSLFNHGDQGWKHÀUVWRQH may be misinterpreted as obsessive picked on.”
18 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION
Other students who are Twice-Exceptional may 6XFFHVVIXOLGHQWLÀFDWLRQLVDFROODERUDWLYH not stand out because their gifts mask their effort. Parents, educators and students should disability. They may perform to average ability, openly share their concerns with a problem- therefore not raising the alarm of parents and solving team. The student should provide input teachers. Unrecognized children who are Twice- throughout the entire process. Exceptional may never perform to their true potential. Often these children make their way There is also a need for professionals to be through elementary school and high school but aware that students may meet the criteria for “hit the wall” when they reach post-secondary more than one exceptionality. More than one learning environments. Not having had the specialized program may be necessary to meet opportunity to recognize and understand the needs of the student. WKHFKDOOHQJHVLPSRVHGE\WKHLUXQLGHQWLÀHG disabilities or their gifts, these children 3URFHVVRI,GHQWLÀFDWLRQ have not learned the strategies and skills to Teachers and parents, as part of the compensate for these challenges. problem-solving team, should look closely for inconsistencies in classroom performance, Printed with permission from Twice-Exceptional Guide both in written work and verbal interaction. 2007, Ohio Department of Education. It is important to be aware that students DOUHDG\LGHQWLÀHGDVJLIWHGWDOHQWHGPD\ 3DUHQWVDUHRIWHQWKHÀUVWWRQRWLFHWKDW demonstrate characteristics of a disability such inconsistencies exist in their child’s academic as a learning disability, emotional disorder, performance. For example, this child may have or ADHD. Conversely, they may have already an extensive, sophisticated verbal vocabulary EHHQLGHQWLÀHGDVKDYLQJDGLVDELOLW\EXW while the written vocabulary is limited with are demonstrating above average abilities in VLPSOHUZRUGVHOHFWLRQ 6LOYHUPDQ 7KH certain areas, though perhaps not consistently. FUHDWLYHFRQÀGHQWFKLOGLVDWWLPHVDFKLOGZKR Or, as mentioned earlier, their disabilities doubts his own abilities, hesitant to attempt a and talents effectively mask each other, new task or to complete assignments. DQGWKH\KDYHQRWEHHQLGHQWLÀHGXQGHUDQ\ exceptionality. The problem-solving team is The educator may also notice inconsistencies. encouraged to implement research-based Academically, the child may have excellent interventions based on classroom assessment comprehension, yet is reluctant and often and observation. Careful monitoring of student is unable to produce a written response on performance is essential for gathering more the assignment. Furthermore, an educator is information while providing activities that may in a unique position to observe a student’s be more aligned with the student’s needs. This social/emotional inconsistencies because the SURFHVVUHÁHFWVWKH57,SULQFLSOHV educator is able to make comparisons with the student’s same-aged peers. Based on the data gathered, the team may decide to move forward with additional formal There may be an awareness of these and informal assessments. This may consist inconsistencies from the perspective of the of achievement tests, tests of intellectual student. This may leave the student feeling ability, social/emotional/behavioral/physical like he/she is on a roller coaster going from assessments, and observations of exceptional the highs of inspiration and brilliance to the behaviors and/or motivation. lows of frustration and stupidity. Over time, WKHVWXGHQWPD\ORVHFRQÀGHQFHLQKLVKHU abilities. The student may learn to avoid, withdraw from, or manipulate situations that threaten his/her emotional security.
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 19 Assessments should be given to answer “If you can start people thinking about questions and address concerns parents, the curriculum as having a disability, teachers, specialists, and the student have instead of the student having a about the student’s ability to perform in a disability, it’ll be worth it,” said Jeff given educational setting. This battery of Diedrich of Michigan’s education assessments should include both formal and department, which is working on a informal data. similar initiative of its own. Education Week (10/30/07). Formal Data – Standardized Assessments that measure the following: • C ognitive Ability Rizza and Morrison (2007) maintain that it is • A cademic Achievement critical to have personnel who have the training • E xecutive Functioning, Attention and and knowledge to understand some of the Concentration more subtle implications in the test results of • S ocio-emotional and Behavioral Functioning students who are Twice-Exceptional. They also • Language Measures suggest that cognitive ability (IQ) subtest scores • M emory Functioning may be more revealing and useful than full- • P ersonality Functioning scale IQ or composite/index scores as they are RIWHQPRUHUHÁHFWLYHRIWKHVWXGHQW·VVWUHQJWKV See Appendix II. and weaknesses. Informal Data Having gifted education staff trained in the different special education categories and the • Work samples impact these designations have on the learning • P ortfolio Selection (products, projects) process as well as on the social/emotional • A wards and recognition development will also facilitate the process of • Grades LGHQWLÀFDWLRQ • A necdotal data • O bservations Use Multiple Sources, Tools, and Criteria • H ealth History IRU,GHQWLÀFDWLRQ • Interest Inventories Using more than one source of information and a variety of assessment tools provides Further Points to Consider When a more balanced way of seeing a child’s Identifying Gifted Students with strengths and exceptionalities. When assessing Disabilities: a Twice-Exceptional student, it is important • E arly interventions may prevent their to utilize authentic assessments as well as HGXFDWLRQDOGLIÀFXOWLHVIURPEHFRPLQJ formal, standardized tests. Incorporating disabilities. student portfolios and products from home • T he 2004 Reauthorization of IDEA allows and community may reveal talents outside districts to use a process to determine if the of the school environment (Rizza & Morrison, VWXGHQWUHVSRQGVWRVFLHQWLÀFUHVHDUFKEDVHG 2007). The use of work products, portfolios, or evidence-based interventions. and research-based interventions also allows for English Language Learners (ELL) • T wice-Exceptional students typically to demonstrate their abilities without the demonstrate outstanding performance in possibility of cultural and language bias found either the verbal IQ or performance IQ on in most achievement and ability tests. the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). The full-scale IQ is not a true indication of their ability if VLJQLÀFDQWGLVFUHSDQFLHVH[LVWZLWKLQWKHIRXU composite scores.
20 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION • C losely examine the scatter of the • A chievement discrepancies can exist WISC- IV subtests. Twice-Exceptional between oral and written expression, basic students usually have higher scores on reading skills and reading comprehension, Vocabulary, Similarities, Information, and mathematical reasoning and calculation. Comprehension with lower scores on • S tudents may be performing at Digit Span, Coding, and Letter-Number grade level and be eligible for Twice- Sequencing. The Gifted Development Exceptional programming because they Center (Denver, Colorado) has found that have a discrepancy between ability and some children responded unpredictably to achievement. Letter-Number Sequencing. The Arithmetic subtest has a higher correlation with general • T wice-Exceptional students tend to struggle intelligence (g-loading or g-factor) and is with executive functioning, organization, more engaging for most gifted children. memory, written output, and sometimes It’s suggested that the Arithmetic subtest reading decoding and math calculation. be substituted for the Letter-Number • When tasks consist of non-meaningful Sequencing subtest unless a child shows information, it can be perceived as evidence of mathephobia (Etnyre, 2004). uninteresting and boring to gifted children. • It is not exactly known whether any basic Due to the attraction to complex challenging cognitive processes are being accurately tasks and the tendency to eschew those assessed by measures of reaction time that require rote memorization and endless (Sattler, 2001). Processing Speed on repletion, the range of activities that gifted the various cognitive measures does children perceive as effortful is broader not necessarily equal intelligence, as (Etnyre, 2004). FKLOGUHQZKRDUHJLIHGDUHRIWHQUHÁHFWLYH :KHQ´ÁXHQF\µLVPHDVXUHGLQHYDOXDWLRQV Application of intelligent strategies often it usually involves processing speed of UHTXLUHVUHÁHFWLRQRIWKHSUREOHP7KHUHIRUH reading, mathematics or writing. While children who are intelligent problem solvers the information may be presented within are consequently penalized on subtests that a meaningful context, it still could pose reward speed (Etnyre, 2004). FKDOOHQJHVIRUFKLOGUHQZKRKDYHGLIÀFXOWLHV with processing speed (Etnyre, 2004).
Twice-Exceptional learners are students who give evidence of the potential for high achievement capability in areas VXFKDVVSHFLÀFDFDGHPLFV JHQHUDOLQWHOOHFWXDODELOLW\ FUHDWLYLW\ OHDGHUVKLS $1'25YLVXDOVSDWLDORUSHUIRUPLQJ DUWV$1'DOVRJLYHHYLGHQFHRIRQHRUPRUHGLVDELOLWLHVDVGHÀQHGE\IHGHUDORUVWDWHHOLJLELOLW\FULWHULDVXFKDV VSHFLÀFOHDUQLQJGLVDELOLWLHV VSHHFKDQGODQJXDJHGLVRUGHUV HPRWLRQDOEHKDYLRUDOGLVRUGHUV SK\VLFDOGLVDELOLWLHV autism spectrum; or other health impairments, such as ADHD. ,GHQWLÀFDWLRQRIWZLFHH[FHSWLRQDOVWXGHQWVUHTXLUHVFRPSUHKHQVLYHDVVHVVPHQWLQERWKWKHDUHDVRIJLIWHGQHVV and disability as one does not preclude the other. Educational services must address both their high achievement SRWHQWLDODVZHOODVWKHLUGHÀFLWV7ZLFH([FHSWLRQDOVWXGHQWVUHTXLUHGLIIHUHQWLDWHGLQVWUXFWLRQDFFRPPRGDWLRQV DQGRUPRGLÀFDWLRQVGLUHFWVHUYLFHVVSHFLDOL]HGLQVWUXFWLRQDFFHOHUDWLRQRSWLRQVDQGRSSRUWXQLWLHVIRUWDOHQW development. Twice-Exceptional students require an individual education plan (IEP) or a 504 accommodation plan with goals and strategies that enable them to achieve growth at a level commensurate with their abilities, develop their gifts and talents, and learn compensation skills and strategies to address their disabilities. A comprehensive education plan will include talent development goals. (Printed with Permission, Dr. Susan Baum, 2010)
Gifted students with non verbal learning disabilities or Asperger Syndrome tend to manifest IQ patterns opposite than those demonstrated by gifted students with verbal learning disabilities and gifted students with attention GHÀFLWV7KLVJURXSRIJLIWHGVWXGHQWV $VSHUJHUDQGQRQYHUEDOOHDUQLQJGLVDEOHG VFRUHLQWKHVXSHULRUUDQJH in working memory and processing speed. Their lower scores can especially be seen on several subtests like comprehension and similarities on the Verbal Comprehension Index. Scores on Block design and picture concepts RQWKH3HUFHSWXDO5HDVRQLQJLQGH[PD\DOVREHGHÀFLWDUHDV7KRVHDUHWKHVXEWHVWVLQZKLFKPRVWRWKHUNLQGV of 2E students excel. (Printed with Permission, Dr.Susan Baum, 2010) Joint Commission on Twice Exceptional 6WXGHQWV'HÀQLWLRQ
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 21 The Law IDEA and Students with Twice- Exceptionalities In order to be eligible for special education, Any discussion of Twice-Exceptionality must a student must meet the criteria for one of include consideration of gifted legislation, the disability categories outlined in the Idaho special education laws at both the federal and Special Education Manual, must demonstrate VWDWHOHYHODQGWKH5HKDELOLWDWLRQ$FWRI an adverse affect, and must demonstrate (Section 504). A student may be considered a need for specially designed instruction. Twice-Exceptional and may require educational The needs of students with Twice- interventions, without necessarily being Exceptionalities may be met in multiple included under Individuals with Disabilities ways with or without special education Education Act (IDEA 2004). Knowledge of all of designation. the above requirements provides a background from which to work. When Congress reauthorized the Individuals with Disabilities Education Act (IDEA) in 2004, The Federal Role in Gifted Education the needs of Twice-Exceptional children were The Elementary and Secondary Education Act UHFRJQL]HGIRUWKHÀUVWWLPH ,'($²6HFWLRQ (6($ SURYLGHVDIHGHUDOGHÀQLWLRQRI´JLIWHG 614). and talented students”: For access to the federal regulations visit the Students, children, or youth who give evidence U.S. Department of Education website: http:// of high achievement capability in areas such LGHDHGJRYGRZQORDGÀQDOUHJXODWLRQVKWPO as intellectual, creative, artistic, or leadership FDSDFLW\RULQVSHFLÀFDFDGHPLFÀHOGVDQG The State Role in Gifted Education who need services and activities not ordinarily $OOVWXGHQWVLGHQWLÀHGDVJLIWHGDQGWDOHQWHG provided by the school in order to fully develop in the State of Idaho have the right to those capabilities. 3DUW$6HFWLRQ an appropriate education that provides Page 544). educational interventions which sustain challenge and ensure continued growth within Currently, there is no federal funding dedicated the public school system: for local gifted and talented programs. There is a Jacob Javits Gifted and Talented Students “Each public school district is responsible for Education Act that provides limited grant and shall provide for the special instructional IXQGLQJIRUVFLHQWLÀFDOO\EDVHGUHVHDUFK7KLV needs of gifted/talented children enrolled is not funding for local gifted and talented therein. Public school districts in the state shall programs. provide instruction and training for children EHWZHHQWKHDJHVRIÀYH \HDUVDQGHLJKWHHQ The Federal Role in Special Education \HDUVZKRDUHJLIWHGWDOHQWHGDVGHÀQHG Individuals with Disabilities Education in this chapter and by the State Board of Act (IDEA 2004) is the federal legislation Education. The State Board of Education shall, regarding the provision and implementation through its department of education, determine of special education. IDEA 2004 provides eligibility criteria and assist school districts for the guidelines around referral, eligibility, LQGHYHORSLQJDYDULHW\RIÁH[LEOHDSSURDFKHV and provision of Free and Appropriate Public for instruction and training that may include Education (FAPE) in the Least Restrictive administrative accommodations, curriculum Environment (LRE). PRGLÀFDWLRQVDQGVSHFLDOSURJUDPVµ ,GDKR Code 33-2003).
22 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION “Gifted and talented children” [sic] are For questions parents can ask of administrators GHÀQHGDVWKRVHVWXGHQWVZKRDUHLGHQWLÀHG see Appendix VI. as possessing demonstrated or potential abilities that give evidence of high-performing FDSDELOLWLHVLQLQWHOOHFWXDOFUHDWLYHVSHFLÀF Students who have a mental health academic or leadership areas, or ability in diagnosis may be eligible for either an the performing or visual arts and who require IEP or a 504 Plan depending on the services or activities not ordinarily provided nature of their learning challenge. by the school in order to fully develop such capabilities (Idaho Code 33-2001).
Excerpt taken from http://www.sde.idaho.gov
The State Role in Special Education IDEA 2004 (IEP)
The Idaho Special Education Manual is the policy that districts implement for compliance with IDEA 2004. Included are: xthe eligibility criteria for each disability category xthe explanation of adverse affect xthe explanation of the need for specially designed instruction.
For access to the Idaho Special Education Manual visit the following website: http://www. sde.state.id.us/SpecialEducation/manual.asp
The State Role in Americans with Disabilities/Vocational Rehabilitation Act (Section 504)
The Idaho Special Education Manual includes information on Section 504 of the 5HKDELOLWDWLRQ$FWRI http://www.sde.idaho.gov/SpecialEducation/ docs/Manual/Manual Appendices/Chapter1.pdf
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 23 IEPs and 504 Plans
Reprinted with permission from Parenting Your Twice-Exceptional Child 6SRWOLJKWRQ 2e Series, Glen Ellyn Media
Many parents and educators are unclear on the distinctions between a Section 504 plan and an IEP. The chart that follows may help to clarify some of the confusion by comparing the plans in a number of areas.
Figure 1.4 Section 504 IDEA Description A civil rights law that: An education and funding law which mandates that: • P rohibits discrimination against children with disabilities in programs that receive • E ligible students receive access to special federal funds. education and/or related services. • R equires school districts to make • T he services are designed to meet a child’s accommodations for, or provide services unique educational needs. to, students with physical or mental impairment under certain circumstances. Services may be provided under special or regular education. Main Focus • E quity between students with and without • M eeting the unique educational needs of disabilities. an individual student with a disability. Purpose 7R´OHYHOWKHSOD\LQJÀHOGµE\HOLPLQDWLQJ • T o make available to students with barriers that exclude individuals with disabilities services and protections that disabilities. may not be available to those without • T o provide a FAPE (free and appropriate disabilities. public education) – one that is comparable • T o provide a FAPE – one that addresses to the education provided to students who the unique educational needs of an eligible are not disabled. student. Eligibility • A re much broader than under IDEA (All IDEA • A re more restrictive than under Section 504 Requirements students are covered by Section 504). (Not all Section 504 students are protected • A pply to all individuals regardless of age. under IDEA). • C onsist of a physical or mental impairment • A pply to individuals from birth through 21. that “substantially limits” one or more &RQVLVWRI DGLVDELOLW\WKDWÀWVRQHRI ´PDMRUOLIHDFWLYLWLHVµ /HDUQLQJTXDOLÀHVDV 13 established categories and that a major life activity under this law). has an adverse effect on the student’s “educational performance”. What the Student • A 504 Plan, a written plan which documents • A n IEP (Individualized Education Plan), Receives the student’s disability and describes the a written plan which must be reviewed accommodations and/or services that will at least annually and which documents be implemented (No provisions are made the student’s disability along with the for periodic reviews of the plan). educational program designed to meet his/ • A ccommodations and/or services provided her unique needs; included in annual goals. in the least restrictive environment, usually • S ervices provided in regular education in regular education classes. classes, in special education classes, or in • In some cases, special education (specially a combination of the two. designed instruction).
24 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Section 504 IDEA Procedures And )HZHUUHTXLUHPHQWVIRUSDUHQWDOQRWLÀFDWLRQ • Written parental consent needed for child’s Safe-Guards and consent than with IDEA. initial evaluation and placement. • P arental right to request mediation or a due • P arent’s right to request mediation or a due process hearing if disagreement arises be- process hearing if disagreement arises be- WZHHQSDUHQWDQGVFKRRORYHULGHQWLÀFDWLRQ WZHHQSDUHQWDQGVFKRRORYHULGHQWLÀFDWLRQ evaluation, or placement of the student. evaluation, or placement of the student.
Other Differences 2IIHUVDOHVVVSHFLÀFDOO\GHÀQHGDSSURDFK 2IIHUVDZHOOGHÀQHGDSSURDFKWRPHHWLQJD to meeting a student’s needs. student’s needs with delineated procedures • O ften preferred by schools because it offers and timeframes. PRUHÁH[LELOLW\DQGUHTXLUHVIHZHUDGPLQLV- • O ften preferred by parents because it offers trative procedures. a wider range of options. • D oes not include funding for services • R equires more from a school than Section provided. 504, but includes additional funding.
This table is based on information from the following sources:
x“ADHD: special Education,” Mary Fowler: www.familyeducation.com/article/0,1120,23-288,00. html x“Comparison of IDEA and Section 504 Plan,” the ADD Clinic:www.the-add-clinic.com/addinfo. htm#14 x“Federal Laws Pertaining to ADHD Diagnosed Children,” Frontline: www.pbs.org/wgbh/pages/ frontline/shows/medicating/schools/feds.html x“Frequently Asked Questions,” National Resource Center on ADHD: www.help4adhd.org/faqs. cfm x“Legal Rights for ADHD Teens,” The ADD clinic: www.the-add-clinic.com/addinfo.htm#14 x“Section 504 and IDEA: Basic Similarities and Differences,” S. James Rosenfeld, Esq.: www. Idonline.org/ID_indepth/legal_legislative/edlaw504.html
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 25 26 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION PART 2: EDUCATIONAL SETTING (Also refer to Appendix V -- Schools & Parents: The Need for Collaboration Concerning Twice-Exceptional Students)
Introduction Twice-Exceptional students spend a majority of their time in the classroom. While parents play an important role, the responsibility to remediate challenges and develop gifts and talents falls mainly on the student’s educational setting. Information in this section is intended to aid the school community in developing the full potential of these unique students.
Professional development (of teachers) is essential—and the great thing about this is—when you train teachers to work with gifted children, they’re better prepared to work with all students. — Eugene White, Past President, American Association of School Administrators
A Word About Accommodations There is sometimes a misunderstanding about accommodations. Accommodations are viewed E\VRPHDV´WLOWLQJWKHSOD\LQJÀHOGµRUJLYLQJ´VSHFLDODGYDQWDJHVµWRFKLOGUHQZKRKDYHOHDUQLQJ challenges. Education is neither a game nor a competition. It is the process of helping each child learn and achieve as well as she possibly can. People who are worried about giving special learning advantages to children need to rethink their whole perspective. We should be trying to provide as many learning advantages as we can to all children. This does not mean relieving any child of the responsibility of making the kind of diligent effort that is needed to learn, but it does mean lessening the burden imposed by learning challenges that make certain kinds of work HVVHQWLDOO\LPSRVVLEOHDQGFKDQQHOLQJDFKLOG·VHQHUJ\LQWRPRUHEHQHÀFLDOIRUPVRIZRUN Accommodations should not be thought of as ways of getting a child out of work, but as ways of getting a child into work that are best suited to promoting her education. (Excerpted from The Mislabled Child, Fernette Eide, MD and Brock Eide, MD, MA, Hyperion, 2006. This article was originally published in the online magazine In Perspective by Project AdLIT-Advancing Adolescent Literacy Instruction Together (www.ohiorc.org/adlit E\7KH2KLR5HVRXUFH&HQWHU$OO rights reserved.
Response-To-Intervention Model to meet potential, utilizing collaboration of Response-to-Intervention (RTI) is a framework students, teachers, parents, and community for continuous improvement that incorporates insures the success of every student. the provision of standard-based instruction and research-based systematic interventions Essential Components In The Idaho RTI matched to student needs, academic, social- Framework : emotional, and behavioral; and using learning The Idaho State Department of Education rate over time and level of performance, to KDVLGHQWLÀHGDUHDVWKDWKDYHFRPSRQHQWV make important educational decisions. From essential to RTI implementation. These the student struggling to meet minimum areas are: 1) Leadership, 2) Curriculum and standards to the gifted student struggling Instruction, 3) Decision-making teams and
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 27 processes 4) Assessment 5) Parent and 3 Tier Model of Instruction Community Engagement. The components of This model builds a strong instructional base RTI are more fully discussed in the Idaho RTI to meet the needs of all students. It is a Guidance Document; Connecting the Pieces: model intended to address academic needs Guidance for Idaho Schools and Districts. in core subject areas by intervening early to provide students who are struggling with the &ULWLFDOWRWKHÀGHOLW\RIDQ57,LPSOHPHQWDWLRQ support they need to reach their potential. For is instructional leadership at the district and the student who is at or above grade level, EXLOGLQJOHYHOV57,SUHVHQWVDVLJQLÀFDQW increased opportunities for analysis and opportunity for the entire educational system synthesis, and differentiation of instruction to understand and support student learning based on the potential of the student are through research based programs, instruction, required. Maintaining achievement levels and assessments and professional development plans for advancing students are part of the RTI to maximize the potential in these areas. Time team plan, as are bringing struggling students for data dialogues, action plan collaboration, to benchmark. continued staff development, and decision- making team meetings is critical. One Academic and Social Behavior: Just as critical task for leadership is the allocation we have core curriculum in place that meets of resources which is driven by student the needs of most students, schools will DFKLHYHPHQWGDWD5HGHÀQLQJUROHVVFKHGXOHV have a general plan or program in place with and structures is not always comfortable for DGHÀQHGVHWRIVRFLDOH[SHFWDWLRQVDQG staff so the culture of the district must be behavioral guidelines, i.e. the “school rules.” GHÀQHGDQGUHÁHFWYDOXHVDQGEHOLHIVWKDW 6WXGHQWVZKRDUHLGHQWLÀHGDVDWULVNXVLQJ support these changes. screening mechanisms are given additional supports and may participate in additional The instructional model used in the Response activities that teach and monitor behavioral to Intervention framework is the Three-Tier expectations with greater intensity. Looking at Model. With application to the core areas of WKHQXPEHURIRIÀFHUHIHUUDOVDWWHQGDQFHDQG instruction as well as behavior, the 3 Tier Model VSHFLÀFLQFLGHQWVWKDWDUHRXWVLGHWKHUHDOP supports increasing intensity of instruction of being handled by the teacher are taken into based on student need. The parameters consideration. Again, the school should have RIHDFKOHYHOQHHGWREHFOHDUO\GHÀQHG clear descriptors of what constitutes Prevention throughout the district with some commonality and Intervention for these students requiring between schools and any differences based on more support. Creating a screening measure population and needs. for social / behavior that would indicate risk factors, is essential. The components in School Wide Positive Behavior Support are discussed
The 3 Tier Model applies to academic and behavior skills
A few students will need the most intensity to make adequate academic progress. 5%
Some students will need more intense instruction in addition to the general curriculum. 15% 80% 7KHPDMRULW\RIVWXGHQWVVKRXOGUHVSRQGWRDQGEHQHÀWIURPWKH core curriculum, which correlates with Idaho curriculum standards. 3UHYHQWLRQDFWLYLWLHVDUHLQFRUSRUDWHGIRUWKRVHLGHQWLÀHGDV¶DWULVN·
28 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION more fully in section IV of the Idaho RTI area of collaboration and communication Guidance Document. is a component essential to successful RTI implementation. Building level teams and processes (DFKVFKRROPXVWKDYHDZHOOGHÀQHGSURFHVV Comprehensive Assessment Plan in place that allows for continual examination The district comprehensive assessment plan of student data, planning and structuring of describes how different measures will be LQWHUYHQWLRQVLQVXULQJÀGHOLW\WRUHVHDUFK used to collect data that is integral to the based core and supplementary curriculum and decision making process. While individual instruction, and the use of data-based rules student data is often the focus, it is important for delivering increased intensity of instruction. to draw conclusions and make connections Collaboration on unique needs of students who about what this data reveals about the present complex learning issues is at the heart systems in place district wide. Data tells us of this process. how students are responding to decisions we have made about curriculum, instruction, Written plans describing the functions of grouping, staff development needs, and more. various district and building teams and the Formative assessments such as screening roles of the suggested membership in those and progress monitoring tools are highly teams is critical. In addition, documentation sensitive to change and can tell us if students of team meetings, strategies used with small are responding to core curriculum and more groups and individual student plans, student intense interventions. Ongoing monitoring of medical/developmental histories, parent and at risk students’ progress is a key component student interviews are examples of compiled in a response to intervention model. Outcome documentation that needs to be well organized assessment data, such as that generated and accessible for these collaboration teams. from our ISAT (Idaho Student Achievement Written intervention plans should include: Test) is a general overview of a yearly picture $GHVFULSWLRQRIWKHVSHFLÀFLQWHUYHQWLRQ of performance. More detailed information XVHGLQFOXGLQJWKHVFLHQWLÀFUHVHDUFKEDVHG and data is needed for decisions regarding materials and instructional practices. programming. • T he duration of the intervention: Number of weeks, minutes per day A Word about Parent and Community • T he schedule and setting in which the Engagement intervention occurs Effective educational partnership including • Who is responsible to deliver and monitor the parents, families, students, and community delivery of the intervention members are necessary to increase success of • M easurable outcomes which can be used students and schools. True collaboration must to make data-based decisions about include parents and families in the educational PRGLÀFDWLRQVWKDWQHHGHGLQWKHFRXUVHRI experience. Parents have critical information the intervention and expertise with regard to their children. • T he size of the group receiving the Parent involvement in a tiered service delivery intervention model, or RTI process is characterized by • D escription of the skill measurement and meaningful two-way communication. Schools recording techniques must give parents information and empower • T he progress monitoring schedule and data parents, and families as equal partners in review points support of their children’s learning. At Tier I, parent involvement in school decision A student who is highly supported by a team making leads to an improved positive school of teachers collaborating routinely for his/ climate. At the targeted (Tier II) and intensive her learning success is far more likely to (Tier III) levels, their expertise regarding the succeed. Because of this proven fact, the individual student is vital. Members of the
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 29 student’s family may provide information about GHWHUPLQLQJZK\DVWXGHQWLVKDYLQJGLIÀFXOW\ the student and strategies that will lead to is important so that proper accommodations improved student outcomes. Schools need to DQGPRGLÀFDWLRQVFDQEHPDGHDQGDOWHUQDWH recognize that cultural understanding requires presentations of instruction can be used. more than just awareness. Understanding and respect for cultural differences is vital We all learn about our world through our when attempting to engage families and foster senses of sight, sound, touch, smell, and taste. community support. Using the information that we take in through our senses relies on properly functioning Parent involvement in any process affecting areas of the brain, which then interpret the student performance is not only best practice, information and make sense of it by connecting but also a requirement under the No Child it to existing knowledge. The information needs Left Behind and IDEA 2004. Parent-teacher to be processed, stored, and often responded conferences provide educators an opportunity to by some type of output, such as writing, to further explain RTI components, goals and language, or action. individual student progress monitoring results. An information processing disorder is a 3DUHQWVPXVWEHQRWLÀHGRIVWXGHQWSURJUHVV GHÀFLHQF\LQDSHUVRQ·VDELOLW\WRHIIHFWLYHO\ within the RTI system on a regular basis. use the information the senses have gathered. The written information should explain how It is NOT the result of hearing loss, impaired the system is different from a traditional YLVLRQDQDWWHQWLRQGHÀFLWGLVRUGHURUDQ\NLQG education system and about the vital and RILQWHOOHFWXDORUFRJQLWLYHGHÀFLW7KHUHDUH collaborative role that parents play within a many types of information processing, and RTI system. When a student fails to respond some overlap, however two important and to interventions and the team decision is critical areas are visual processing and auditory made for referral to consider special education processing. Disorders in one or several of eligibility, written consent must be obtained in these areas of processing can affect academic accordance with special education procedures. success. The more parents are actively involved at all tiers, the greater opportunity for student Though information processing disorders success. DUHRIWHQQRWQDPHGDVVSHFLÀFW\SHVRI learning disabilities, they are seen in many Learning Disabilities and Processing individuals with learning disabilities and can Disorders often help explain why a person is having /HDUQLQJGLVDELOLWLHVDUHVSHFLÀFQHXURORJLFDO trouble with learning and performance. The disorders that affect the brain’s ability to LQDELOLW\WRSURFHVVLQIRUPDWLRQHIÀFLHQWO\FDQ take in, store, process or communicate lead to frustration, low self-esteem and social information. Learning disabilities are NOT the withdrawal, especially when speech/language same as mental retardation, autism, deafness, impairments also exist. blindness, behavioral disorders or laziness. Learning disabilities are not the result of Teachers should learn to recognize what these economic disadvantage, environmental factors processing problems look like in the classroom. or cultural differences. People who have While it would be acceptable to continue to learning disabilities have normal, and often strengthen an affected area, it is important to even above normal intelligence. They generally present information through a channel that is show a pattern of strengths and weaknesses. QRWDGHÀFLWDUHD
If complex cognitive functions are not working correctly, many areas of learning and functioning are disrupted. The relevance of
30 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Types of Visual & Auditory Processing
Visual Processing Auditory Processing Visual Discrimination Auditory Discrimination Visual Sequencing Auditory Memory Visual Memory Auditory Sequencing Visual Motor Processing Visual Closure Spatial Relationships
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 31 Figure 2.1 Recognizing Processing Problems in the Classroom
Processing Area Skill 3RVVLEOH'LIÀFXOWLHV2EVHUYHG Visual Discrimination Using the sense of sight to notice Seeing the difference between two similar and compare the features of letters, shapes or objects different items to distinguish one Noticing the similarities and differences item from another between certain colors, shapes and patterns Visual Figure Ground Discrimination Discriminating a shape or printed )LQGLQJDVSHFLÀFELWRILQIRUPDWLRQRQD character from its background printed page full of words and numbers. Seeing an image within a competing background Visual Sequencing The ability to see and distinguish Using a separate answer sheet the order of symbols, words or Staying in the right place while reading images a paragraph. Example: skipping lines, reading the same line over and over Reversing or misreading letters, numbers and words Understanding math equations. Visual Motor Processing Using feedback from the eyes to Writing within lines or margins of a piece coordinate the movement of other of paper parts of the body Copying from a board or book. Moving around without bumping into things Participating in sports that require well- timed and precise movements in space Visual Memory There are two kinds of visual Remembering the spelling of familiar words memory: with irregular spelling Long-term visual memory is the Reading comprehension ability to recall something seen Using a calculator or keyboard with speed some time ago. and accuracy Short-term visual memory is the Remembering phone numbers ability to remember something seen very recently. Visual Closure The ability to know what an object is Recognizing a picture of a familiar object when only parts of it are visible. from a partial image. Example: A truck without its wheels. Identifying a word with a letter missing Recognizing a face when one feature (such as the nose) is missing Spatial Relationships The ability to understand how Getting from one place to another objects are positioned in space in Spacing letters and words on paper relation to oneself. This involves the understanding of distance (near or Judging time far), as well as the relationship of Reading maps objects and characters described on paper or in a spoken narrative. Auditory Discrimination The ability to notice, compare Learning to read and distinguish the distinct and Distinguishing difference between similar separate sounds in words. This skill sounds. Example: Seventy and seventeen is vital for reading. Understanding spoken language, following directions and remembering details Seems to hear but not listen
32 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Processing Area Skill 3RVVLEOH'LIÀFXOWLHV2EVHUYHG Auditory Figure-Ground The ability to pick out important Distinguishing meaningful sounds from sounds from a noisy background background noise Staying focused on auditory information being given Example: following verbal directions Auditory Memory There are two kinds of auditory Remembering people’s names memory: Memorizing telephone numbers. Following Long-term auditory memory is the multi-step directions. Recalling stories or ability to remember something songs heard some time ago. Short-term auditory memory is the ability to recall something heard very recently. Auditory Sequencing The ability to understand and recall Confusing multi-digit numbers, such as 74 the order of words and 47
Confusing lists and other types of sequences Remembering the correct order of a series of instructions
For information about types of helpful Dyscalculia is the term used to describe strategies for different areas of processing, learning disabilities in the area of math, please refer to the National Center for counting and computation skills, memory of Learning Disabilities (www.ld.org). When a facts and understanding arithmetic concepts learning disability affects the area of language can be greatly affected. There is no single form processing, the term dyslexia is used, and RIPDWKGLVDELOLW\DQGGLIÀFXOWLHVYDU\IURP reading is one of the critical areas affected. person to person and affect people differently 'LIÀFXOWLHVPD\DOVREHVHHQLQZULWLQJVSHOOLQJ in school and throughout life. and speaking. Dysgraphia is a term used to describe Dyslexia is a language-based learning learning disabilities that can affect spelling, disability that hinders the development of putting thoughts into written language, or motor reading and written language skills. Children aspects of writing, and adults with dyslexia can be highly intelligent, however they have an information DyspraxiaLVDWHUPWKDWUHIHUVWRDVSHFLÀF processing disorder that causes the brain to disorder in the area of motor skill development. record and interpret information differently. The effects of dyspraxia may change as a It is important to identify dyslexia as early person goes through life. as possible and develop strategies and interventions to help a child succeed, since so (Adapted with permission from the National Center for much of what happens in school is based on Learning Disabilities, Inc. 1999-2009) reading and writing, and dyslexia is prevalent at all ages.
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 33 34 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Accommodations and Instructional Strategies (Adapted from Colorado Introductory Resource Book reprinted with permission from the Colorado Department of Education)
Cognitive Processing/General Intellectual Ability Strength/Interest-Based Strategies • P rovide fast-pace instruction and provisions for progress through curricula at the student’s personal learning rate. • Place emphasis on higher level abstract thinking and problem solving. • Utilize pre-testing to identify what students know and eliminate unnecessary drill. • U se instructional planning that anticipates diverse learning needs and characteristics of individual students. • U se inter-disciplinary instruction and application of learning content to aid students in making connections. • Place emphasis on student’s interests, learning styles, and strengths. • Provide opportunities for independent and small group projects and investigations. • Create a conceptual framework or overview of new material for conceptual/holistic processing. • Utilize concept-based thematic instruction. Accommodations to Access Learning • Provide class notes and step-by-step homework instructions. ([WHQGWLPHIRUVWXGHQWVZLWKVORZSURFHVVLQJDQGÁXHQF\LVVXHVWLPHWRWKLQNGHHSO\ • Allow audio/video taped, verbal, or display responses instead of written response. • Use technology to increase productivity. • Provide sound blocking headphones and preferential seating away from distracting noises. • Chunk new learning into manageable subtasks. • Use audio system for a student with auditory processing or hearing problems. • C reate kinesthetic response and visual graphs/charts to support learning and demonstrate relationships. • Incorporate organizational activities into classroom activities. • Make sure students understand the homework by having them retell what they are to do. • T eam disorganized student with a well-organized student for collaborative project, making sure each student can contribute from a strength area. • Provide comfortable furniture, exercise ball, lap weight. • Develop teacher/student predetermined subtle signals to indicate needs.
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 35 Explicit Instructional Strategies: Compensatory Strategies 7HDFKVWXGHQWVWRFUHDWHÁRZFKDUWVJUDSKLFRUJDQL]HUVDQGFRJQLWLYHZHEV • Train students how to identify important facts or concepts and to create outlines or webs. • Use self-talk to accompany visual input. • Coach students in the use of mnemonics to enhance memory. • Teach meta-cognitive/mental scripts that emphasize self-regulation. • Demonstrate and teach task-analysis and prioritization strategies. • T each strategies to maintain attention, like sitting up straight and leaning upper body toward speaker. • Highlight and color-code to organize and prioritize new information. • P rovide instruction in self-directed learning skills with emphasis on study skills, time management skills, organizational skills etc. Explicit Instructional Strategies: Intervention/Remediation • Coach students in setting realistic long-term and short-term goals. • Teach students to chunk or break down project into steps and talk through steps. • Instruct in systematic multi-sensory approaches. • Teach students how to rephrase key ideas and link to key words. • Teach strategies to group and categorize information. • Provide direct instruction in organization, time management, and study skills. • Provide explicit instruction in phonological awareness, phonics, and decoding. • Teach verbal mnemonics and rhyming to increase automaticity. • U se games to encourage fact memorization and continued practice using dice rolls, spinners, and game cards. • Provide explicit instruction in social skills.
Creativity Strength/Interest-Based Strategies • P rovide opportunities for “real world” investigations and experiences (in-depth study of real problems, career exploration, etc.) (QFRXUDJHÁXHQF\ÁH[LELOLW\RULJLQDOLW\DQGHODERUDWLRQWKURXJKRSHQHQGHGFODVVURRP activities and products. • Provide opportunities for creative problem solving and divergent thinking techniques. • U tilize biographies of creative/talented individuals to promote success and to provide awareness of characteristics. • P rovide opportunities for students to connect prior knowledge to new learning experiences and to establish relationships across disciplines. • Utilize think, pair, share strategies. • Integrate creative thinking skills and problem-solving strategies with core learning content. • Emphasize mastery of concepts and minimize home practice.
36 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Accommodations to Access Learning • Provide creative choices when students process information or develop products. • Provide opportunities for creative and critical thinking. $VVHVVVSHFLÀFFRQWHQWLQVSHOOLQJZULWLQJVNLOOVVHSDUDWHIURPRWKHUFRQWHQW • Allow multiple ways for students to demonstrate knowledge. • P rovide a stimulating educational environment where there are opportunities for critical and creative thinking and problem solving. • Emphasize time management in the classroom and give notice for deadlines, tests, etc. • Allow time at the end of the day for students to get organized before they leave school. • Encourage students to learn compensation strategies to bypass their disabilities. • Celebrate effort, completion of homework, and attainment of goals. Explicit Instructional Strategies: Compensatory Strategies • Instruct students in the multi-steps of creative problem solving to identify problem, explore data, generate ideas, develop solutions, build acceptance, and implement plan. • C oach students in SCAMPER technique to substitute, combine, adapt, modify, put to other use, eliminate, and rearrange. • T each technique of brainstorming so students can generate numerous and innovative ideas or alternatives in a safe environment where judgment is withheld. &RDFKVWXGHQWVLQJHQHUDWLQJLGHDVRUDOWHUQDWLYHVZLWKÁXHQF\ÁH[LELOLW\RULJLQDOLW\DQG elaboration. • E ncourage students to start a homework session by planning what will be accomplished during the session. • A sk students to jot down how long they think an assignment will take and ask them to record how long it actually took. Explicit Instructional Strategies: Intervention/Remediation • Teach idea-generation and brainstorming. • Instruct students in paraphrasing. • C oach students in how to break down and chunk projects into multiple steps with realistic short-term goals. • Promote success as the ability to achieve realistic short-term goals. • Provide opportunities for students to explore career and college opportunities. • Teach students how to solve problems using creative problem-solving steps. • E ncourage students to talk through the steps they will use when completing assignments and projects. • H elp them break down tasks into manageable segments and use a calendar to plan steps needed to complete project. 3URYLGHVSHFLÀFLQVWUXFWLRQRQRUJDQL]DWLRQ • Teach students how to study, prepare for tests, and organize reports and projects.
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 37 Interpersonal/Leadership Strength/Interest-Based Strategies • Provide opportunities in the classroom for students to develop their leadership skills. • Encourage a social climate within the classroom that fosters acceptance and appreciation for the strengths of all students. • Read, analyze, and discuss biographies of famous leaders. • A sk students to develop a list of qualities of a leader of their choice and then have students compare or contrast their own qualities with those of the leader. • P rovide learning opportunities for students to work cooperatively with peers of like ability and interests. • U se hypothetical situations, bibliotherapy, and moral dilemmas to foster an accepting environment for all students. • Search for strengths of students and build on those strengths. Accommodations to Access Learning • C onstantly search for opportunities to promote and encourage appropriate social interactions for socially challenged students. • P rovide preferential grouping or pre-select teams of students — don’t permit students to choose and reject others. • Set clear expectations for behaviors. • Do not tolerate intolerance. • Provide preferential seating. • Encourage students to develop interpersonal and leadership skills. • Clearly state and consistently implement expectations and consequences. • Develop behavior plans to address problem situations. • Avoid power struggles. Pick your battles and maintain a calm, neutral response. • Communicate with peers or experts online. Explicit Instructional Strategies: Compensatory Strategies • Teach skills needed to participate successfully in group work. • P rovide groups with checklists of social skills needed for group work and have students evaluate their group process. • Teach empathy. • Provide positive reinforcement when students use the skills they were taught. • Teach leadership skills and provide in-school leadership opportunities. • Encourage and teach students how to become self-advocates. • Help students learn to value diversity. • Provide opportunities for structured group work. • Develop high-level effective communication, collaboration, and self-advocacy skills. • Support a positive environment where students respect and complement others.
38 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Explicit Instructional Strategies: Intervention/Remediation • Provide friendship groups where students can learn and practice interpersonal skills. • Assist students in learning social skills and appropriate interactions. • P rovide opportunities for students to practice self-advocacy and have students role play to develop advocacy skills. • Teach students how to develop and maintain friendships. • Help students learn how to resolve issues that occur as friendships grow. • Encourage the development of effective skills to interact with peers. • Provide support services for students with trained counselors or social workers. • Teach students to work as part of a team. 7HDFKVNLOOVIRUUHVROYLQJFRQÁLFWV • Coach students in understanding body language and reading social cues.
Intrapersonal and Social/Emotional Strength/Interest-Based Strategies • Provide a nurturing environment that values and respects individual differences. • Include activities which will help the student explore his/her attitudes, opinions, and self- awareness. • T each knowledge of self including learning abilities, learning styles, interests, nature of giftedness, etc. • Help students view mistakes as a valued part of the learning process. • S eek opportunities to compliment students on effort rather than ability and encourage rather than compliment. • Encourage students to equate effort with success. • P rovide students with frequent opportunities to work cooperatively in appropriately designed groups. • Teach awareness and expression of different feelings, i.e. creative products, “I” Statements. • Teach meta-cognition and sensitivity to others. • Provide access to scholars, expert practitioners, and gifted role models. • Teach relaxation techniques. Accommodations to Access Learning • Allow breaks for physical activity to reduce mental fatigue. • Maximize success and minimize failures. 2IIHUFRXQVHOLQJDQGJXLGDQFHVWUDWHJLHVVSHFLÀFDOO\GHVLJQHGDURXQGWKHXQLTXHDIIHFWLYH needs of GT students (feelings of being different, effects of uneven development, motivation, coping with learning barriers). • P rovide career exploration and career counseling programs including future education planning, counseling, and guidance. • F ocus attention on the development of strengths, interests, and intellectual capabilities rather than disabilities. • E ncourage the development of strength areas by allowing time and resources to explore interests. • Ask students to become resident experts for the class in their areas of strength or interest.
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 39 Explicit Instructional Strategies: Compensatory Strategies • Teach students to use self-talk/meta-cognitive cues to accompany processing. • Help students understand that mistakes are a part of the learning process. • Work with students to develop a grading rubric before a project begins. • Teach students how to evaluate their own work. • Encourage students to set realistic goals and to evaluate their progress. • Help students learn to set realistic goals and develop a plan to achieve those goals. 7HDFKNQRZOHGJHDQGVNLOOVQHFHVVDU\WRPDQDJHSRWHQWLDOGLIÀFXOWLHVLQOHDUQLQJVXFKDV perfectionism, risk-taking, stress, heightened sensitivities, pressure to perform, and high expectations of self and others. • Help students deal with fear of failure, fear of success, procrastination, and paralyzing anxiety. Explicit Instructional Strategies: Intervention/Remediation • Provide support services with a counselor, school psychologist, or social worker. • Teach mental scripts that emphasize self-regulation. • Teach strategies to manage anger. • Promote and teach positive coping strategies. • Work at building resiliency. • H elp them to use positive self-talk about studying and to develop positive self-monitoring strategies. • Teach how to identify and manage feelings. • Develop personal behavior management skills. • Teach the student to label, control, and express his/her emotions appropriately. • A ssist students in developing positive coping strategies such as seeking support, positive reappraisal, and accepting responsibility.
Physical/Psychomotor/Athletics Strength/Interest-Based Strategies • Teach physical relaxation techniques. • Encourage students to move purposefully while they learn to encourage retention and transfer. • Teach students a variety of strategies to meet their sensory needs without distracting others. • Allow students to stand and move while they do their work. • P re-test and compact the curriculum when students have mastered concepts to eliminate unnecessary drill and practice. • P rovide hands-on experiential learning opportunities so students can enhance learning by making mind/body connections. 8VH´PRVWGLIÀFXOWÀUVWµVWUDWHJ\ VHH'LIIHUHQWLDWHG&XUULFXOXP DQGSUHWHVWLQJWRDOORZ students to demonstrate mastery of concepts and eliminate unnecessary drills. 3URYLGHDJUHDWGHDORIVWUXFWXUHDQGFRQVLVWHQF\LQGDLO\VFKHGXOHZLWKFOHDUO\GHÀQHGUXOHV and consequences. • Incorporate high-interest topics or activities to enhance the likelihood students will initiate and sustain work on assignments. • Create opportunities for students to build a model or a 3D display. • E ncourage students to pursue writing in their area of interest and share with appropriate audiences.
40 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Accommodations to Access Learning • P rovide opportunities for movement with a purpose such as sharpening a pencil or running an errand. • A llow breaks for physical activity to relieve mental stress and move knowledge into long-term memory. • Allow use of manipulatives (silly putty, balls, clay, etc.) to help sustain attention. • Eliminate excessive copying from the board or book to paper. • Provide preferential seating away from distractions. • Provide adaptive physical education. • Provide clear, concise directions, expectations. • Grade papers for ideas, not handwriting. • P rovide grading rubric and/or show an example of what is expected by demonstrating movement. • Record homework on voicemail or web site so student can access assignments from home. • Give positive feedback and re-direction when attention wanders. • Build lots of movement into learning tasks for those students who learn better when they are moving. $OORZVWXGHQWVWRVWDQGDWWKHLUGHVNVLWRUOLHRQWKHÁRRUZKLOHWKH\GRWKHLU¶VHDW·ZRUN Explicit Instructional Strategies: Compensatory Strategies • Classroom teacher collaborates with special educators. • Teach keyboarding skills. • Teach students how to create and give a multimedia presentation. • Use audio tape instead of handwriting notes. • Learn to use oral input software. • Teach strategies for dealing with change. • Introduce creative handwriting activities where the student can have fun while practicing correct letter formation. • Practicing correct letter formation. • Break down writing into smaller tasks whenever possible. • Teach visual approach to spelling. • Brainstorm ideas prior to writing. • Alert students when important information is being shared. • Provide clear, concise directions, expectations, and rules that are limited in number. Accommodations to Access Learning • E ncourage students to think about training to study and do school work the same way they train for a sport. 3URYLGHLQVWUXFWLRQLQSURSHUVHTXHQFLQJRIKDQGZULWLQJVSHFLÀFOHWWHUV • P rovide practice to improve visual motor control with activities where students coordinate what they do with what they use (i.e. use of easels, chalkboards, playing jacks, pick up sticks, etc.) • Teach students to create a “To Do List” and prioritize homework. • Teach reading and writing strategies like outlining, mapping, and editing. • T each students self-management skills like strategies for staying on task, skills for thinking and waiting before acting, and skills for sustaining attention. • Provide practice tracing shapes and letters, especially similar letters such as l, j, t, etc. • Teach keyboarding and word processing.
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 41 6SHFLÀF$FDGHPLFV Strength/Interest-Based Strategies 8VHÁH[LEOHQRQSHUPDQHQWLQVWUXFWLRQDOJURXSLQJSUDFWLFHVGHVLJQHGWRIDFLOLWDWH accelerated/advanced academic learning (cluster groups, cross-age groups, interest groups, etc.) • P rovide content learning that requires gifted and talented students to be engaged in higher- level thinking, abstract thinking, and problem-solving. • Use challenging reading program/materials (Jr. Great Books or William & Mary Curriculum). • P rovide high-level materials, activity and product options that include analytical and critical thinking skills. • A ccelerate vocabulary development through a variety of strategies and materials (Latin stems, analogies). • E ncourage participation in creative writing opportunities, debate, or advanced literacy activities. • P retest in math to identify material already mastered and replace with enriched and accelerated material. • U se high-level problem solving approaches that emphasize open-ended problems with multiple solutions or multiple paths to solutions. Accommodations to Access Learning • Provide books on tape for students who struggle with readings and high-level discussions. • Use advanced organizers or provide outlines. • Utilize computer spell check, thesaurus, grammar checker, and calculator. • Display fact charts or have fact charts available for student use. • Reduce number of problems required or increase amount of time for assignment. • Provide adequate space for students to work out solutions. • Cut the worksheet in half or in fourths, and require the completion of one section at a time. • Use matrix paper as a physical guide to keep the numbers aligned. • Provide copies of notes and overheads. • Shorten directions and make them clear and concise. • Encourage neatness rather than penalize for sloppiness. • Clearly segment instruction and plan 20-minute instructional segments. Explicit Instructional Strategies: Compensatory Strategies • Teach Inspiration software to aid students in organizing information, writing, and projects. • Instruct students in how to break new learning into manageable subtasks. • Teach students how to keep an idea journal. • Instruct students in the use of highlighters to note key information. • Highlight the mathematical sign for operation to be performed. • Use manipulatives and arrays to help students understand mathematical processes. • Provide instruction for a wide range of technology and software to increase productivity. • Estimate amount of time an activity will take and determine how long it actually took. • Provide training in the use of visual tracking aids. • Teach research strategies and skills essential for in-depth study and advanced learning.
42 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Explicit Instructional Strategies: Intervention/Remediation • Use systematic multi-sensory approaches to teach decoding/encoding. • P rovide instruction in organization/strategies for written language, computation, problem solving. 8WLOL]HFKRUDOUHDGLQJWRLQFUHDVHÁXHQF\ • Teach typing and word processing. 8VHDFWLYLWLHVWRLQFUHDVHUDWHDQGÁXHQF\ ÁDVKFDUGVFRPSXWHUJDPHVHWF • Teach students to prioritize homework. (QFRXUDJHWKUHHÀQJHUWUDFNLQJ • P rovide direct instruction in comprehension strategies, connecting, inferencing, predicting, etc. 7HDFKDQGPRGHOZHEELQJVWRU\ERDUGLQJÁRZFKDUWLQJDQGPLQGPDSSLQJ • Teach students to use checklists, keep logs, or mark their progress on a chart.
Visual, Spatial, and Performing Arts Strength/Interest-Based Strategies • P rovide exposure and access to advanced ideas, research, and works of eminent producers in PDQ\ÀHOGV • Embed multiple intelligence strength areas into instruction. • Create story boards. • Learn and use visual-spatial strategies in the content areas. • Use visual-spatial activities/products to improve performance in weaker academic area(s). • Help students transfer abstract thinking into a variety of forms of expression. • Use graphic organizers to help students organize and process information in content areas. • O ffer choice in student assignments and assessments so students can use their strengths to demonstrate their knowledge. Accommodations to Access Learning • O ffer options for acquiring information and communicating what is learned using multiple intelligences and learning styles. • Provide connections to real world and build on students’ intrinsic motivation. • Allow students to vary assignments. • Provide adaptive physical education. • A llow students to vary assignments and use alternative ways to demonstrate knowledge, such as oral presentation, tape-recorded or video response, create a poster or book jacket, etc. • Accept oral responses in lieu of written. • Match teaching style to students’ learning styles. • P rovide opportunities for students to demonstrate achievement and excellence through competitions, exhibitions, performances, presentations, etc. 3URYLGHHQYLURQPHQWDOPRGLÀFDWLRQVWRDOORZIRUPRYHPHQWÁH[LELOLW\RIZRUNVSDFHHWF
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 43 Explicit Instructional Strategies: Compensatory Strategies • Use musical chants, raps, rhymes, melody, and rhythm to help students learn. • Teach students to use visual imagery. • Create visual graphs/charts to support new learning and demonstrate interrelationships. • Teach grouping and categorizing strategies. 7HDFKDQGPRGHOFUHDWLQJÁRZFKDUWVJUDSKLFRUJDQL]HUVDQGFRJQLWLYHZHEV $QWLFLSDWHSUHGLFWZKHQDQGZKHUHGLIÀFXOWLHVPD\RFFXU • Draw the solution to a problem to capitalize on visual strengths. • M ake everything as visual as possible. Use graphic organizers, charts, graphs, timelines, maps, pictures, or videos. • Teach problem-solving strategies. • E ncourage struggling readers to listen to books on tape while following along in the text so they can participate in class discussion. • Teach visual approach to spelling. Explicit Instructional Strategies: Intervention/Remediation • Provide direct instruction in use of Inspiration software • Teach how to use visual imagery. • Guide students through long-term projects designed to demonstrate good planning and time allocation. • Teach students to use nonverbal cues and environmental cues. • T each a variety of strategies to plan, organize, and manage daily routines and meet personal goals. • Teach self-monitoring strategies. • T each students to use meta-cognitive strategies to monitor their thinking in the learning process. 7HDFKWKHPHDQLQJRISUHÀ[HVVXIÀ[HVDQGURRWZRUGVLQRUGHUWRWHDFKQHZZRUGV • Provide explicit instruction in phonological awareness, phonics, and decoding.
44 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Differentiated Curriculum
Differentiation of Instruction is a • H ow then is it possible to reach the needs of teacher’s response to learner’s needs all children while still focusing on standards Reprinted with permission from Carol Ann and the state tests? Actually, standards are Tomlinson made for differentiation. Tomlinson (2008) states, “There is no contradiction between Differentiation of Instruction is a different effective standards-based instruction way to think about the classroom and the and differentiation. Differentiation simply students in the class. Benjamin (2003) refers suggests ways in which we can make to differentiated instruction as a broad term sure that curriculum works best for varied for a variety of classroom practices that allow learners. In other words, differentiation can for differences in students’ learning styles, show us how to teach the same standard to interests, prior knowledge, socialization needs, a range of learners by employing a variety of and comfort zones. Bender (2002) states, teaching and learning modes.” “The concept of differentiated instruction is based on the need for teachers to differentiate Carol Ann Tomlinson (2001) says, instruction to meet the needs of diverse “Differentiation is not the individualized learners in the general education class.” All LQVWUXFWLRQRIWKH ·V,WLVQRWFKDRWLF,WLV students learn at different rates. proactive. It provides multiple approaches to &DURO$QQ7RPOLQVRQ VWDWHV´,QD content, process, and product, in anticipation classroom with little or no differentiated of and response to student differences in instruction, only student similarities seem readiness, interest, and learning needs. It is to take center stage. In a differentiated student-centered. It is a blend of whole-class, classroom, commonalities are acknowledged group, and individual instruction.” and built upon and student differences become important elements in teaching and learning as well.”
An Introduction to Differentiated What Is Differentiated Instruction? At its most basic, differentiation is responding Instruction to variance among learners in the classroom. The following was adapted from “Differentiation Whenever a teacher reaches out to an of Instruction in the Elementary Grades,” by Carol Ann Tomlinson, ERIC Digest, August 2000, EDO- individual or small group to vary his or PS-00-7. Reprinted with permission from the May her teaching in order to create the best 2009 issue of 2e: Twice-Exceptional Newsletter learning experience possible, that teacher is (www.2eNewsletter.com). differentiating instruction.
In most elementary classrooms, some students Teachers can differentiate at least four struggle with learning, others perform well classroom elements based on student beyond grade-level expectations, and the rest UHDGLQHVVLQWHUHVWRUOHDUQLQJSURÀOH7KH ÀWVRPHZKHUHLQEHWZHHQ:LWKLQHDFKRI following table describes these four elements these categories of students, individuals also and gives examples of how a teacher might learn in a variety of ways and have different differentiate content for students at the interests. To meet the needs of a diverse HOHPHQWDU\OHYHO 7RPOLQVRQ student population, many teachers differentiate :LQHEUHQQHU instruction.
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 45 Classroom Element Description Examples of Differentiating Content at the Elementary Level Content What the student needs Using reading materials at varying readability levels to learn or how the • Recording text materials student will get access • Using spelling or vocabulary lists at readiness levels of students to the information • Presenting ideas through both auditory and visual means • Using reading buddies • M eeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners Process Activities in which the Using tiered activities through which all learners work with the student engages in same important understandings and skills, but proceed with order to make sense of different levels of support, challenge, or complexity or master the content • P roviding interest centers that encourage students to explore subsets of the class topic of particular interest to them • D eveloping personal agendas (task lists written by the teacher that contain both in-common work for the whole class and work that addresses individual needs of learners) to be completed HLWKHUGXULQJVSHFLÀHGDJHQGDWLPHRUDVVWXGHQWVFRPSOHWH other work early • O ffering manipulatives or other hands-on supports for students who need them • Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth Products Culminating projects Giving students options of how to express required learning (e.g., that ask the student to create a puppet show, write a letter, or develop a mural with labels) rehearse, apply, and • Using rubrics that match and extend students’ varied skill levels extend what he or she • A llowing students to work alone or in small groups on their has learned in a unit products • E ncouraging students to create their own product assignments as long as the assignments contain required elements Learning Environment The way the classroom Making sure there are places in the room to work quietly works and feels and without distraction, as well as places that invite student collaboration 3URYLGLQJPDWHULDOVWKDWUHÁHFWDYDULHW\RIFXOWXUHVDQGKRPH settings • S etting out clear guidelines for independent work that matches individual needs • D eveloping routines that allow students to get help when teachers are busy with other students and cannot help them immediately • H elping students understand that some learners need to move around to learn, while others do better sitting quietly
What Makes Differentiation Successful? glean about student readiness, interest, and There is no recipe for differentiation. Rather, it learning helps the teachers plan next steps in is a way of thinking about teaching and learning instruction. that values the individual and can be translated • T eachers work hard to ensure “respectful into classroom practice in many ways. Still, the activities” for all students. Each student’s following broad principles and characteristics work should be equally interesting, equally are useful in establishing a defensible appealing, and equally focused on essential differentiated classroom: understandings and skills. • A ssessment is ongoing and tightly linked • F lexible grouping is a hallmark of the class. to instruction. Whatever the teachers can Teachers plan extended periods of instruction
46 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION so that all students work with a variety of peers over a period of days. Sometimes 2e Newsletter’s List of Websites students work with like-readiness peers, about Differentiation sometimes with mixed-readiness groups, sometimes with students who have similar • D avidson Institute for Talent interests, and sometimes with students Development, “Differentiated who have different interests. Sometimes Instruction for Young Gifted Children: students work with peers who learn as they How Parents Can Help,” by Joan do, sometimes randomly, and often with Franklin Smutny, www.davidsongifted. the class as a whole. In addition, teachers org/db/Articles_id_10465.aspx sometimes assign students to work groups, • D uke Gifted Letter, “What Every and sometimes students will select their own Parent Should Know About work groups. Differentiated Instruction,” www. dukegiftedletter.com/movabletype/ REFERENCES mt-tb.cgi/320 7RPOLQVRQ& How to differentiate • E nhance Learning with Technology: instruction in mixed ability classrooms. Strategies for Differentiating, http:// Alexandria, VA: Association for Supervision and members.shaw.ca/priscillatheroux/ Curriculum Development. ED 386 301. differentiatingstrategies.html • H oagies Gifted: Differentiation of 7RPOLQVRQ& The differentiated Instruction, www.hoagiesgifted.org/ classroom: Responding to the needs of all differentiation.htm learners. Alexandria, VA: Association for • Internet4 Classrooms: Differentiated Supervision and Curriculum Development. ED Instruction, www.internet4classrooms. com/di.htm :LQHEUHQQHU6 Teaching gifted kids in • L D Online, “Differentiating Instruction: the regular classroom. Minneapolis, MN: Free $0RGLÀHG&RQFHUWRLQ)RXU Spirit. Movements,” by Rick Wormeli, www. :LQHEUHQQHU6 Teaching kids with OGRQOLQHRUJDUWLFOH OHDUQLQJGLIÀFXOWLHVLQWKHUHJXODUFODVVURRP • NA GC Resource List: Differentiation, 0LQQHDSROLV01 )UHH6SLULW(' www.nagc.org/index.aspx?id=662 • T eacher Professional Development Sourcebook, “Making a Difference: Carol Ann Tomlinson Explains how Differentiated Instruction Works and Why We Need it Now,” by Anthony Rebora, www.teachermagazine. RUJWVEDUWLFOHV 01tomlinson.h02.html • T each-nology.com: How to Differentiate Instruction, www. teach-nology.com/tutorials/teaching/ differentiate/planning
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 47 Differentiated Curriculum Meets the Needs of Twice-Exceptional Learners
Curriculum Component Build on Strengths Adaptations for 2e Learner Needs Content: What • Focus on broad-based issues, themes, or problems. • Key concepts, ideas, and skills the students should 3UHWHVWWRÀQGRXWZKDWDVWXGHQWNQRZVDQG teacher wants students to learn remain know, under- eliminate unnecessary drill and practice. constant. The way students access stand, and be 6WXGHQWUHDGLQHVVLQWHUHVWDQGOHDUQLQJSURÀOH this information is varied in response able to do as shape instruction. to student’s readiness, interest, and a result of the • Guide students in making interest-based learning OHDUQLQJSURÀOH study. choices. • U se multiple texts and supplementary • E xplore the topic in greater depth; issues and print resource materials to problems should be complex and multi-faceted. accommodate students’ reading level. • C ombine ideas or skills being taught with those • U se varied computer programs, audio/ previously learned. video recording, high-lighted print materials, and digests of key ideas. • P rovide support mechanisms such as note-taking organizers to help students organize information. • T ime allocation varies according to student needs. Process: • T eacher facilitates students’ skills at becoming more • E ncourage students to make sense of Activities self-reliant learners. an idea in a preferred way of learning designed to help • E ncourage students to develop independent learning (multiple-intelligence assignments). students make skills. • M atch the complexity of the task with sense of the • R espectful (engaging, high-level) tasks for all learners. the student’s level of understanding. content. • F ocus on key concepts, principles/generalizations, • Give choices about facets of topic to and skills versus coverage. specialize and help link a personal • T asks should be based on readiness, interests, and interest to sense-making goal. OHDUQLQJSURÀOHVRIVWXGHQWV • Vary the amount of teacher/peer (QFRXUDJHFUHDWLYLW\DQGVNLOOVRIÁXHQF\ÁH[LELOLW\ support or scaffolding. originality, and elaboration. • P rovide graphic organizers to help students synthesize information. • T each investigation and research skills. • P romote cognition and metacognition. Product: The • P roduct assignments should cause students to • S upport the use of varied modes of ex- vehicles through rethink, apply, and expand on key concepts and pression, materials, and technologies which students principles. • Balance clear directions that support demonstrate and • M ulti-option assignments are used allowing students success, with freedom of choice that extend what they to use their strengths to demonstrate their knowl- supports individuality of interest and have learned. edge. OHDUQLQJSURÀOH • U se products as a way to help students connect what • P rovide templates or organizers to they are learning to the real world. guide students’ work. • Set clear standards of high expectations. • H elp students break down projects • E ncourage self-evaluation based on agreed-upon into manageable steps and develop criteria. a timeline. Stress planning, check-in • U se formative (in-process) and summative (end-of- dates, and logs so students use all the process) evaluation by peers, self, and teachers to time allocated. promote growth and success. • H elp build passion for the ideas being ([FHOOHQFHLVGHÀQHGE\VWXGHQWJURZWK FRQWLQX - pursued. ally model and talk about what constitutes personal • P roduct assignments should neces- excellence. sitate and support creativity. Help stu- dents develop skills needed to create authentic products. Adapted from The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson.
48 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Differentiated Instructional Strategies Strategy Description of Strategy Why Appropriate for 2e Students Flexible Skills Students are matched to skills work by virtue of readiness, • E xempts students from basic skills work in Grouping not with the assumption that all need the same spelling areas where they demonstrate a high level task, computation drill, writing assignment, etc. Movement of performance (100% is not required). among groups is common, based on readiness on a given • C an allow a chance for independent work at skill and growth in that skill. the student’s own pace.
Compacting A 3-step process that (1) assesses what a student knows • E liminates boredom from unnecessary drill about material to be studied and what the student still and practice. needs to master, (2) plans for learning what is not known 6DWLVÀHVVWXGHQW·VGHVLUHWROHDUQPRUH and excuses student from what is known, and (3) plans for about a topic than school often allows. freed-up time to spend in enriched or accelerated study. • Encourages independence. 0RVW'LIÀFXOW Students can demonstrate mastery of a concept by com- • Honors student’s mastery of a concept. First SOHWLQJWKHÀYHPRVWGLIÀFXOWSUREOHPVZLWKDFFXUDF\ • E liminates unnecessary drill and practice. Students who can demonstrate mastery do not need to • R educes homework load of students who practice anymore. can demonstrate mastery. Orbital Study Independent investigations, generally of three to six weeks. • A llows students to develop expertise on a They orbit, or revolve, around some facet of the curriculum. topic and work with complex ideas. Students select their own topics for orbital, and they work • Builds on student interest and enables with guidance and coaching from the teacher to develop students to use their preferred learning more expertise on the topic and the process of becoming style. an independent investigator. • T eachers and students establish criteria for success. Independent Process through which student and teacher identify prob- • Builds on student interest and encourages Projects, Group lems or topics of interest to the student. Both student and independence. Investigations teacher plan a method of investigating the problem or topic • T eacher provides guidance and structure to and identifying the type of product the student will develop. supplement student capacity to plan. The product should address the problem and demonstrate • U ses preset timelines to zap procrastination the student’s ability to apply skills and knowledge to the and logs to document the process involved. problem or topic. • T eachers and students establish criteria for success. Problem-Based The student is placed in the active role of solving problems • U tilizes varied learning strengths, allows Learning as a professional would. use of a range of resources, and provides a good opportunity for balancing student choice with teacher coaching. Agendas A personalized list of tasks that a particular student must • T eacher moves among individual students, FRPSOHWHLQDVSHFLÀHGWLPH coaching and monitoring their understand- ing and progress. Learning Cen- &HQWHUVDUHÁH[LEOHHQRXJKWRDGGUHVVYDULDEOHOHDUQLQJ • M aterials and activities address a wide ters, Interest needs. Interest centers are designed to motivate student UDQJHRIUHDGLQJOHYHOVOHDUQLQJSURÀOHV Centers exploration of a topic. and student interests. • A ctivities vary from simple to complex, con- crete to abstract, structured to open-ended. Choice Boards, Students make a work selection from a certain row or • Well suited to dealing with readiness, inter- Tic-Tac-Toe column. Teachers can target work toward student needs ests, and learning style preferences among RAFT while giving students choice. students. Portfolios A collection of student work that can be a powerful way of • P ortfolios are motivating because of empha- UHÁHFWLQJRQVWXGHQWJURZWKRYHUWLPH sis on student choice and focus on readi- QHVVLQWHUHVWVDQGOHDUQLQJSURÀOH Assessment Assessment is ongoing and diagnostic. It provides the • A ssessment is used to formally record teacher with day-to-day data on students’ readiness, student growth. LQWHUHVWVDQGWKHLUOHDUQLQJSURÀOH$VVHVVPHQWKDVPRUH • Varied means of assessment is used so to do with helping students grow than with cataloging their that all students can fully display their skill mistakes. and understanding. Adapted from The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 49 Adolescent Twice-Exceptional classroom, because students are much more likely to be motivated to attend class if they Learner feel understood and cared about; xAre willing to learn more, in general, about Secondary Education for high-ability students who have disabilities and Twice-Exceptional Students WKHLUVSHFLÀFGLVDELOLW\ Excerpts reprinted from “Twice-Exceptional xDemonstrate passion for their subject (and Adolescents: Who Are They? What Do They teaching) since this elicits energy from Need?” by S. Baum, M. G. Rizza, and S. students – yielding better effort an greater Renzulli, in The Handbook of Secondary Gifted focus; and Education (pp. 137-164), by F. A. Dixon and xReveal a general respect for an environment S. M. Moon, 2006, Waco, TX: Prufrock Press. that is supportive of intellectual pursuits. Copyright 2006 by Prufrock Press. Reprinted with permission. Web site address ,QWKHIHGHUDOJRYHUQPHQWIRUWKHÀUVW (www.prufrock.com). time recognized that gifted students may also have disabilities that impede their achievement. This recognition was put forth in the IDEA “It seems that gifted education, when (Individuals with Disabilities Education Act). The it does exist, is focused upon at the WHUPVGHÀFLWVDQGJLIWHGQHVVDUHLQFRPSDWLEOH elementary level. There is little thought for too many practitioners, therefore given to secondary education, as if being Twice-Exceptional is an impossible students are no longer gifted once they phenomenon. To be Twice-Exceptional is to hit the secondary grades, especially demonstrate gifted behaviors or traits at high school. The amount of literature on certain times, under certain circumstances, in secondary gifted education is scant, but certain areas, but simultaneously experience becoming more available.” problematic weaknesses in other areas.
Twice-Exceptional students are at risk for Why is this a concern? underachievement because they will have A direct relationship seems to exist between barriers to achieving at their level of giftedness. inappropriate or unchallenging contents in These dual exceptionalities are more common elementary school and underachievement than most educators may think. The incongruity in middle or high school. Sometimes it is the between educators’ expectations about the inappropriate and unchallenging curriculum rarity of Twice-Exceptional students and WKDWQHHGVWREHÀ[HGDQGQRWWKHVWXGHQW the observable fact that they exist may be QHHGLQJGLVFLSOLQHGRU´À[HGµ2QHZD\WR accounted for by the trend of misdiagnosis. encourage an adolescent to succeed is A student can also be mislabeled as a result participation in a variety of activities. The more of inappropriate interventions or a lack of an adolescent is involved in any of a number of understanding of the complex interactions extra-curricular activities, the less likely they are between giftedness and learning differences, or to underachieve in school. the lack of attention given to the unique needs of gifted students. Gifted students who are What can teachers do about gifted forced to complete work that is inappropriate may exhibit characteristics that are oppositional underachievement? GHÀDQW:KHQJLIWHGVWXGHQWVFDQQRWUHDG It makes a difference when teachers: because of a learning disability, they have a GLIÀFXOWWLPHSD\LQJDWWHQWLRQ xTake the time to learn about the unique characteristics of gifted students so that these characteristics can be addressed in the
50 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Twice-Exceptional students learn and needs of gifted and Twice-Exceptional students. behave differently than their gifted Counselors can examine their own attitudes peers due to some sort of disability [or and raise own awareness regarding gifted and learning challenge]. Testing and the accurate Twice-Exceptional students; be alert to school interpretation of results are important for safety issues related to giftedness; advocate diagnosis, curricular programming and social- for equitable services for nonmainstream gifted emotional interventions. students; serve as a referral source for mental 7ZLFH([FHSWLRQDODGROHVFHQWVPD\ÀQGWKDW health concerns; serve as a liaison between they have greater dependence on their parents gifted / Twice-Exceptional students and to advocate for them because, compared to classroom teachers when appropriate; create educators, parents are often in a position of appropriate career-development programming having a greater understanding and more for gifted / Twice-Exceptional students; make information of both exceptionalities, possibly prevention of social and emotional problems a due to the reality that they have greater interest priority; provide literature relate to giftedness and concern for their child. and Twice-Exceptionalities to teachers; and be a clearinghouse for information about extra- Teachers must be willing to understand that curricular opportunities. the parent has already experienced much frustration in raising the child, and has a What is needed? comprehensive picture of the child’s strengths It is believed by some that a child’s struggles and weaknesses. An understanding that the actually help them become stronger, develop disability diagnosis is not intended to restrict, coping skills and frustration tolerance later but rather to help the student’s educators have in life. The fact is that without appropriate a greater understanding of the unique learning diagnosis and effective programming, [and and social-emotional needs of the student is supports] these students become confused important. Collaboration between professionals and depressed and doubt their academic and parents must take place. abilities. The longer it takes to identify students and provide them with accommodations, the What can Superintendents, Principals and more problematic it is for students, parents, Counselors do to help? and teachers to cope with the inconsistencies Professionals in the school, in addition to in performance and behavior as is seen with teachers, play an important role in the lives of the Twice-Exceptional student. In 2006, four Twice-Exceptional students. Superintendents, known Twice-Exceptional high school students SULQFLSDOVDQGFRXQVHORUVKDYHDVLJQLÀFDQW from a single Idaho high school dropped out impact on gifted adolescents. Superintendents of school their senior year. Were they receiving FDQSURYLGHWKHÀQDQFHVDQGHQFRXUDJHPHQW the appropriate social-emotional supports, needed for professional development; insist on academic challenges and accommodations? appropriate programming inside and outside We don’t know for certain, but the answers do RIWKHFODVVURRP HQVXUHDGHTXDWHVWDIÀQJ not seem positive. for gifted education; and recognize cognitive and affective concerns of gifted education. There are many strategies used by Twice- Principals can support staff development ([FHSWLRQDOVWXGHQWVWRÀWLQRUFRPSHQVDWHIRU geared to building a pertinent knowledgebase; WKHLUDFDGHPLFGLIÀFXOWLHVVRPHDSSURSULDWH raise own awareness of cognitive and affective and some highly problematic. Many Twice- concerns; create a safe school climate; examine Exceptional students develop strategies on their own attitudes regarding gifted and Twice- own and are able to elude detection far longer Exceptional students; and encourage affective than their counterparts who are gifted. As curriculum and creative programming to meet these students continue their educational
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 51 journey through middle and high school, apart from their peers; not what an adolescent the challenges of being Twice-Exceptional desires. Gifted students manage their identities become more complicated and may have in three different ways: dire social, academic, and emotional xbecoming highly visible (school leaders, implications if not addressed. Confounding contest winners, and enthusiastic participants one’s development are typical adolescent in many activities) stressors, issues of being gifted and learning xEHFRPLQJLQYLVLEOHE\KLGLQJRUFDPRXÁDJLQJ challenges. This is evident in Sara’s story: their talents to appear normal; and xdisidentifying with gifted peers by Sara was able to use her memory to maintain demonstrating or adopting the behaviors of a the façade of reading even though, as was more desirable group. later discovered, she was severely dyslexic. Because she remained on grade level in many For the Twice-Exceptional students, the areas due to her ability to compensate for her FRQÁLFWRIDGROHVFHQFHLVFRPSRXQGHG weaknesses and her willingness to put forth by the possibility that they may not be extraordinary efforts to achieve, the school was seen as gifted, normal or disabled, thus reluctant to believe she had a disability. Her QRWÀWWLQJLQWRDQ\JURXS Which behaviors increasing feelings of failure compounded by they hide and which they assume depends on issues of adolescence negatively impacted her their individual personalities. Twice-Exceptional attempt at success and happiness. With the students will simultaneously feel less capable many hours put in by her parents and sister than their gifted peers and more capable than LQZKLFKWKH\ZRXOGUHDGWRKHUDQGÀQGLQJ their peers in special education [or regular books that related to her hobbies, Sara learned education] thus causing them to question to read. Due to a discrepancy between her who they are. Their peers and many adults performance on school achievement tests and ÀQGLWGLIÀFXOWWRXQGHUVWDQGWKDWVRPHRQH her verbal IQ score (99th percentile), she was who is able to succeed in one area may need WHVWHGDQGLWZDVFRQÀUPHGLQÀIWKJUDGHWKDW assistance in another. This misunderstanding Sara had a learning disability. She felt relief. may cause the Twice-Exceptional student to She worked with an LD specialist and gained withdraw from their peers or act out. FRQÀGHQFHLQWKHFODVVURRPDVZHOODVRXWVLGH WKHFODVVURRP6DUD·VSUREOHPZDVLGHQWLÀHG Sara started high school in a highly-charged she was receiving academic support and had HPRWLRQDOVWDWH6KHKDGOLWWOHVHOIFRQÀGHQFH educational enrichment as well – all essential and was not prepared for the social or ingredients inTwice-Exceptional programming. academic issues that were about to confront her. She was over her head in the honors Junior high school was a different story. biology class. She switched to an average level Although Sara received accommodations for biology class. She was receiving failing grades her disabilities (she also had ADD), she was in other classes and was moved down to reluctant to use them or discuss because she average level classes in those courses as well did not want to be different. She felt guilty because she believed that the school staff did when she received a good grade believing that not think she was smart enough to handle the she was cheating due to her accommodations. material. She thought that in their minds, if she What was her identity? How could she preserve couldn’t pass the written test, then she didn’t the concept of being a highly able and capable understand the material. young woman when she felt different and frustrated? After a teacher embarrassed and humiliated her in front of her peers, Sara became more *LIWHGVWXGHQWVPD\KDYHGLIÀFXOWLHVZLWK introverted. She was afraid to approach her adolescence because their abilities set them teachers fearing that a similar situation would
52 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION occur. This was a major step backwards in her their own learning, without adequately attempt to become more independent and preparing them for the task. Although Twice- to advocate for herself. She had convinced Exceptional students qualify for honors classes, herself that she was a burden for which the they will most likely need accommodations teachers had no time or energy to handle. Even WRVXFFHHG)RUWKHVHVWXGHQWVWKHUHLVDÀQH though her parents and the teachers she had line between understanding and accepting in the regular classes reassured her that she differences. Adults, and especially teachers, was smart, Sara still felt dumb. She thought, SOD\DQLPSRUWDQWUROHLQIRVWHULQJVHOIHIÀFDF\ “Why can I not get good grades in these and overall functioning in school. Sara’s law non-challenging classes if I am smart?” She teacher and LD specialist focused on her struggled with taking traditional tests. gifts and provided support for her learning GLIÀFXOWLHV In her sophomore year, Sara took a law class. This proved to be her one saving grace. This Continued frustrations with meeting class tapped into all of her best attributes: expectations of self and others ultimately her excellent verbal skills and critical thinking caused Sara to withdraw academically and abilities. The teacher in this class became a socially, and to become deeply depressed. strong advocate and guide for Sara. Depression is a common by-product of adolescence. Gifted students may also become Socially, Sara was isolated from the friends she depressed as a result of perfectionism, had in middle school because they were all in asynchronous development, social isolation honors classes. By this time, she had become and sensitivity. For Twice-Exceptional too shy to make new friends so she sought VWXGHQWVWKHVWUHVVRUVDUHPDJQLÀHG refuge in the special education resource room Their reality is coping daily with the where she had wonderful support from the discrepancy of what they can and cannot LD specialist. Sara became depressed and do. Finding a peer group with whom they started seeing a counselor, but the counselor can identify, and extreme sensitivity makes didn’t understand, leaving Sara feeling that Twice-Exceptional students acutely aware of no one could understand. On top of academic their plight. For these reasons, many Twice- problems, teachers not understanding and Exceptional students take medication for social concerns, crowded hallways and other depression, and lose their motivation to sensory issues in the building bothered Sara. achieve. Counselors can help students to She felt that she was in a jungle with people accept their differences, to identify what they out to devour her. She decided to look at need to be successful and to advocate for private schools. their own needs. More appropriate learning environments will help reverse the downward Being successful at the high school level spiral. demands intellectual fortitude and self- regulation, especially if the student participates Sara attended a private high school in New in honors, AP or IB classes. These classes England. The school community was very XVXDOO\GHPDQGSURÀFLHQF\LQ²DQGH[SHFW supportive and caring; class size was smaller lots of – reading, listening, and note-taking. and she felt more comfortable taking with each Long-written assignments are expected teacher individually. She was quite aware that to be completed, as is work that requires she had to work harder than most others. Her higher levels with little acknowledgement of classes required enormous amounts of reading differences in learning needs. All too often, outside the classroom. Sara developed a teachers of high-ability students expect strategy and methods of talking notes on what these students to take responsibility for she read to help her to understand classroom
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 53 discussions. This, in turn, helped her to begin some choose to abandon social life and to hear the teacher’s lecture differently and extracurricular activities and spend many hours much more effectively, and even forced her to completing assignments. Others may do the stay focused in class. opposite and give up trying. To fail because one didn’t hand in an assignment is preferable The greatest challenge and most rewarding to struggling with it and receiving a low academic experience came from her grade. In either case, these students become independent study and AP classes. She was discouraged and depressed. able to shine and show everyone that she was smart and passionate about schoolwork. Sara Most students will not have the luxury of began tutoring most of her classmates before attending private schools, but some public tests and helping them plan their papers. This schools can provide many of the same ZDVVRJUDWLI\LQJDQGGLIIHUHQW6DUDZDVÀQDOO\ accommodations Sara found in a private feeling competent and smart. setting. Programs in the public sector KDYHRIIHUHGÁH[LEOHRSSRUWXQLWLHVLQFODVV Sara started taking an anti-anxiety medication, placement and instruction, as well as talent which proved to help her in social situations. development opportunities. She tried out for and made the debate team. She and her partner won the team award What Can We Learn from Sara’s and took two top slots for individual speaking. Experience? 6DUD·VFRQÀGHQFHVRDUHG6KHPDGHPDQ\ xFocus on developing the talent while friends-good friends. Most importantly, Sara attending to the disability. became comfortable with who she was. She - R ecent research suggests that the happiest KDGÀJXUHGRXWKRZWRGHDOZLWKKHUOHDUQLQJ people make life and career decisions that disability and be successful. Her friends do not align with their individual strengths, interests, GHÀQHKHUE\KHUOHDUQLQJGLVDELOLW\EXWUDWKHU and passions. For the adolescent, another by her weird, quirky traits that make up her EHQHÀWLVJDLQHG WKHRSSRUWXQLW\WRPHHW character. others with similar gifts and interests.
Meeting the Needs of Twice-Exceptional xSchools need to design educational programs Adolescent Students that consider the whole student. xFinding appropriate academic challenge and - By making sure that Twice-Exceptional talent development students appreciate and develop their unique gifts, we can furnish them with self- xOffering a learning environment that aligns to knowledge and skills that will promote their how these students learn self-actualization. xDiscovering individual compensation strategies to regulate learning and behavior, xTwice-Exceptional students require including metacognitive strategies, challenging opportunities, but in an appropriate medication as indicated, and environment that is both stimulating and academic accommodations accommodating. 6FKRROVWKDWWU\WRÀQGZD\VWRDFFRPPRGDWH xLearning how to balance academic and social the needs of Twice-Exceptional students fare needs much better than those that insist that the VWXGHQWVÀWLQWRWUDGLWLRQDORIIHULQJV How these issues play out in the lives of Twice- Exceptional students is idiosyncratic to their xSocial and emotional support is a high individual personalities, family values, and priority. school opportunities. Driven by their need, - T hese supports help them deal with
54 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION depression and anger they may feel struggling adolescent learner, it can be a nightmare. with the inconsistencies in their performance :KHQWKH\DUHHQJDJHGWKHLUHIÀFDF\VRDUV and help them gain an acceptance of being but when they are struggling with reading, Twice-Exceptional. ZULWLQJSD\LQJDWWHQWLRQRURUJDQL]LQJWKH\ÀQG WKHPVHOYHVLQVXUYLYDOPRGHÀJKWLQJWRVWD\ School for the Twice-Exceptional student DÁRDW is rarely a positive experience, but for the
Essential Program Components
$QDSSURSULDWH,GHQWLÀFDWLRQV\VWHP x,GHQWLÀFDWLRQRIJLIWHGQHVV xEvidence and description of academic performance discrepancies
Attention to the student’s gifts xCollege courses xAP classes [with accommodations if needed] xHonors Programs [with accommodations if needed] xOnline courses xMentorships and internships xSpecialized programs and competitions
Placement in, and assurance of, the least restrictive supportive environment(s) (Continuum of Services) xRegular classroom with support xResource room support xSpecial classes for gifted xSpecial classes [or seminar programs] for Twice-Exceptional xSpecial schools for Twice-Exceptional
Classroom intervention strategies xAlternate approaches to curriculum and instruction for all students [provide alternative means to access advanced information] x$FFRPPRGDWLRQVDQGPRGLÀFDWLRQVDOORZHGIRUDOOVWXGHQWV xSelf-regulation and compensation strategies provided [study skills, note-taking skills, learning style recognition & strategies, advocacy skills] xRemedial support as needed
Social and emotional support xGroup counseling xFamily counseling xIndividual counseling
From: To Be Gifted and Learning Disabled: Strategies for Helping Bright Students with LD, ADHD, and More by Susan Baum and S. Owen, 2003, Creative Learning Press. Bracketed items from Baum, Rizza & Renzulli, The Handbook of Secondary Gifted Education, 2005
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 55 56 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Differentiation at the secondary level, most of us wouldn’t last long if we had to do over a 100 IEPs, one for each Secondary Level student. No one is asking us to do this. Reprinted with permission by Rick Wormeli Differentiation and standardization are not Differentiated instruction is a commonly found oxymoronic, nor is differentiation disabling. term in middle and high school improvement How will students do well on the standardized plans these days. It’s a very effective focus state exam? They’ll do well if they’ve learned for any school, but many educators claim to the curriculum well. How will they do well in be differentiating instruction when they’re not high school? They’ll do well if they’ve learned actually doing it; and many educators write well in middle school. How will they do well in long, complicated professional development college? They’ll do well if they’ve learned well plans outlining how they will learn to in high school. Again, differentiation is how we differentiate over the next three years—plans maximize instruction so students learn and that become little more than shelf-liners due retain the material—and so students learn how to overextended teachers and revolving-door to be successful no matter what life presents. administrators. Of course, some teachers think When teachers don’t differentiate, that’s when differentiation is a passing fad that, they hope, we should worry about being ill-prepared for will not interfere with their normal classroom standardized tests, high school, college, and routines. beyond.
Then there are the rest of us. We recognize We can differentiate formally, such as when we differentiation as just good teaching. It’s what preassess and formatively assess students and ZH·YHEHHQVWULYLQJWRGRVLQFHRXUÀUVWGD\ GHVLJQVSHFLÀFOHVVRQSODQVEDVHGRQWKRVH on the job, and the direct, observable results data. We can differentiate informally, such as of differentiation provide the meaningful when we stop by their desks and brainstorm experiences that keep us showing up every day. with students how they might revise something done incorrectly, or when we push an advanced So that we have a common frame of reference, student to examine a topic via critical thinking OHW·VEULHÁ\GHÀQHGLIIHUHQWLDWLRQ 'LIIHUHQWLDWLRQ skills the rest of class is not ready to use. means we do whatever it takes to maximize instruction over what could otherwise be We can differentiate instruction in many ways, DFKLHYHGWKURXJKZKROHFODVVRQHVL]HÀWV but they will all boil down to one or more of all approaches. It’s teaching in ways students WKHIROORZLQJÀUVWSRSXODUL]HGE\'U&DURO$QQ learn best, not just presenting material and Tomlinson at the University of Virginia: documenting students’ success (or lack thereof) with it. In addition, differentiating • Content. The content is your legally teachers spend considerable time preparing mandated curriculum. It’s what students are students to handle anything in their current supposed to learn. and future lives that is not differentiated. • Process. Process means the way in which It does not mean we make things easier your students learn the content. for students; rather, it means we provide • Product. Product refers to the way in which appropriate challenges students need in order your students prove they learned the content. to grow at each stage of their development, and that varies from student to student. • Affect. Affect concerns the socioemotional While individualization is occasionally used in IDFWRUVWKDWLQÁXHQFHOHDUQLQJ:HPLJKW GLIIHUHQWLDWHGFODVVHVLW·VPRUHFRPPRQWRÀQG need to adjust something in order for VWXGHQWVJURXSHGDQGUHJURXSHGÁH[LEO\$WWKH students to feel safe and invited.
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 57 • Learning environment. The learning for differentiating instruction and increasing environment is the physical setup of the diverse students’ achievement, educators need learning situation, such as whether a class WRDQVZHUWKHIROORZLQJTXHVWLRQVDIÀUPDWLYHO\ is self-contained, inclusive, small, large, or • A re we willing to teach in whatever way multiage. students best learn, even if it’s not the way we best learn? Some of these approaches can be negotiable from time to time with students. For example, • D o we have the courage to do what works, when it comes to the product used to not just what’s easiest? demonstrate full understanding of the dual • D o we actively pursue our own awareness of nature of light (as both particle and wave), students’ knowledge, skills, and talents so it doesn’t matter how students show us that that we can provide a match for their learning they understand it as long as they really do needs? understand it. They can take our test, do a • Do we actually make those matches? project, explain things orally, or use many other products that would generate acceptable • D o we continually build a large and diverse evidence of mastery. No matter what they repertoire of teaching strategies so we have choose, however, we hold them accountable more than one way to teach? for the same universal factors as we do other • D o we keep up to date on the latest research students. regarding cognitive science, on students’ development in the grade levels we teach, Remember, too, that if the assessment format and in our content specialty areas? does not allow a student to portray her learning accurately, we have an obligation to change the 'RZHFHDVHOHVVO\VHOIDQDO\]HDQGUHÁHFW format so that she can be assessed accurately. on our lessons, including assessments, Grades must be accurate in a differentiated searching for ways to improve? class, just as in any other class, in order to be • Are we open to correction by others? useful to everyone involved. Telling a student • D o we push students to become their own to toughen up and learn how to deal with our advocates for how to learn, and do we give test formats is a copout. It’s as much a false them the tools to do so? sense of student accountability as it is a false sense of teaching. In other situations, some • D o we regularly close the gap between of these approaches cannot be negotiated: knowing what to do and actually doing it? ´1R6HDQ\RXFDQ·WGRDGLRUDPDRIDÁ\LQJ buttress. I asked you to write a formal paper on On a typical secondary student’s day, a student how building cathedrals during that period of must be simultaneously good at everything, KLVWRU\UHYHDOHGQHZVFLHQWLÀFSULQFLSOHVWRWKH at the same performance level as that of his craftsmen of the time. You’re being assessed classmates, regardless of his development on writing the paper, not just your research. with any one of them. He must be able to You can provide the diorama if you wish, but VSHDNDIRUHLJQODQJXDJHÁXHQWO\GLVFXVV evidence of your knowledge via the written current events, build a functioning motor essay is paramount.” using magnetic coils, design a website, debate others, graph inequalities, sing in the correct Eighty percent of differentiation is mind-set; key, write the perfect essay, analyze yellow the rest is craft. Like so much of education, journalism in a political cartoon, adapt to at if we embrace the principles behind the least seven different teachers’ styles, conduct FRQFHSWVGLIÀFXOWTXHVWLRQVDUHPRUHUHDGLO\ research, run the mile under a certain time, answered. To learn the practical techniques skillfully hit the ball to a teammate, identify literary devices in an old English poem, manage
58 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION his resource needs for each class, and show • T he brain requires regular and plentiful up on time to all things during and after school, hydration. Find a way to get students and you all while governing his impulses, maintaining drinking water during class. Lots of it. “with-it” social banter at the cafeteria table, • T he brain responds to movement. Build and navigating societal expectations and kinesthetics into each week’s lessons, hormonal needs. particularly if the topic is abstract. These are humans in the making, without much • S piral your lessons. Revisit content life experience and adult-level maturity. It is UHSHDWHGO\(YHU\WLPHDQHXURQÀUHVLW·V close to malpractice to demand of them adult- PRUHVHQVLWLYHWRÀULQJ(YHU\WLPHLWJRHVD level competencies in all of these areas at the ZKLOHZLWKRXWÀULQJLWWDNHVPRUHDQGPRUH same time. No wonder they occasionally need WRJHWWRÀUH,WZLOOHYHQWXDOO\EHSUXQHG scaffolding, tiering, and differentiated support. especially in adolescence. We don’t want a teacher’s approach to be • T he brain is innately social. It requires social as education expert Dr. Nancy Doda warns interaction to clarify learning and move most against, “Learn, or I will hurt you.” This isn’t things into long-term memory. Get students true learning as we are commissioned to talking in substantive ways about content: provide by our government. think-pair-share, peer critiques, small-group work, Socratic seminars, debates, panel In order to differentiate well, we must be mini- discussions, interviews, dramatic portrayals, experts in the greatest teaching tool we have: skits, and plays. our expertise on how the mind learns. Here are just a few cognitive science principles Most of us at the secondary level are nice that make a dramatic difference in student people who want our students to learn. We may achievement when successfully employed: not have a large background in differentiated • Whereas our goal is to have students learn approaches nor the resources to be able to and retain as much knowledge as they can, provide all that is needed, but we have to start very little goes into long-term memory unless somewhere. To show how practical it is attached to something already in storage. differentiation can be for teachers, here are Create prior knowledge, then, where there several great practices typically found in was none prior to teaching something new. successfully differentiated classrooms. • O ur capacity to remember content has a Tiering tremendous amount to do with how it was The term tiering in many differentiated VWUXFWXUHGIRUPHDQLQJWKHÀUVWWLPHZH instruction books and videos is used to experienced it, not so much how we studied describe how we adjust a learning experience it later. according to a student’s readiness, interests, • We learn more when the brain is primed for RUOHDUQHUSURÀOH5HDGLQHVVUHIHUVWRWKH learning. Make sure to explain to students challenge or complexity of a task: Is the student the lesson’s objectives and what they can ready for only introductory experiences, or is expect to experience along the way (an she ready for something more sophisticated? A itinerary). Do this up front and periodically OHDUQLQJSURÀOHLVDUXQQLQJUHFRUGRIDQ\WKLQJ along the way. that would affect a student’s learning, such as • T each the most important concepts in the learning styles, multiple intelligences, poverty YHU\ÀUVWWHQPLQXWHVDQGPDNHVXUHWR issues, English as a second language, learning revisit them in the last ten minutes. Don’t disabilities, and giftedness. In my own use of waste these prime learning times with other the term tiering, I focus only on the adjustments tasks. in readiness. Tiering to me suggests a vertical
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 59 adjustment such as we connote when referring Three Bears so that it becomes a cautionary to upper and lower tiers. Interests and learning tale about McCarthyism.”) SURÀOHVDUHQRWKLJKHURUORZHU´WLHUVµ WKH\·UH • S hare the backstory to a concept—how it was just different. When it comes to the tiers of developed readiness, some students might be ready only for understanding how to draw a triangle and • Identify misconceptions within something determine its area, but other students can use • Identify the bias or prejudice in something partial knowledge of an isosceles triangle’s • D eal with ambiguity and multiple meanings measurements to determine the volume of a or steps three-dimensional solid of which the triangle is one part of its surface. Still other students • Analyze the action or object are ready to “triangulate” when creating a • A rgue against something taken for granted or metaphorical connection among three different commonly accepted philosophies in history class. There are many ways to tier the challenge level of a topic • S ynthesize (bring together) two or more or assignment. Here are just a few: unrelated concepts or objects to create something new (“How are grammar • M anipulate information, not just echo it conventions like music?”) (“Once you’ve understood the motivations DQGYLHZSRLQWVRIWKHWZRKLVWRULFDOÀJXUHV • Work with the ethical side of the subject (“At identify how each one would respond to the ZKDWSRLQWLVWKH)HGHUDOJRYHUQPHQWMXVWLÀHG three ethical issues provided.”) in subordinating an individual’s rights in the pursuit of safeguarding its citizens?”) • E xtend the concept to other areas (“How does this idea apply to the expansion of the • Work with more abstract concepts and railroads in the 1800’s?” or, “How is this PRGHOV :RUPHOLSS² portrayed in the Kingdom Protista?”) Compacting the Curriculum • Integrate more than one subject or skill If some students demonstrate advanced • Increase the number of variables that must readiness early in the unit of study, we have be considered; incorporate more facets an obligation to not waste their time teaching • U se or apply content/skills in situations not these students skills and content they already yet experienced understand. Instead, we shorten or compact the regular curriculum for these students into • Work with advanced resources (“Using the just a few days, making sure they’ve mastered ODWHVWVFKHPDWLFVRIWKH6SDFH6KXWWOHÁLJKW the basic curriculum and double-checking deck and real interviews with professionals subtle learnings. Then we do something at Jet Propulsion Laboratories in California, different with these students, such as teaching prepare a report that...”) them something more in depth, with more • A dd an unexpected element to the process or breadth, from a unique angle, or more complex product [“What could prevent meiosis from than what we’re teaching the rest of the class. creating four haploid nuclei (gametes) from a single haploid cell?”] The Football and the Anchor: Teaching a Variety of Levels at the Same Time • R eframe a topic under a new theme (“Re- Two structural sequences that allow teachers write the scene from the point of view of to meet a variety of needs in the same class the antagonist,” “Reenvision the country’s period are the “football” and the “anchor.” involvement in war in terms of insect behavior,” or, “Re-tell Goldilocks and the
60 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION The Football babysitting activity. From this general task, the ,QWKLVWKUHHSDUWVHTXHQFHZHÀUVWWHDFKD teacher pulls a small group of students to one JHQHUDOOHVVRQWRWKHZKROHFODVVIRUWKHÀUVW side for quick mini-lessons, then sends them WHQWRÀIWHHQPLQXWHV(YHU\RQHLVJDWKHUHG back into the anchor task and pulls out the next together and doing roughly the same thing. group. For example, while students are If you think of a side view of a football, this is conducting lab experiments, the teacher may the narrow point at one end of the ball. After pull one small group out and review how to the general lesson, we divide the class into write proper lab conclusions. He administers groups according to readiness, interest, or a lab safety exam that another group missed OHDUQLQJSURÀOHDQGDOORZWKHPWRSURFHVVWKH yesterday; and with other students, he critiques learning at their own pace or in their own way. their advanced, independent projects. For example, some students may be discussing one aspect of the general learning while others These mini-lesson pullouts can be as simple write or draw, or everyone’s doing the same and informal as stopping by a student’s desk to thing such as reading, but with text of differing explain how to use a semicolon, or something OHYHOVRIUHDGDELOLW\7KLVODVWVIRUÀIWHHQWR as formal as teaching a small group of thirty minutes. We circulate through the room, government students how to Shepardize* their clarifying directions, providing feedback, point-of-law papers. assessing students, and answering questions. This middle section is wider, everyone Flexible Grouping expanding on the original learning, and so it is Some students learn primarily through represented by the wider portion of the center individual study, some learn primarily through of a football, the part of the football under the small-group interactions, and some learn ÀQJHUJULSV primarily through whole-class instruction, but many of us use only one or two of these ,QWKHÀQDOSRUWLRQRIWKHOHVVRQZHEULQJWKH approaches in our classrooms. We have to class back together as a whole group and be good at all three. To break out of our self- process what we’ve learned. This can take imposed grouping ruts, ask yourself a few the form of a summarization, a question-and- questions: answer session, a quick assessment to see • Is this the only way students can be grouped? KRZVWXGHQWVDUHGRLQJRUVRPHRWKHUVSHFLÀF task that gets students to debrief with each • Why do I have the whole class doing the other about what they learned. Once again, same thing here? we’ve brought the whole group back together, • Where in the lesson can I have students ÀQLVKLQJWKHIRRWEDOOPHWDSKRUDVLWQDUURZVWR working in small groups? the opposite tip from where we started. • Is this grouping of students the best way to The Anchor teach this section? This structure doesn’t get its metaphor from • If I group students this way, whose needs are the physical design of a boat’s anchor as not being met? the football structure gets from a football. • I’ve been doing a lot of [insert type of Instead, it uses the role of an anchor—to keep grouping here] lately. Which type of grouping something from drifting from its position. can I add to the mix? In an anchor lesson, the teacher provides Grouping possibilities are quite varied. We can a task on which the whole class works put students in groups such as: autonomously to the teacher. This is the “anchor” that keeps the class in position, • Whole class working on something substantive. It is not a • Half the class and half the class
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 61 • Teams • A sking students to work backward from the • Small groups led by students ÀQDOVROXWLRQWRWKHRULJLQDOSUREOHP • Partners and triads • M odeling the processes we’re teaching • Individual work Again, differentiation is just good teaching. It’s • One-on-one mentoring with an adult way more than a passing fad, too. Read the works of educators from ancient Greece, Egypt, 7HPSRUDU\SXOORXWJURXSVWRWHDFKVSHFLÀF DQGRWKHUFXOWXUHV \RX·OOÀQGDPSOHHYLGHQFH mini-lessons of differentiation in order to maximize students’ • C enters or learning stations through learning throughout the ages. In fact, it’s a which students rotate in small groups or passing fad—one that pains all of us each time individually—these are great for middle and it happens—when we don’t differentiate. high school classrooms! Yes, secondary teachers have hundreds of There are many more differentiated instruction students, not just thirty as elementary teachers strategies worth exploring. They include: do, but they can still differentiate quite well in • M aking abstract concepts vivid, concrete each class. If you’re not already differentiating, experiences begin. Give yourself three years, incorporating just one or two ideas per month. Talk someone • Using repetition else into joining you on the journey. Remember, • Using temporary, homogeneous grouping differentiation is primarily a mind-set, so open • Conducting error analysis with students yourself to the serious analysis of practice, collaborate with others, and focus on the big • E xplaining the metaphor we use to teach TXHVWLRQVRIHGXFDWLRQDQGVRFLHW\WRÀQG\RXU concepts motivation. • Breaking concepts down into smaller pieces Will Rogers once said, “Even a man on the right • A nticipating misconceptions and taking steps track will get run over if he just stands there.” to prevent them It’s true here, too. We have to remain dynamic • A llowing for the fact that not all students will in teaching, always learning, always trying. learn at the same pace as their classmates There are a whole lot of students counting learn, and giving students every chance to on us to do the right thing every day. Students demonstrate mastery, not just one chance are in these grade levels only once—or so we • Using graphic organizers hope. These years of learning better be the best experiences possible. • Identifying exceptions to the rule and nuances in knowledge REFERENCES • A llowing students to research beyond the Wormeli, Rick. (2006). Fair isn’t always equal: topic and beyond the lesson Assessment and grading in the differentiated • Providing ample feedback to students classroom. Portland, ME: Stenhouse. • Adjusting students’ goals *Shepardizing is the term students and legal • Working in small increments researchers use to determine the legal history of a court case, such as whether or not it’s )RFXVLQJRQVSHFLÀFVNLOOV been cited as precedent in another court case • P roviding opportunities for students to think or whether or not the ruling was ever appealed ÁH[LEO\ or overturned. Shepard refers to Frank
62 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION 6KHSDUGZKRÀUVWFUHDWHGWKHFRPSLODWLRQVRI selling Fair Isn’t Always Equal: Assessment court decisions in the 1870s. and Grading in the Differentiated Classroom and the forthcoming book, Differentiation from 2QHRIWKHQDWLRQ·VÀUVW1DWLRQDOO\%RDUG Scratch (working title), both from Stenhouse &HUWLÀHG7HDFKHUVDQGDWZHQW\WKUHH\HDU Publishers. He lives in Herndon, Virginia, with classroom veteran, Rick Wormeli is now a staff his wife and two children, one in middle school developer for schools here and abroad. He’s and one in high school. He can be reached at WKHDXWKRURIÀYHERRNVLQFOXGLQJWKHEHVW [email protected].
IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 63 “Being Twice-Exceptional”: emotional issues such as: xA mismatch with teaching style and your Strategies for Student Success learning style. xMedical, physical or psychological problems. Dear Student: xHeightened sensitivities that overwhelm you. xOne or more learning disabilities. Do you ever feel bored and frustrated in xCreativity in an area that is not emphasized in school? Many students feel frustrated that the school setting. they can’t do what they know they could if only xGetting along with others and making friends. a teacher would let them do it in their own way. You may also feel confused about what is If you really want to be a true friend to yourself, happening in the classroom because you don’t the best thing you can do when something know what, or how to do what the teacher, doesn’t feel right is to let someone know. You yourself, or other students want. can tell a teacher, parent, counselor, nurse, Sometimes solutions to problems are so secretary, or another adult you trust about obvious and other times solutions are a puzzle. your feelings. Ask them if they will please You might be a student who feels different than look at this manual. Some adults are better everyone else. You could be a student who than others at understanding, so it is OK to try deliberately hides abilities so you do not attract talking to more than one about your concerns. attention to yourself, and can be with your There is information available that will help peers. Sometimes you avoid an assignment explain your situation, get your message across, by using your popularity or by being funny or and empower you to learn and maneuver disruptive. through life as you grow.
Do you know other students have challenges If you can take the time to work with an that prevent them from closing the gap adult you respect as you puzzle through your between their abilities and what they produce? theories, you may begin to see a clearer Many times teachers have expectations that picture of who you are and what kind of things are either too high or too low for you. Signs might be standing in your way to success and of challenges due to these mismatches start happiness. It can be a long process. But the early, and it is essential to discover ways to help ultimate goal is that you gain a sense of your yourself so you can tell others what you need to place in your world and the strategies you can be successful. use to optimize your happiness and well being. You are not broken. You have much to offer the There are many different possible reasons you world. You are a gift. have challenges with school and/or social and 64 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Matthew was diagnosed with autism, Sensory Integration Dysfunction and giftedness. He received intensive intervention including occupational, behavioral, speech and play therapy. He made good progress, but he still hated school, never completed homework, didn’t care about his grades and needed to see a therapist weekly when he was in a regular classroom. However, once he was placed in a gifted program, he became a completely different child, anticipating school and tests, competing to be the best in the class, challenging himself with numerous AP classes, and joining debate. He now believes he’ll be the youngest U.S. President. — Idaho Parent of Twice-Exceptional Child IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 65 Helpful Strategies for and by Use Technology: Computers and spell check Twice-Exceptional Students Calculator AlphaSmart HOW OTHER PEOPLE CAN HELP YOU COPE Photocopier WITH YOUR ENVIRONMENT: Voice recorder Dictaphone Parents can help you by: Books on tape Devising a reminder system for homework Voice recognition software Helping you with reading Helping you study and quiz you on material Some Possible Strategies used to Helping you set up a special homework space in your home Cope with Academic Content Helping you proofread your writing Reading Strategies: Making a special quiet time for studying Determine amount of time it takes you to read Setting rules about TV and other privileges as a various materials reward system Helping you check your backpack Get assignments ahead of time, read assigned books in the summer and outline Teachers can help you by: them so you can recall information Providing extra credit opportunities Providing additional assistance Use chapter organization, headings and sub- Allowing oral tests headings, bold print, summaries Accepting project format vs. written report Providing preferred seating in the classroom Use charts, graphs, timelines, pictures, etc. Providing study guide/syllabus Providing notes for lecture Highlight, underline, or star important ideas Asking for strategies from the resource and keywords specialist Use self-questioning as you read to make sure Peers can help by: you understand the material Being a note taker (answer questions in the book!) Being a study buddy Being an assignment reminder Listen to class discussion and ask questions Get Help from Others: Outline the chapter and then write a summary Tutor of it Counselor Focus on topic sentences, conclusions, and Devise an Organizational System by using: summaries Color-coded notebooks with perforated edges Folders with pockets Use Cliff Notes as a study guide (but you must Assignment pads UHDGWKHPDWHULDOÀUVW Plenty of supplies Keep locker and backpack neat Use a card to guide your eyes as you read and to block out lines you are not reading Watch the movie made from the book you are studying 66 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Math Strategies: Try to view the test as a worksheet Make sure you know how to work the problems (the computations can be checked) Ask the teacher to read it to you and let you tell her the answers Use a calculator for multiplication facts Convince yourself you can do well, and give it Work problems slowly, try to be neat, check your best shot computations you think you missed General Strategies: Turn lined paper sideways to create columns for Stay positive your work Use your weekends to catch up Use a cover sheet so that only the problem you are working on shows Go to the parent-teacher conferences and communicate your needs Strategies for Test Taking: Try to get interested in school and cultivate an Start reviewing early “I care about this” attitude Make up questions you think will be on the test, When you start to feel overwhelmed, get ask for the test format, and use assistance study guides Make an effort to communicate your needs to Learn essay-writing techniques and use them teachers and your parents in a positive way Let someone quiz you, and quiz yourself Don’t use your “LD” as an excuse, but do get 0DNHÁDVKFDUGVWRVWXG\ZLWK TXHVWLRQZRUG help. You are not alone! HWFRQRQHVLGHDQGWKHDQVZHUGHÀQLWLRQVRQ the other side Miscellaneous and random strategies that have helped some students: Use phonics, pictures, timelines, and movement to help remember information Wear a rubber band on your wrist; snap it lightly when you realize your attention is /RRNRYHUWKHZKROHWHVWÀUVW TXLFNO\ wandering Focus on questions that are worth the most Hold a small lego piece or piece of clay in your points; don’t blow off the 25-point hand to manipulate as you focus essay! on your teacher’s lecture Keep track of your time and get extended time What are some of your own strategies? if you need it Effective Coping Strategies for Ask questions if you don’t understand Adolescents: Use relaxation techniques to calm down Appraise Life Positively Take a brief time out if you get frustrated * Think about the good things in your life 6HHWKHJRRGWKLQJVLQDGLIÀFXOWVLWXDWLRQ IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 67 * Keep up friendships or make new friends Ineffective Coping Strategies: * Say nice things to others * Be close with someone you care about Angrily Express Emotions Time and Task Management * Get angry and yell at people * Blame others for what’s going wrong * F ocus and work hard to just get the work * Say mean things to people; be sarcastic done * Let off steam by complaining to your * P lan (prioritize assignments, break work friends or family members into smaller parts, pace self) )RFXVRQFXUUHQWDVVLJQPHQWVGXHÀUVW Attempt to Handle Problems Alone * Organize (make “to do” list; schedule time) * Take short breaks * Be alone (shut self in room, read) * M anage time (get up earlier; do work on * Deny or ignore feelings of stress bus) * T ry to handle things on your own (keep * Work with classmates on assignments thoughts inside) * Work in study groups * Obsess about workload * Acknowledge or celebrate tasks done * P hysically or verbally explode (yell, swear, SXQFKZDOOVÀJKW Positive Actions Stress is a condition that all individuals * T alk to parent (or other trusted adult) about experience and gifted learners are no what’s bothering you different. Helping educate students about * Spend time with family the importance of examining their individual * Talk to older sibling responses to stress in positive, effective ways, * Go to church or youth group is a contribution parents, teachers, and others * Adopt a positive attitude can explore with children so they become * Laugh, joke, or make light of situation aware of how they cope with challenges and 5HPLQGVHOIRIIXWXUHEHQHÀWVRIFXUUHQW how useful these efforts are in dealing with the course of study complex world. * Stand by choices * P ractice to do well on big tests, like FCAT, Adapted from “A Comparison of how gifted/ PSAT LD and average LD boys cope with school * Talk it out with person causing the problem frustration” By M. R. Coleman, 1992, Journal for the Education of the Gifted, 15, copyright by the Council for Exceptional Children 68 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION ‘TOP 10’ TIPS FOR HIGH SCHOOL STUDENTS 3. Identify task demands or situations Used with permission that could prevent you from achieving www.LD.org National Center for Learning success. Disabilities by Dr. Sheldon H. Horowitz Lots of term papers? Long reading www.92Y.org Director of Professional Services, assignments? Taking notes during a class NCLD lecture? Preparing for quizzes and exams? These are not going away any time soon! Know All students, including those with learning what to expect in each of your classes, and disabilities (LD) are faced with a unique set of make a special effort to discover any and all challenges as they approach the transition from unexpected demands so you’re not surprised high school to college. It is especially important, and overwhelmed when they arise. however, that students with LD understand their strengths and weaknesses, and manage 4. Be proactive, anticipate problems and their transition to college by planning carefully be prepared with solutions. and lining up the right kinds of services and Make a wish list of the types of help you will supports essential to their success. need to be successful, and don’t waste any time putting them in place. For example: if 7KHIROORZLQJLVD¶WRS·OLVWRIZD\VIRU you know that writing essays does not come students with LD to orchestrate a successful easily, check out the campus Writing Center transition to college. And remember: (often very helpful, and almost always free of VHOILQVLJKWVHOIDGYRFDF\ÁH[LELOLW\DQG charge!) or get feedback from someone before perseverance are all important factors in the submitting. You can also ask professors to transition process. review your work and provide comments before assigning a grade, allowing you to resubmit with 1. Know your strengths and weaknesses corrections (most professors are more than and be able to share them with others. willing to accommodate this request). If reading Talking about your LD in ways that can be is an area of weakness, consider a subscription understood by professors (and even fellow to Recordings for the Blind and Dyslexic or students) is very important. It’s best to assume other sources that read texts aloud. that people are not familiar with the FKDOOHQJHVSRVHGE\/'%HVXUHWREHVSHFLÀF 5. Know where to go for help BEFORE you about the nature of your LD and the need it. accommodations that will help you succeed. On campus and off, there are lots of places you can turn to for help. Parents, counselors and 2. Get to know the college campus and the therapists, and friends are all possible sources. resources and activities it has to offer. The key is not to wait until it is too late and you Knowing your way around campus can make a have to “catch up” with deadlines or use up huge difference, especially at the start of your YDOXDEOHWLPHÀJXULQJRXWWKHEHVWVRXUFHIRU college career. Whether it’s scoping out the help. SHUIHFWQRRNLQWKHOLEUDU\ÀQGLQJWKHTXLFNHVW route to the cafeteria, or locating the Student 6. Keep your emotions in check. Support Center and the campus health center, Getting upset or angry at yourself, professors, having a good sense about where things are in parents, or friends will drain energy and and around campus can save time and avoid attention better spent getting work done. Being confusion later on. And don’t forget to target in a college environment means juggling all the laundry room, late-night pizza places, and kinds of emotions, and there are times when the campus book store while you’re at it. this will seem like a monumental task. Don’t be reluctant to seek help when sorting out your feelings! Everyone needs someone to talk to, and you don’t earn extra points by suffering alone. IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 69 7. Balance school demands and social channels of communication. Once you are in time, without letting either one be all- college, YOU are the one in charge! If you want consuming. something done, don’t wait for someone else All work and no play is a prescription for to do it. And always follow up to ensure that it exhaustion and aggravation. All play and no happens. work is a fast road to failure in school (and in life!). Set reasonable goals for yourself, make For more information about these and other sure to devote enough time and attention to important topics, visit the Living with LD section schoolwork, and rather than “winging it,” try of NCLD’s web site at www.LD.org. to schedule down time to relax and be with friends. © 2008 National Center for Learning Disabilities, Inc. All rights reserved. This 8. Don’t forget to eat well and get enough publication is provided free of charge by NCLD. sleep. Wide distribution, with proper citation, is An endless array of foods (some better than encouraged. others) and all kinds of social distractions await you in college. Don’t underestimate Student Strategies For Social the importance of a healthy diet and getting enough rest. Everyone’s internal clock for sleep Interaction LVGLIIHUHQW6RPHSHRSOHGRMXVWÀQHZLWKOHVV sleep and frequent power naps. Some people Friendships enjoy frequent snacks and small meals while 1. If you like being on your own, be happy with others need more substantial meals on a your own company and don’t let anyone regular basis. Know how you function best, and convince you that it is wrong. be thoughtful about building these important 2. If you desperately want a friend or two then activities into your schedule. (And no, this is not be selective and don’t try being popular by a message from your mother!) doing things that are alien to your nature. 3. T ry to accept yourself for who you are and all 9. Think and plan ahead. your good points. Routines are worth their weight in gold during 4. Liking yourself is very important your college career. Think about how you would 5. If you do want to blend in a bit more then like to spend your time, whether you prefer you can make yourself look cool. Get a classes in the early hours or later in the day, new haircut, dress in trendy gear that is clustered on a few days or spread throughout comfortable. the week. Do your best to organize your schedule accordingly. Don’t wait until the last Bullies minute to speak to professors or submit class 1. While at school, stay with friends or around requests to avoid being closed out of your top other people, if you are being bullied. choices. And to paraphrase the poet Robert 2. When approached by a group of bullies walk Burns, “the best-laid plans of mice and men away or attract an adult’s attention. often go awry.” Routines are great, but when 3. If you are being bullied, don’t be afraid to tell they need to be changed, try to rethink your someone; tell an adult you can trust. needs and priorities without delay. (And again, 4. If you are pushed, don’t push back. Walk don’t hesitate asking for help working out new away. options). 5. If you are being teased, try to laugh and use humor and maybe the bully will lose interest. 10. Don’t assume! 6. If others are being bullied, provide support In high school, parents and teachers are so they can walk away. Don’t become a bully monitoring your progress via report cards, by inaction. reviewing IEP goals and other informal 70 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Dating Tips That May Help Ease Your 1. Try to be yourself 2. S hower and bathe regularly, brush your hair Transition To Adulthood daily, clean your teeth 3. T alk to a person that you are interested in Planning for your transition from adolescence DERXWWKHLULQWHUHVWVRUWKHLUIULHQGVWRÀQG to adulthood is one of the most important out likes and dislikes. things you can do to pave the way to a 4. A dmit if you are interested in someone and successful future. In many states, special say it might be fun to talk or hang out. education transition planning and services 5. Listen to people, wait for a turn, and do not begin when you are 14. From then on, you will interrupt them. start learning new skills. You will begin to take 6. Limit conversation about topics of particular RQPRUHUHVSRQVLELOLW\DQG\RXZLOOÀQGQHZ interest if your friend is not interested. Watch ZD\VWRÀQGVXSSRUW for body language to indicate that they are It can be a challenge. Depending on your ready to talk about something else. disability, you may need to consider everything 7. U se some sense of humor. Don’t be too from post-secondary education to employment, serious. IURPKRXVLQJWRÀQDQFHV$V\RXSODQIRUWKH 8. T ake a deep breath and ask if the person future, consider these tips to help build a you are interested in wants to go to a movie. successful transition. If you ask and they laugh or say no accept it and try again with another person. 1. Help build your self-determination and self-advocacy skills. Moral musings All young people should have a strong sense If you have Aspergers or any disability, you are of their strengths, abilities, and interests. If different. Different is cool! Think how boring students have a disability, they should also life would be if everyone looked and acted the be aware of how it might affect them at work, same! in the community, and in their educational 1. T he golden rule is a general policy to live by: pursuits. Transition is a wonderful time to Do unto others as you would have them do explore how youth will talk about their disability unto you. Prejudge works both ways, having in different settings and ask for any support or a disability doesn’t excuse one for being rude accommodation they will need. or hurting someone’s feelings. 2. D on’t try to do things that seem unnatural to 2. Help develop your social outlets. you to become popular or cover up for your Social relationships and recreation are more disability. than fun; they are important tools that help tie 3. D on’t let anyone pressure you into having people into the community and provide a wider sex, if you are not ready or old enough. network of support. Although social isolation 4. Illegal drugs can kill you, don’t let anyone can be an issue for many young adults with talk you into trying these things. disabilities, transition planning that addresses 5. N icotine is very addictive, if you try one and opportunities for social relationships and OLNHLWLWZLOOEHGLIÀFXOWWRVWRSVRGRQ·WVWDUW recreation can build a bridge to success. 8VHGZLWKSHUPLVVLRQ -DFNVRQ/XNH Freaks, Geeks 3. Expand your network and explore & Asperger Syndrome: A User Guide to Adolescence. community supports. Jessica Kingsley Publishers, London and Philadelpha. As children with disabilities become adults with disabilities, they may need support from a variety of sources. Start now to develop helpful networks for yourself. Who do you know in your family, social group, professional circle, religious community, or other sphere who IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 71 could help provide social, recreational, work, or income and resources in order to reach a work volunteer experiences for you as a young adult? goal. These goals could include such things as Look, too, at adults in the community who have enrolling in an educational or training program; the same disability as yourself to learn what obtaining supported employment; starting a kinds of supports they use. business; or purchasing a vehicle to commute to work. PACER published parent briefs on SSI 4. Make sure you register with Selective in conjunction with the National Center for Service at age 18. Secondary Education and Transition (NCSET). All males including those with disabilities must The briefs are available online at www.pacer. register with Selective Service within 30 days org/publications/transition.htm. Social Security of their 18th birthday. (Exceptions are made information on SSI is available at www.ssa.gov/ for young men in institutional care.) Failure to work/ResourcesToolkit/pass.html. do so can affect a person’s ability to receive IHGHUDODQGVWDWHEHQHÀWVLQFOXGLQJVWXGHQW 7. Build a résumé by volunteering. loans, job training, and government jobs. Learn 0DQ\\RXQJSHRSOHVWUXJJOHWRÀQGZRUN more at http://www.sss.gov/. experiences that help them compete in the job market. Volunteering is a great solution. Young 5. Explore post-secondary adults can gain skills and build a résumé that accommodations. shows a prospective employer their abilities, Students who receive academic programming initiative, and dedication to work. Volunteering and support in high school through can also help develop additional social skills, Individualized Education Programs (IEPs) and especially if it is done along with a parent, 504 plans will not automatically have the same friend, or group of peers. support after they graduate. Although post- secondary institutions are required to provide 8. Learn “soft” employment skills. reasonable accommodations to students with These include such things as being able to disabilities, they are not required to modify DFFHSWGLUHFWLRQDVNIRUKHOSGHDOZLWKFRQÁLFW course work if it would substantially change and engage in interpersonal communication. program requirements. When you and your They also include being prompt, having parents visit a prospective school, visit the appropriate hygiene, and dressing properly for FDPSXV·V'LVDELOLW\6HUYLFHV2IÀFHWR the workplace. An employer is more likely to be explore how to document your disability. patient with an employee learning the technical Ask if you can talk with other students and aspects of a job if soft skills are in place. families about their experiences in this Practice some of these skills at home prior to particular program. Inquire about what your job interview. accommodations are available. In addition to note takers, extended time, and alternative 9. Plan for health care management. testing environments, are there other, less Like most people, young adults with disabilities, common services offered? need to manage their health care and insurance. Develop a clear plan on how to 6. Investigate SSI programs. address health care needs once you reach Financial planning is an important part of adulthood. transition. Many people with disabilities DUHEHQHÀFLDULHVRI6XSSOHPHQWDO6HFXULW\ 10. A resource to call is the PACER Center Income (SSI), a federal program that provides for further information and additional DPRQWKO\EHQHÀWFKHFNWKDWFDQKHOSSD\IRU resources. living expenses. A lesser-known program of The transition staff at PACER Center can SSI, called Plan for Achieving Self- Support help you prepare for the adult world. Trained (PASS), may be helpful to some SSI recipients. advocates can help you understand your rights It allows a person with disabilities to set aside DQGÀQGUHVRXUFHVWRKHOSZLWKDOODVSHFWVRI 72 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION transition. To speak with a transition expert, call 3$&(5DW Reprinted with permission from PACER Center, Minneapolis, 01 www.pacer.org. All rights reserved. For further information on secondary transition, the Idaho Transition Binder is available at www.itc.idahotc.com/dnn/st/ IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 73 Role of School Psychologists Assessing and Advocating for Gifted consideration in obtaining basals and ceilings, Students: Perspectives for School and as well as the effects of timing on performance, Clinical Psychologists are also important. The reliability of ability tests is inversely correlated with the level of IQ, and, Printed with permission by Nancy M. Robinson for this and a number of other reasons, the discrepancies among their abilities and skills Because of our overriding concern with are typically greater for gifted than non-gifted students who for various reasons are struggling students. in school, gifted students have become the special-needs group we serve least often Gifted students may also enter the assessment and least well. And yet, the degree of their situation with some special personality issues differences from the mean in learning pace such as a view of their ability as outside their and levels is as great as those of students control, which leads to fragility in the face of seen as having a disability, and the variations challenge, realistic anxiety about high-stakes ZLWKLQWKHLURZQSURÀOHVRIDELOLWLHVDUHRIWHQ testing, perfectionism and meticulousness greater. A psychologist skilled in assessing and, on the other hand, such excitement students in other groups can, with a modest about a challenge that they are reluctant to amount of new knowledge about this group and JLYHXSRQGLIÀFXOWLWHPV7HVWLQJKLJKO\JLIWHG about educational options for them, turn the testing the very young, and encountering the same skills to assessing gifted students and to rare coached student are discussed, as well advocating for their needs. as issues concerning assessment of children from underserved minorities and/or ethnically When psychologists are asked to become isolated families. Finally, we describe the involved with gifted students, usually the ultimate joys of testing students who love referrals have to do with admission to special adult company, are energized by challenges, programs and/or behavioral issues such maintain their focus, catch your jokes, “get” DVDUURJDQFHLPSXOVHFRQWUROGLIÀFXOWLHV what you are asking them to do, let you in inattention, underachievement, responses to on their strategies, and sometimes give peer pressure, depression, and social isolation. uncommonly original answers. Furthermore, Psychologists can also assist with educational psychologists who are willing to advocate for planning for students who are advanced, change are likely to be rewarded by making a determine needed adjustments in the school VLJQLÀFDQWGLIIHUHQFHRQEHKDOIRIWKHVWXGHQWV curriculum, and identify the strengths and and our society. weaknesses of “Twice-Exceptional” students (gifted students with other kinds of special REFERENCES needs). Robinson, N. M. (2002). Assessing and advocating for gifted students: Perspectives for The components of a comprehensive school and clinical psychologists (RM02166). assessment are described in this monograph, Storrs, CT: The National Research Center on the with full recognition that overworked school Gifted and Talented, University of Connecticut. psychologists are unlikely to be able to meet this ideal. Many tests developed for the age or Conclusions JUDGHRIJLIWHGVWXGHQWVZLOOIDLOWRUHÁHFWWKHLU 1. Gifted children are one of the most poorly advanced abilities and skills. The psychologist served groups in our schools. School needs to consider group versus individual psychologists and clinical psychologists are testing (each has its place), the recency of in a critical position to change this. the standardization, and the possibility of 3V\FKRORJLVWVSOD\DVLJQLÀFDQWUROHLQ out-of-level testing. During testing, special identifying such children and by advocating 74 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION for changes in their experience that will Psychologists - Nancy Robinson support their optimal development. http://www.gifted.uconn.edu/NRCGT/ 3. P sychologists need to enhance their robinsn2.html knowledge of such children, to take on an active advocacy role, and, in many instances, full monograph: to serve as a school’s “resident expert” just http://www.gifted.uconn.edu/nrcgt/reports/ as you are the expert in other matters that rm02166/rm02166.pdf impinge on the development and behavior of children. The work reported herein was supported under 4. Gifted children will not, as is too often the Educational Research and Development assumed, “make it on their own”—or, if they Centers Program, PR/Award Number do, they are unlikely to reach the heights of 55DVDGPLQLVWHUHGE\WKH2IÀFH achievement and personal satisfaction that of Educational Research and Improvement, they could. 86'HSDUWPHQWRI(GXFDWLRQ7KHÀQGLQJVDQG RSLQLRQVH[SUHVVHGLQWKLVUHSRUWGRQRWUHÁHFW REFERENCES the position or policies of the National Institute Robinson, N. M. (2002). Assessing and RQWKH(GXFDWLRQRI$W5LVN6WXGHQWVWKH2IÀFH advocating for gifted students: Perspectives for of Educational Research and Improvement, or school and clinical psychologists (RM02166). the U.S. Department of Education, Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. This document has been reproduced with the permission of The National Researcher Center Assessing and Advocating for Gifted on the Gifted and Talented. Students: Perspectives for School and Clinical Use of the WISC-IV for Gifted FKLOG·VJLIWHGQHVVDQGOHDUQLQJGHÀFLWVDV well as revealing the giftedness of children ,GHQWLÀFDWLRQ with expressive, physical, or other disabilities. Copyright 2009 NAGC. Reprinted with In prior versions of the Wechsler scales, the permission of the National Association child’s Full Scale IQ score has been the primary for Gifted Children. No further reprints or determining factor in placement. However, the redistribution is permitted without the consent Full Scale IQ score of the WISC-IV often does of NAGC. not represent a child’s intellectual abilities as well as the General Ability Index. Therefore, School districts use multi-faceted approaches some guidelines for test interpretation are to identify gifted students. Some states and necessary. districts employ comprehensive individual IQ WHVWVDVRQHRIVHYHUDOLGHQWLÀHUV7KHPRVW This position statement is designed for school popular of these is the Wechsler Intelligence psychologists, coordinators of gifted programs, Scale for Children, Fourth Edition (WISC- teachers, and all professionals who determine ,9 /XELQ:DOOLV 3DLQH (YHQLQ placements based on IQ scores or design districts where IQ tests are not used in student services based on a child’s strengths and selection, the WISC-IV is often administered weaknesses. It is also provided for parents so when the parents appeal the decision to deny a they can better understand the interpretation child services. of their children’s scores. It is not intended to narrow the choice of tests in the selection of Also, for Twice-Exceptional children, the WISC- gifted students, but to broaden the guidelines IV plays an important role in documenting the for use of the WISC-IV and prevents its use in a IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 75 way that is disadvantageous to gifted children. As a result, a majority of gifted children show The WISC-IV was standardized on 2200 considerable variability in their Composite/ children, including Caucasians, African Index scores on the WISC-IV, a problem less Americans, Hispanics, Asians, and others often encountered in average children. When (a combined designation including Native this occurs, WISC-IV Full Scale IQ scores for Americans, Alaskan Natives, and other groups WKHJLIWHGPD\EHGLIÀFXOWWRLQWHUSUHWDQGLQ in the U.S.), in proportion to their distribution in VRPHFDVHVPD\EHORZHUHGVXIÀFLHQWO\E\ the American population. Parental educational processing skills to prevent gifted children from levels and geographic regions were also qualifying for needed programs. proportionately represented. In concert with the publishers’ concerns for “Suitability and It is recommended practice to derive the )DLUQHVVµJUHDWHUÁH[LELOLW\LVEXLOWLQWRWKH General Ability Index (GAI) when there are large administration of the WISC-IV: examiners are disparities among the Composite/Index scores permitted to use appropriate substitutions (Flanagan & Kaufman, 2004; Weiss, Saklofske, of subtests when necessary for equitability 3ULÀWHUD +ROGQDFN )ODQDJDQDQG (Wechsler, 2003). Nevertheless, IQ tests Kaufman (2004), in Essentials of WISC-IV should be interpreted cautiously for children Assessment, deem the FSIQ “not interpretable” from culturally and linguistically diverse if Composite scores vary by 23 points (1.5 backgrounds, and for all children, and should standard deviations) or more. The GAI utilizes never be the only basis for exclusion from gifted only scores from the Verbal Comprehension programs. In addition, all efforts should be and Perceptual Reasoning Composites, not made to accommodate linguistic diversity and Working Memory and Processing Speed. If test children in their native language. the Verbal Comprehension and Perceptual Reasoning Composite scores vary by less than The WISC-IV introduces important structural 23 points, “the GAI may be calculated and changes that compromise the relevance of the interpreted as a reliable and valid estimate of a Full Scale IQ score (FSIQ) for gifted children. child’s global intellectual ability” (p. 128). Use The Verbal and Performance IQ scores of RIWKH*$,WDNHVRQVSHFLDOVLJQLÀFDQFHZLWKWKH earlier versions of the scale have been gifted. Verbal Comprehension and Perceptual replaced by four Composite/Index scores on Reasoning tasks are heavily loaded on abstract the WISC-IV: Verbal Comprehension, Perceptual reasoning ability and are better indicators of Reasoning, Working Memory and Processing giftedness than Working Memory (auditory Speed. The weight of processing skills in the memory that is manipulated) and Processing Full Scale IQ calculation has doubled, with a Speed (speed on paper-and-pencil tasks). consequent reduction in the weight assigned Harcourt Assessments, publishers of the WISC- to reasoning tasks (verbal, visual-spatial and IV, provides GAI tables on its website in support mathematical). Testers of the gifted know that of similar use of the GAI when the variance abstract reasoning tasks best identify cognitive between Composite scores is both VLJQLÀFDQW giftedness, while processing skills measures and unusual (see Technical Report #4). do not. Gifted children with or without GLVDELOLWLHVPD\EHSDLQVWDNLQJUHÁHFWLYHDQG In light of these circumstances, where perfectionistic on paper-and-pencil tasks, comprehensive testing is available, NAGC lowering their Processing Speed Index scores; recommends that WISC-IV Full Scale IQ to a lesser degree, they may struggle when scores not be required for admission to gifted asked to recall non-meaningful material (Digit programs. Instead, the following guidelines are Span, Letter-Number Sequencing), lowering suggested: their Working Memory Index, even though they excel on meaningful auditory memory tasks :KHQWKH:,6&,9LVXVHGIRUWKHLGHQWLÀFDWLRQ that pique their interest. of gifted students, either the General Ability Index (GAI), which emphasizes reasoning 76 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION ability, or the Full Scale IQ Score (FSIQ), gifted children. The entire WISC-IV is a wise should be acceptable for selection to gifted choice for the comprehensive assessment programs. The GAI should be derived using the of gifted children, when Working Memory table provided in the Harcourt Assessments and Processing Speed subtests are used website (Technical Report 4)[http:// diagnostically. Administering just the Verbal harcourtassessments.com/hai/Images/pdf/ Comprehension and Perceptual Reasoning wisciv/WISCIVTechReport4.pdf] sections (a total of six subtests), and FDOFXODWLQJD*$,LVDOVRDMXVWLÀDEOHVKRUWHU The Verbal Comprehension Index (VCI) and and cost-effective alternative for selecting the Perceptual Reasoning Index (PRI) are also gifted students. independently appropriate for selection to programs for the gifted, especially for culturally Selected References diverse, bilingual, Twice-Exceptional students Flanagan, D. P., & Kaufman, A. S. (2004). or visual-spatial learners. It is important Essentials of WISC-IV assessment. Hoboken, that a good match be made between the NJ: John Wiley & Sons. strengths of the child and the attributes of the program. Students who have special learning Gilman, B. J., & Falk, R. F. (2005, August). needs should be admitted to gifted programs, Research-based guidelines for use of the WISC- provided that there are other indications of IV in gifted assessment. Paper presented at JLIWHGQHVVDQGLQVWUXFWLRQDOPRGLÀFDWLRQVDUH the 16th Biennial Conference of the World PDGHWRÀWWKHQHHGVRIWKHVWXGHQWV Council for Gifted and Talented Children, New Orleans, LA. 7HVWHUVVKRXOGFRQVLGHUZKHWKHUÁH[LELOLW\ in subtest choice is needed. Up to two /XELQ%:DOOLV55 3DLQH& substitutions of supplementary subtests for Patterns of psychological test usage in the core subtests can be made on the WISC-IV (in 8QLWHG6WDWHV ² Professional different Composite areas), decided a priori. Psychology, 2, 70-74. For example, the use of Arithmetic, instead Rimm, S., Gilman, B. J., & Silverman, L. of Digit Span or Letter-Number Sequencing, K. (2008). Non-traditional applications of may improve assessment of Working Memory traditional testing. In J. VanTassel-Baska (Ed.), for gifted children who are not math phobic. Critical issues in equity and excellence in Arithmetic substitutes a meaningful memory gifted education series, Volume 2: Alternative task for one of the non-meaningful subtests, assessment of gifted learners (pp. 175-202). is heavily weighted for abstract reasoning Waco, TX: Prufrock Press. ability, and can reveal mathematical talent. Substitutions may also be considered for Silverman, L. K. (in press). The measurement disabilities, such as using Picture Completion of giftedness. In L. Shavinina, Ed. The instead of Block Design when testing a child handbook on giftedness. New York: Springer ZLWKÀQHPRWRUGLIÀFXOWLHV Science. If these guidelines are followed, the WISC- Wechsler, D. (2003). The WISC-IV technical IV offers an excellent reasoning test with a and interpretive manual. San Antonio, TX: good balance between verbally administered Psychological Corporation. abstract reasoning and language items and tasks that assess visual-spatial and nonverbal :HLVV/*6DNORIVNH'+3ULÀWHUD$ reasoning with visual prompts (minimal verbal Holdnack, J. A. (2006). WISC-IV Advanced explanation). Visual items on the WISC-IV clinical interpretation. Burlington, MA: offer reduced timing emphasis over those Academic Press. RQWKH:,6&,,,DQDGYDQWDJHIRUUHÁHFWLYH IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 77 School Psychologist Perspective • T emple Grandin, renowned animal scientist who invented humane livestock handling systems, is autistic. Did You Know? • Bruce Jenner, Olympic gold medalist in swimming. “I just barely got through school. “One was spanked by his teachers for The problem was a learning disability, at a bad grades and a poor attitude. He time when there was nowhere to get help.” dropped out of school at 16. Another failed remedial English and came • R obin Williams, actor & comedian. Refers to SHULORXVO\FORVHWRÁXQNLQJRXWRIFROOHJH himself as “The poster child for ADD”. The third feared he’d never make it -RKQ&RXJDU0HOOHQFDPSKDVVSLQDELÀGD through school--and might not have ZLWKRXWDWXWRU7KHODVWÀQDOO\OHDUQHG • Jim Eisenreich and Mahmoud Abdul-Rauf are to read in third grade, devouring Marvel professional athletes, and both have Tourette comics, whose pictures provided clues to Syndrome. help him untangle the words. For more famous people with disabilities see www.disabled-world. com/artman/publish/ These four losers are, respectively, article_0060. shtml Richard Branson, Charles Schwab, John Chambers, and David Boies. Billionaire 'HÀQLWLRQ Branson developed one of Britain’s top 7ZLFH([FHSWLRQDOVWXGHQWVDUHLGHQWLÀHGDV brands with Virgin Records and Virgin gifted and talented in one or more areas of Atlantic Airways. Schwab virtually created H[FHSWLRQDOLW\ VSHFLÀFDFDGHPLFVLQWHOOHFWXDO the discount brokerage business. ability, creativity, leadership, visual or Chambers is CEO of Cisco. Boies is a SHUIRUPLQJDUWV DQGDOVRLGHQWLÀHGZLWKD celebrated trial attorney, best known as VSHFLÀFGLDJQRVDEOHFRQGLWLRQ>ZKLFKPD\QRW the guy who beat Microsoft.” yet be diagnosed] such as learning disability, mental health problems, neurological disorders, (http :1/money. cnn. corn/magazines/ physical handicaps, or even asynchronicity that fortune/fortune archive/2002/05/ occurs due to the discrepancy between mental 13/322876/in dex. htm). age and chronological age, which may or may not impede their progress in life. Three different subgroups of Twice-Exceptional Fortune magazine printed an article by Betsy students are described: Morris, Lisa Munoz, and Patricia Neering in May 13, 2002 issue about four boys who presented VWXGHQWVZKRKDYHEHHQLGHQWLÀHGDV challenges to their classroom teachers. JLIWHG\HWDUHH[KLELWLQJGLIÀFXOWLHVLQ school; These four boys grew into world-changing men VWXGHQWVLGHQWLÀHGDVKDYLQJOHDUQLQJ and share a common diagnosis of dyslexia. disabilities but whose exceptional Today no one questions their giftedness. Many abilities have never been recognized or challenged their academic abilities while yet in addressed; and school. (3) students in general education classes Other people who were successful in later ZKRDUHFRQVLGHUHGXQTXDOLÀHGIRU life—often in spite of their school experiences— services provided for students who are include: gifted or who have learning disabilities 'DZQ 78 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Characteristics • Behavior checklists completed by parents, These children were often noticed and tagged teachers, and student . with labels such as: the absent-minded • Clinical interviews. professor, lazy, not working up to potential, RIILQODODODQGÁDN\DQGRWKHUHTXDOO\ • S tandardized tests of visual and auditory deprecating descriptions (Weinbrenner, 2007). attention. %DXPDQG2ZHQ GHVFULEHJLIWHG/' • A more in-depth look at achievement in areas students as uniquely persistent, and have RIVXVSHFWHGGLIÀFXOW\ HJUHDGLQJÁXHQF\LQ individual interests, in spite of having lower expected cases of hidden dyslexia). DFDGHPLFVHOIHIÀFDF\7ZLFH([FHSWLRQDO • S tandardized tests of memory and learning students are often overlooked in school when needed. programs due to their ability to mask their disabilities with their giftedness. They may Adapted with permission from Austin often perform like an average student despite Psychological Assessment Center, Austin Texas observations of large vocabulary, abilities http://www.apacenter.com/gt-2e.asp. to do sophisticated mental math, or solve problems at levels beyond the abilities of their Missed and dual diagnoses age peers. Assessment results may indicate Missed diagnoses, or mis-diagnoses, can result overall average abilities, while sub scales may in increasing frustration for Twice-Exceptional VKRZVLJQLÀFDQWYDULDELOLW\7KHLQWHUQDOWHQVLRQ students. For example, in his practice as a resulting from the discrepancy in abilities can clinical psychologist, James Webb (2005) precipitate negative behaviors from boredom, KDVLGHQWLÀHGJLIWHGFKLOGUHQZLWK$'+' frustration, and depression to non-compliance, LD, anger disorders, ideational and anxiety anger, and aggression. disorders, mood disorders, sleep disorders, allergies, asthma, and reactive hypoglycemia. Best Practices $FFRUGLQJWR'DEURZVNL·VWKHRU\ Thorough assessment is mandatory, as cursory DVLQWHOOLJHQFHLQFUHDVHVRYHU or screening assessments often result in three standard deviations above average, average performance indicators. Attention personality traits emerge unique to the highly to subscale scores, medical records, family gifted population (over excitabilities). These history, and direct observations including traits are often mis-diagnosed as a pathological interviews may reveal very different aspects of condition, rather than a common mark of highly the individual student being assessed. Here is JLIWHGLQGLYLGXDOV 6LOYHUPDQ 7UHDWLQJ an example of a thorough assessment process: the gift as a disease may contribute to even more frustration in a developing gifted child. • R eview of developmental, medical, behavioral, and family history. Programming Programming requires attention to both the • R eview of report cards, teacher feedback, strengths and the disability of the student. It and results from any previous standardized often requires placement in a gifted program testing. as well as placement with a specialist or a • A ssessment of cognitive abilities using person to work with academic remediation. comprehensive, standardized measures The services of the school counselor are (including verbal and nonverbal abilities, often needed due to the frustration and/or working memory, and processing speed) . depression experienced by students who are • A ssessment of academic achievement in the Twice-Exceptional. Programming suggestions areas of reading, writing, and math. include: • R eview of any already completed work that • Gain a better understanding of the child’s may be indicative of the child’s unique gifts unique intellectual, academic, social, or talents. This could include work samples. emotional, and behavioral needs IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 79 • Identify the most appropriate educational as well as special education and/or 504 environment for the child that will address his services and accommodations RUKHUOHYHORIJLIWHGQHVVDVZHOODVVSHFLÀF Adapted with permission from Austin area(s) of disability Psychological Assessment Center, Austin Texas • O btain useful strategies and recommended http://www.apacenter.com/gt-2e.asp interventions tailored for the child based on KLVRUKHUVSHFLÀFSDWWHUQRIVWUHQJWKVDQG L. Rogien: Educational Psychologist, School weaknesses Psychologist • O btain educational program recommendations for GT program admission TWICE-EXCEPTIONALITY their multifaceted educational and personal Copyright 2009 NAGC. Reprinted with needs can be met and there is recognition that permission of the National Association giftedness does not preclude the presence of a for Gifted Children. No further reprints or disability or vice versa. redistribution is permitted without the consent of NAGC. ,Q 7KH0DUODQG5HSRUW 86'HSDUWPHQW of Health, Education, and Welfare) brought Psychologists who work in the area of special giftedness to the educational forefront; yet, education sometimes refer to students with two there were no legal mandates associated with disabilities as having a dual diagnosis, which WKH0DUODQG5HSRUW,Q DQRWKHUIHGHUDO may be considered to be Twice-Exceptional. LQLWLDWLYH3XEOLF/DZ UHQDPHG ,QWKHÀHOGRIJLIWHGHGXFDWLRQWKHPRUH Individuals with Disabilities Education Act commonly used term for a gifted student with >,'($@LQ DSSHDUHGRQWKHHGXFDWLRQDO a co-occurring disability is “Twice-Exceptional landscape. A major accomplishment of OHDUQHUµ7KLVVLPSOHGHÀQLWLRQEHOLHVWKH this legislation was that it ensured that complexity that underlies the multiple students with disabilities receive a free and issues associated with Twice-Exceptionality. appropriate public education (FAPE). Current Whereas the concept itself is becoming IDEA legislation recognizes 13 disability more well-known both in and out of gifted categories: learning disability, speech/language education, professionals still are unsure of the impairment, mental retardation, emotional prevalence of Twice-Exceptionality because disturbance, hearing impairment, visual no federal agency gathers base-rate data impairment, orthopedic impairment, other for this group of students. Estimates made heath impairment, autism, traumatic brain through various sources, such as the U.S. injury, multiple disabilities, and deaf-blindness Department of Education, suggest that there (U.S. Department of Education, 2007). Among are approximately 360,000 Twice-Exceptional these 13 categories, this position paper will students in America’s schools (National IRFXVRQWKUHHLGHQWLÀHGH[FHSWLRQDOLWLHV Education Association, 2006), making the DPRQJJLIWHGVWXGHQWVZLWKGLVDELOLWLHV 6SHFLÀF call for awareness and understanding about Learning Disabilities (SLD); Autism Spectrum Twice-Exceptionality critical for educators Disorder (ASD); and Other Health Impairments nationwide. This position paper is intended for 2+, ZKLFKLQFOXGHV$WWHQWLRQ'HÀFLW all individuals who wish to know more about Hyperactivity Disorder (ADHD). Those who are this important group of gifted learners so that interested in learning more about the other 10 80 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION disability categories can learn more by visiting DO 7KLVDSSURDFKLVEHQHÀFLDOIRU the U.S. Department of Education’s website: average or below average students because www.ed.gov. it eliminates the “wait to fail” process that resulted when students had to demonstrate Despite the fact that the Marland Report a severe discrepancy between ability and and IDEA were federal initiatives and both achievement to obtain services. Furthermore, recognized that students were individuals RtI is believed to offer an advantage for with cognitive and academic differences who average or below-average students because needed individualized attention, they remained they receive interventions, whereas they may disconnected. This changed with the 2004 never qualify for assistance under an ability- re-authorization of IDEA (IDEA-2004), which achievement discrepancy model. Likewise, recognized through new regulations, that gifted students who do not have a learning children who are gifted and talented may GLVDELOLW\PD\EHQHÀWIURPWKHDSSOLFDWLRQRI also have disabilities. This may seem to have RtI to programming because an individualized been a move in a positive direction for Twice- approach to measurement of success within Exceptional students; however, there was the curriculum could identify areas for another important change in IDEA-2004 that academic acceleration and or enrichment. focuses on the way in which all students could EHLGHQWLÀHGIRUVSHFLÀFOHDUQLQJGLVDELOLWLHV 7KHPDMRUÁDZLQWKH5W,DSSURDFKLV and has the potential to negatively impact immediately apparent and is related to two Twice-Exceptional students. LQDFFXUDWHDVVXPSWLRQV7KHÀUVWZURQJ assumption is that the “broadly appropriate” The largest percentage of students classroom curriculum is a good match for a (approximately 50% of all students with gifted student. The second wrong assumption disabilities) is found in the category known LVWKDWWKHGHÀQLWLRQRIIDLOXUHIRUDJLIWHG DV6SHFLÀF/HDUQLQJ'LVDELOLWLHV 6/' FKLOGLVWKHVDPHDVWKHGHÀQLWLRQRIIDLOXUH ,GHQWLÀFDWLRQRI6/'WUDGLWLRQDOO\UHOLHGXSRQ for a child with average or below-average DVLJQLÀFDQWGLVFUHSDQF\EHWZHHQDVWXGHQW·V cognitive ability. The gifted student with a level of ability and achievement. This resulted learning disability often times goes unnoticed LQVWURQJVXSSRUWWRH[SDQGWKHLGHQWLÀFDWLRQRI in the classroom because performance with SLD procedures to include a procedure known a broadly appropriate curriculum appears as Response to Intervention (RtI), which was satisfactory to most educators. On the one PRUHUHFHQWO\LQWURGXFHGWRWKHÀHOGRIVSHFLÀF hand, the “adequate” performance is the learning disabilities (Fuchs, Mock, Morgan & result of high cognitive ability, which allows Young, 2003) and perceived as a correction to for the student to compensate in a less-than- the “wait to fail” dilemma. challenging curriculum. On the other hand, the high cognitive ability is not fully realized %ULHÁ\WKH5W,DSSURDFKWRLGHQWLI\LQJOHDUQLQJ because the disability prevents the student GLIÀFXOWLHVLVEDVHGXSRQDQDVVXPSWLRQWKDW from fully expressing his or her talents (National the classroom curriculum is broadly appropriate Education Association, 2006; Silverman, and that a student’s progress is monitored 2003). through daily class work. If the student is not making progress, then it is because an Failure for a student who has cognitive ability adjustment with the pedagogical process is that is one or more standard deviations needed. A special education evaluation that above average is often missed because his includes a comprehensive evaluation would “average” classroom performance appears to be necessary only after classroom-based be “appropriate”; yet, in reality, the average interventions are not successful (Fuchs et performance actually represents a “failure to IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 81 thrive.” The level at which a student is expected VSHFLÀFDOO\WRGHWHUPLQHWKHSUHVHQFHRI$6' to “thrive” is best determined through the $VVRXOLQH)ROH\1LFSRQ 'RRED\ process of a comprehensive evaluation that (DUO\LGHQWLÀFDWLRQLVSUHIHUDEOHDVLWIDFLOLWDWHV includes a cognitive ability test (Assouline, the intervention process and increases the Foley Nicpon, & Whiteman, in revision). If an likelihood of improved functioning in various individualized intelligence test is not available, environments (National Research Council, then using an excellent group ability test 2001). can also be helpful as an initial indicator of cognitive ability if it produces an individualized $WKLUGFDWHJRU\LGHQWLÀHGWKURXJK,'($LV SURÀOHWKDWFDQUHYHDOWKHSRVVLELOLW\RIOHDUQLQJ Other Health Impairments, which represents GLIÀFXOWLHV a broad category that includes, among other GLVDELOLWLHV$WWHQWLRQ'HÀFLW+\SHUDFWLYLW\ $VHFRQGFDWHJRU\LGHQWLÀHGWKURXJK,'($LV Disorder (ADHD). ADHD is characterized by autism spectrum disorder (ASD), which is a inattentive and/or impulsive and hyperactive developmental disability that is characterized EHKDYLRUVWKDWFDXVHVLJQLÀFDQWLPSDLUPHQW E\VHYHUHFRPPXQLFDWLRQGLIÀFXOWLHVVRFLDO in functioning. Prevalence rate estimates LPSDLUPHQWVDQGEHKDYLRUDOGLIÀFXOWLHVDQG are between 3 – 5% of the school age intensities. The rate at which ASD is diagnosed population (American Psychiatric Association, across the nation has grown substantially 2000). Therefore, even though ADHD is one in the past 20 years, and prevalence varies of the more commonly diagnosed Twice- by region (i.e., anywhere from 1 out of 81 Exceptionalities, its prevalence is still relatively children to 1 out of 423 children; Individuals low. Similar to ASD, some characteristics of with Disabilities Act Data, 2007). Increasingly, gifted learners overlap with characteristics scholars and clinicians are recognizing that of children with ADHD, which can complicate students with this developmental disability can diagnostic accuracy (Baum, Olenchak, & Owen, also be cognitively and academically gifted. )RUH[DPSOHJLIWHGVWXGHQWVRIWHQVKRZ In fact, some broad characteristics of highly inattention symptoms in learning environments gifted children overlap with characteristics of that are underchallenging, while students with students with ASD (e.g., focused interest on a ADHD typically show inattention symptoms topic). It is, therefore, crucial that a diagnosis regardless of the environment. More recent only be made by a professional who is familiar HPSLULFDOUHVHDUFKFRQÀUPVWKDWKLJKDELOLW\ with giftedness and ASD so that there is neither students can and do have diagnoses of ADHD, misdiagnosis, nor missed diagnosis (Neihart, DQGWKDWWKHLUVFKRROSHUIRUPDQFHGLIÀFXOWLHV 2008; Webb, Amend, Webb, Goerss, Beljan, & behavioral presentation, and family history of Olenchak, 2005). an ADHD diagnosis is very similar to average ability students with ADHD (Antshel, et al., As another example, determining whether a 2007). It is therefore critical that diagnosticians student who is demonstrating socialization become aware of the characteristics of ADHD SUREOHPVVXFKDVGLIÀFXOW\PDNLQJIULHQGVRU and how they can uniquely present among the engaging in conversation has these problems gifted population (Kaufmann & Castellanos, EHFDXVHKHRUVKHFDQQRWÀQGLQWHOOHFWXDO 2000) in order to prevent missed diagnosis or peers or because the student has ASD is misdiagnosis (Webb et al., 2005). accomplished only through a comprehensive evaluation. Such an evaluation must include Best practice necessitates a comprehensive an assessment of the student’s cognitive and evaluation that includes as much information academic skills, social-emotional status, and as possible about a student’s cognitive and adaptive behavior. Additionally, a psychologist DFDGHPLFSURÀOHVDVZHOODVLQIRUPDWLRQ should administer instruments developed about the student’s social-emotional and 82 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION behavioral presentation. This means that Exceptional students, three of which are listed educators should draw upon the multiple kinds below: of professional expertise available, including 1. A review of student’s school records can results from standardized tests, curriculum- reveal a pattern of academic strengths and based assessment scores, and completion weaknesses that warrants further evaluation. of behavioral surveys and parent interviews, /RRNVSHFLÀFDOO\IRUHYLGHQFHUHJDUGLQJ as well as formal observations, which are talent areas and possible vulnerabilities. This critical to making an accurate diagnosis and requires a collaborative effort among regular, generating appropriate recommendations. special, and gifted educators, as well as with Only a comprehensive evaluation can lay special support personnel such as school the groundwork necessary for creating an psychologists or school counselors. educational environment where the Twice- Exceptional student thrives in his or her 2. S ocial-emotional concerns for Twice- areas of strength and receives appropriate Exceptional students must be evaluated accommodations for the disability. In and developed as a focus of the educational searching for an accurate diagnosis for the plan to ensure students’ positive adjustment student, parents and educators should seek and long-term success. Development of self- professionals (e.g., psychiatrists, psychologists) awareness of strengths and weaknesses who are, at a minimum, familiar with the is especially important to the academic diagnostic complexities involved in working with success of a Twice-Exceptional student. Twice-Exceptional learners so that misdiagnosis Twice-Exceptional students will typically and missed diagnosis are avoided. EHQHÀWIURPVXSSRUWJURXSVERWKLQVLGHDQG Psychologists should be able to read and outside of the schools setting. interpret unique patterns of test data so that 3. U niversity-based talent searches offer they accurately identify and promote children’s VXEMHFWVSHFLÀFZD\VRIGLVFRYHULQJEULJKW high abilities and talents. They also need to be students who might otherwise be overlooked attuned to the possibility that a student could through traditional gifted and talented have more than one diagnosis; for example, programs, especially programs that use a students with ASD in many cases struggle with composite score to determine eligibility for written language to the extent that they have gifted programming. DFRPRUELGGLDJQRVLVRI6/'4XDOLÀFDWLRQV Approved March 2009 to make a diagnosis of a SLD vary by state. Some states allow specially-trained educational REFERENCES consultants to make such a diagnosis; others American Psychiatric Association. (2000). require that a psychiatrist or psychologist make Diagnostic and statistical manual of mental the diagnosis. With respect to ASD or ADHD, disorders (4th ed., text rev.). Washington, DC: licensed mental health professionals have the American Psychiatric Association. necessary training to make accurate diagnoses. )RUPDQ\\HDUVHGXFDWRUVLQWKHÀHOGRIJLIWHG Antshel, K. M., Faraone, S. V., Stallone, K., education have advocated that a disability Nave, A., Kaufmann, F. A., Doyle, A., Fried, R., does not preclude the presence of giftedness Seidman, L., & Biderman, J. (2007). Is attention and, increasingly, researchers are generating GHÀFLWK\SHUDFWLYLW\GLVRUGHUDYDOLGGLDJQRVLVLQ evidence-based practices for working with the presence of high IQ? Results from the MGH Twice-Exceptional students. For example, longitudinal family studies of ADHD. Journal of Assouline, Foley Nicpon, and Huber (2006) Child Psychology and Psychiatry, 48(7), 687- provided suggestions for working with Twice- IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 83 Assouline, S. G., Foley Nicpon, M., & Doobay, National Research Council (Ed.). (2001). A. Profoundly gifted girls and autism Educating children with autism. Washington, spectrum disorder: A psychometric case DC: National Academy Press. study comparison. Gifted Child Quarterly. 3UHSXEOLVKHG)HEUXDU\ '2, Neihart, M. (2008). Identifying and providing services to twice-exceptional children. In S. Pfeiffer (Ed.). Handbook of giftedness in Assouline, S. G., Foley Nicpon, M., & Whiteman, children: Psycho-educational theory, research, C. (In review). Cognitive and psychosocial and best practices. New York: Springer. characteristics of gifted students with written language disorder. Silverman, L. Gifted children with learning disabilities. (2003). In N. Colangelo & G.A. Assouline, S. G., Foley Nipcon, M., & Huber, D. Davis (Eds). Handbook of gifted education (3rd H. (2006). The impact of vulnerabilities and ed., pp. 533 - 546). Needham, MA: Allyn and strengths on the academic experience of twice- Bacon. exceptional students: A message to school counselors. Professional School Counseling, U. S. Department of Education, Elementary 10(1), 14-23. and Secondary Education Act (Public Law 107- 110). http://www.ed.gov/policy/elsec/leg/ Baum, S. M., Olenchak, F. R., & Owen, S. V. esea02/107-110.pdf (retrieved 11/06/07). *LIWHGVWXGHQWVZLWKDWWHQWLRQGHÀFLWV )DFWDQGRUÀFWLRQ"2UFDQZHVHHWKHIRUHVW U.S. Department of Education, Institute of for the trees? Gifted Child Quarterly Education Sciences, National Center for Special - 104. Education Research, National Longitudinal Transition Study. http://ies.ed.gov/ncser/ Fuchs, D., Mock, D., Morgan, P. L., & Young, pubs/20073006/tables/table_b1.asp C. L. (2003). Responsiveness-to-intervention: (retrieved 12/10/08). 'HÀQLWLRQVHYLGHQFHDQGLPSOLFDWLRQVIRU the learning disabilities construct. Learning U.S. Department of Health, Education, and Disabilities Research & Practice, 18(3), 157 :HOIDUH Education of the gifted and 1$633RVLWLRQ3DSHURQ,GHQWLÀFDWLRQ talented. Washington, DC: Author. RI6WXGHQWVZLWK6SHFLÀF/HDUQLQJ'LVDELOLWLHV http://www.nasponline.org/about_nasp/ Webb, J. T., Amend, E. R., Webb, N., Goerss, positionpapers/SLDPosition_2007.pdf J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted Kaufmann, F. A., & Castellanos, F. X. (2000). children and adults: ADHD, Bipolar, OCD, $WWHQWLRQGHÀFLWK\SHUDFWLYLW\GLVRUGHULQJLIWHG Asperger’s, Depression, and other disorders. students. In K. A. Heller, F. J. Monks, R. J. Scottsdale, AZ: Great Potential Press Sternberg, & R. F. Subotnik (Eds.). International handbook of giftedness and talent (2nd ed., pp. 621- 632). Amsterdam: Elsevier. Individuals with Disabilities Act Data (2007). https://www.ideadata.org/PartBChildCount.asp National Education Association (2006). The twice-exceptional dilemma. Washington, DC: Author. 84 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION *LIWHG&KLOGUHQZLWK$WWHQWLRQ'HÀFLW “There are many smart children in Hyperactivity Disorder (ADHD) Maureen Neihart this country who are not considered October 2003 gifted because their behaviors and http://www.cec.sped.org/AM/Template.cfm? DFKLHYHPHQWGRQRWÀWWKHVWHUHRW\SHG Section=Search&template=/CM/HTMLDisplay. view of gifted children. Their superior cfm&ContentID=1763 ability can be recognized when adults realize that gifted children with learning 7KH5ROHRI$VVHVVPHQWVLQWKH,GHQWLÀFDWLRQRI or behavior problems do exist and that Gifted Students WKH\FDQEHLGHQWLÀHGDQGVHUYHGE\ http://www.nagc.org/index.aspx?id=4022 multiple measures.” Twice-Exceptional Learners: Implications for Neihart, M. (2008). Identifying and the Classroom - Susan Assouline providing services to twice-exceptional http://www.education.uiowa.edu/belinblank/ children. In S. Pfeiffer (Ed.). Handbook of clinic/2xe_needs_assess.pdf giftedness in children: Psycho-educational theory, research, Twice-Exceptional Children: Lost Treasures - and best practices. New York: Springer. Linda Silverman http://www.gifteddevelopment.com/PDF_ ÀOHVHFKLOGUHQSGI References for Psychologist Chapter: The Twice-Exceptional Dilemma National “Identifying and Providing Services to Twice- Education Association Exceptional Children”, Maureen Neihart, http://sites.nea.org/specialed/images/ Handbook of Giftedness in Children, Phycho- twiceexceptional.pdf Educational Theory, Research, and Best Practices, edited by Steven I. Pfeiffer, Springer Eide neurolearning blog weekly articles related Science+Business Media, LLC, New York, NY, to brain based learning 2008, pgs 115-137. http://eideneurolearningblog.blogspot.com/ “The Challenge of Identifying Gifted/Learning Gifted and Learning Disabled: A Disabled Students”, International Journal of Neuropsychologist’s Perspective Special Education, Vol 22 No 3 2007 http://www.sengifted.org/ http://www.internationalsped.com/documents/ articles_counseling/Webb_ 6Krochak%20and%20Ryan%20GIFTED.doc GiftedAndLDANeuropsychologistsPerspective. BEST PRACTICES IN THE IDENTIFICATION shtml OF GIFTED STUDENTS WITH LEARNING DISABILITIES D. BETSY McCOACH, THOMAS J. KEHLE, MELISSA A. BRAY, AND DEL SIEGLE University of Connecticut http://www.gifted.uconn.edu/Siegle/ Publications/PsychInSchoolBestPractices.pdf IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 85 Role of School Counselors might be perceived as psychopathological rather than indicators of a strong potential School Counselors Light Up the for advanced personality development. The Intra- and Inter-Personal Worlds of intensity of the gifted has, unfortunately, resulted in some highly gifted individuals Our Gifted being improperly labeled as severely mentally Reprinted with permission by Cynthia Marie- disabled due to an inappropriate assessment Martinovich Lardner (Funk-Werblo, D., personal communication to Susan Grammers, 2001). Creative, talented and gifted children, broadly GHÀQHGDVWKHWRSRIWKHEHOOFXUYH In reality, gifted children are not inherently 6LOYHUPDQD RIWHQÀQGIHZSURJUDPV more at risk than their non-gifted peers for elusive funding and few specially trained GHYHORSLQJSV\FKRSDWKRORJ\DVGHÀQHGE\ professionals. One reason gifted children the DSM. As to DSM diagnosis, only mood have special needs is that they develop disorders appear with greater frequency within asynchronously, or unevenly. A child may soar the creatively gifted population. Despite in his or her ability to intellectually comprehend the many myths, there exists no hard data matters far exceeding their chronological that gifted individuals, absent extenuating age, while the necessary development has circumstances, are more likely to commit yet to occur as to enable them to process the suicide, use drugs or drop out than the same matter emotionally. Annemarie Roeper SRSXODWLRQDWODUJH 'HOLVOH advocated that gifted children are integrated for who they are and society needs to accept One area in which the gifted have been them without assigning yet another label. LGHQWLÀHGDVEHLQJDWULVNLVLQWKHGRPDLQ RIOHDUQLQJGLVDELOLWLHVDQGDWWHQWLRQGHÀFLW Kazimierz Dabrowski, a Polish psychologist and disorder. In 2002, Silverman (2002a) psychiatrist, developed a hierarchical theory SUHVHQWHGVWXG\UHVXOWVUHÁHFWLQJDVDPSOH of personality development called The Theory of 4,000 children tested over a 22-year of Positive Disintegration (TPD). Regardless of period by her and her colleagues. The study JLIWHGQHVVDWHUPQRWVSHFLÀFDOO\GHÀQHGLQ concluded that up to one out of six children Dabrowski’s work, children prone to advanced studied had a learning disability, attention personality development often exhibit “over- GHÀFLWGLVRUGHURURWKHUQHXURORJLFDOFRQGLWLRQ excitabilities” (“OEs”) (Tillier, 2001). These While this number may be higher or lower in 2(VFDQEHIRXQGLQÀYHUHDOPV SV\FKRPRWRU a different sample population, it remains a sensual, emotional, imaginative and VLJQLÀFDQWSRWHQWLDODUHDRIULVN 6LOYHUPDQ intellectual. Over time, these OEs or intensities 2002a). Unfortunately, to the untrained, such have become regarded as possible indicators disabilities – termed a dual-exceptionality or 2E of giftedness (Webb, 2000; Webb, 2001). The - often go undiscovered and unaddressed. A earliest proponent of applying OEs to identify spin-off of this problem is when a 2E child the gifted was psychologist Michael Piechowski, crafts his/her own compensatory strategies one of Dabrowski’s original students thereby masking their gifts. Even the youngest (Mendalgio, 2002). While every gifted child gifted children are so sophisticated that they may not exhibit each OE, gifted children almost develop their own compensatory skills allowing always exhibit higher-than-average intellectual them to function at least as average in the and emotional intensities. traditional classroom. Dabrowski called having high levels of When gifted children have unmet or intensities the “Tragic Gift” (Tillier, 2001). To unrecognized needs, when they do not the unsophisticated observer, these intensities feel accepted and or are isolated, when a 86 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION sense of universality or normalcy is absent, equate differentness with being “strange” or when appropriate educational and social unacceptable, and this becomes the basis of opportunities are lacking, where there is their self-concept. introversion and internalizing, and when there are cultural or language barriers, the risk level (Silverman, 2000). This is a terribly oppressive increases (Moon, Niehart, Reis & Robinson, experience for children. It is exacerbated 2002). Regardless of whether a gifted child is by the fact that, in most school systems, intense, has unmet or unacknowledged needs, LGHQWLÀFDWLRQRIWKHJLIWHGDQGIRUWKDWPDWWHU has a learning disability, is asynchronous or learning disabilities, does not occur until even has a neurological condition, intervention WKLUGJUDGHZKHQVWDQGDUGL]HGWHVWVDUHÀUVW is necessary. Early intervention might administered. By then, many gifted children inoculate this group from some potential risks have learned that, in order to gain social or minimize others. Unfortunately, there is acceptance, it is best to hide their gifts or not enough research on every possible risk to “dumb down”. These children may lose and each risk needs to be evaluated on a their drive to learn or to display their abilities, case-by-case basis. (Moon, Niehart, Reis & at least while in the school environment, Robinson, 2002). Counselors should either thereby resulting in under-achievement. A obtain training enabling them to identify few of the many reasons cited for under- and work with this population, or to cultivate achievement are a fear of failure or success, a basic understanding of characteristics being either unaccepted or unsupported by indicative of giftedness and then refer them peers, having undetected learning disabilities to a specialist. Counselors choosing to work or, most importantly, being placed in an with gifted children should be proactive, educational setting that does not generate prevention-oriented and capable of being opportunities for taking calculated risks, challenged by what others might regard as a building resiliency, developing effective study recalcitrant or temperamental child. Prevention skills and experiencing socially acceptable EXLOGVUHVLOLHQFHVRFLDOVNLOOVDQGVHOIHIÀFDF\ competitiveness. (Silverman, 2004). )XUWKHUPRUHDVPRVWFKLOGUHQ·VGLIÀFXOWLHV arise from group interactions, they are also These are not new problems or challenges. It is best solved in groups. (Corey 2004). Working one born of a long history of teachers receiving with gifted children in a group setting presents nominal formal education in giftedness and a further opportunity for counselors to identify, little, if any, related in-service training in resolve or even prevent problems. addressing the academic, social and emotional needs of the gifted. Even a teacher well- Silverman (2003) opined that the optimal time WUDLQHGLQJLIWHGSHGDJRJ\PD\ÀQGLWGLIÀFXOW to reach out to all gifted children is upon their teaching a differentiated curriculum to a entrance into formal education: socio-economic, culturaly and racially diverse classroom in which there exists a 70 and, in Many gifted children receive a good foundation extreme circumstances, a 100-point IQ spread. for self-esteem within their families. Then Meeting children’s intellectual needs at either something happens: they meet other end of the bell curve — plus those who are 2E FKLOGUHQ%\WKHDJHRIÀYHRUVL[RSHQQHVV or even 3E — requires extensive differentiated DQGFRQÀGHQFHDUHIUHTXHQWO\UHSODFHGZLWK curriculum. The outliers at either end of this self-doubt and layers of protective defenses. IQ range may also complicate meeting the Being different is a problem in childhood. social and emotional needs. As a result, the Young children—even gifted ones—do not average classroom is not the ideal environment have the capacity to comprehend differences. to identify a gifted student, let alone one who 7KH\KDYHGLIÀFXOW\XQGHUVWDQGLQJZK\RWKHU is underachieving, “dumbing down”, learning children do not think the way that they do. They disabled or socially isolated. In fact, it is more IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 87 likely that the “bright” children will be viewed risk population. By employing basic Rogerian as gifted, and the gifted viewed as problematic skills, such as unconditional positive regard 6]DERV and being congruent, they can support gifted children in the educational setting, regardless For these children, and all other gifted children, of whether they too are gifted. In this regard, counselors can provide sorely needed support it is important to mention Gardner’s theory of in the public and private school sectors. To multiple intelligences. Even if a counselor is date, both gifted children and adults have been not intellectually gifted, it is almost a certainty under-served by the counseling profession. that having made it through a rigorous The problem begins in our graduate schools in academic graduate program, the counselor will which counseling students currently receive no possess strong gifts in the interpersonal and standardized instruction in the unique needs intrapersonal realms. of the gifted. The Council for Accreditation of Counseling and Related Educational This position is endorsed by The National Programs (CACREP) is currently reviewing and Association for Gifted Children’s (NAGC) updating its accreditation standards for 180 Counseling and Guidance Division. The NAGC graduate counseling programs to hopefully (2003) found that a partial solution to the require that giftedness be taught commencing impediments and lack of supportive personnel in or after 2008. School counselors are in the school setting can be found by cross- currently required to take only one class in training counselors to work with the gifted. SV\FKRSDWKRORJ\DQGQRQHVSHFLÀFDOO\UHODWHG 0RUHVSHFLÀFDOO\WKH1$*&FRQFOXGHGWKDW to psychopharmacology or learning disabilities. 1. Identifying very young gifted children may The current curriculum is the product of the preclude the need for later counseling traditional role of the school counselor, which services; is to offer guidance, be supportive and promote personal growth, and assist with career and 2. C ounseling is effective with gifted middle college choices. childhood students; and 7KHUHDUHVSHFLÀFWHFKQLTXHVWKDWDUHNQRZQ This historical pattern need not continue. WREHQHÀWJLIWHGVWXGHQWVLQFOXGLQJ´«XVH With proper training, “Counseling in schools of earliest recollections, music therapy, can be envisioned as either remedial or family systems therapy, Gestalt psychology, developmental. In remedial counseling, the control theory applications, Bruner’s growth emphasis is on problem-solving and crisis principles, Dabrowski’s theory applications, intervention. With this approach the counselor group dynamics, structured guidance is a therapist who helps correct problems. In intervention, biofeedback, and intermediate developmental counseling, the counselor also strategic intervention.” has a therapist role, but the primary function is to establish an environment in school that %DVHGRQLWVÀQGLQJVWKH1$*&UHFRPPHQGV is conducive to the educational (cognitive WKDWVFKRROGLVWULFWV´«GHVLJQDWHRQHIXOOWLPH and affective) growth of gifted students” counselor per school dedicated to meeting (Colangelo, 2002). Counselors can become the affective and counseling needs of gifted more cognizant of gifted students’ unique adolescents. This counselor is responsible needs by attending conferences, taking on- for group and individual interventions for line coursework, reading journals and other DGMXVWPHQWDQGPRWLYDWLRQDOGLIÀFXOWLHV written material, watching videos and observing career counseling, and college placement/ or assisting at a private school or camp for JXLGDQFHIRUDOOLGHQWLÀHGJLIWHGDQGKLJK gifted children. Learning about the gifted will talent students in the school.” Another full- empower counselors to understand the gifted time counselor should be designated to are no different than any other potentially at- conduct regularly scheduled group affective 88 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION sessions with both elementary and middle old boys, David began to understand how to school children. Counseling gifted children, deal better with the kids at school. He found from a group perspective, should focus on a the group to be a place of safety and support proactive, preventative role (NAGC, 2003). For that enabled him to survive in his world. instance, group sessions would allow children WRH[SUHVVWKHPVHOYHVDQGÀQGRWKHUFKLOGUHQ By reaching out to gifted children in a genuine, having similar views, interests and feelings, sensitive manner, employing unconditional thereby negating perceptions of being “odd” positive regard, a counselor can support gifted or “different” and fostering universality. This students as they develop, maintain or enhance type of counseling intervention reduces their self-concept. Self-concept, or one’s own the possibility of at-risk children developing perception of self, arises from both internal and emotional problems requiring professional external factors. Self-concept is an emotional intervention in the middle school years. gauge of emotional affect and motivational level. The end product is self-worth (Hoge and $FULWLFDOVHFRQGDU\EHQHÀWRIGLVFXVVLRQ 5HQ]XOOL JURXSVLVSURPRWLQJVRFLDODIÀOLDWLRQ,QLWLDO contacts made in discussion groups may grow Throughout the educational process, Renzulli into genuine relationships that continue into DQG+RJH LQDSDSHUSXEOLVKHGE\WKH the child’s everyday world. Andrew Mahoney National Research Center on the Gifted and (2003) stated that there are “four constructs” Talented (NRC/GT), Concluded that gifted in counseling gifted children starting with students retain an enhanced academic self- YDOLGDWLRQDIÀUPDWLRQDIÀOLDWLRQDQGDIÀQLW\ concept throughout their education. When Mahoney (2003) noted: tested at the 5th, 8th and 10th grade levels, academic self-concept was slightly higher in a ,QDIÀOLDWLRQVHFRQGDU\UHODWLRQVKLSV LH regular classroom than in a magnet program. peers, siblings, colleagues, etc.) become 5HQ]XOOLLGHQWLÀHGWZRYDULDEOHVWKDWPLJKW highlighted. These relationships enhance alter self-concept. First, labeling a child seems the individuation of the self by encouraging to positively affect self-concept. Second, separation from the family of origin and from moving a child from a regular classroom to a WKHSDUHQW,QWKLVZD\DIÀOLDWLRQVXSSRUWV magnet program resulted in a decline in self- individuation and the development of a healthy concept. Some variability was noted in the and whole self. Included in this process is program-focused studies (Hoge & Renzulli, recognition of the need for belonging and &RODQJHORDQG$VVRXOLQH feeling that “who I am” has a place and in a later study also published by the NRC/GT PHDQLQJ*LIWHGDIÀOLDWLRQSURYLGHVDIRUXP which focused on children with IQs exceeding in which individuals are appreciated and 160, concluded that at the elementary school accepted for their uniqueness. For example, level improper placement will precipitate a ZLWKDSSURSULDWHDIÀOLDWLRQVDJLIWHGFKLOGZLOO noticeable decrease in interpersonal self- not have to deny their giftedness in order to concept. It is important to recognize that, make friends. if given the opportunity, children at this level could complete the entire elementary 0DKRQH\ FLWHVWKHIROORZLQJH[DPSOH curriculum in one year. Counseling groups offer one form of For all gifted children, by or in high school, socialization. David never had the opportunity self-concept and interpersonal skills decrease, to talk to a peer about how badly the kids while anxiety and isolation increase. For made fun of the things he said. By joining a some gifted children, self-concept relative to counseling group of highly gifted 8- to 10-year- peer relations diminished as they progressed IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 89 through school. (Colangelo & Assouline, REFERENCES ´3RVLWLYHVHOIFRQFHSWFDQEH &RODQJHOR1 $VVRXOLQH6* 6HOIFRQFHSWRI correlated with challenge-seeking, willingness gifted students: Patterns by self-concept, domain grade to do hard work, take risks, and effectively level, and gender. In F. J. Mönks (Ed.), Proceedings from evaluating personal performance.” (Neihart et the 1994 European council on high ability conference (pp. 66-74). New York, New York: Wiley. al., 2002). “Learning to cope internally and Colangelo, N., & Assouline, S. G. (2000). Counseling gifted respond to others makes all the difference, as students. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. emotional intelligence, not IQ, is the dominant Subotnik (Eds.), International handbook of giftedness and factor in predicting overall success” (Lardner, talent QGHGSS $PVWHUGDP (OVHLYHU 2004). By working with the gifted in the school Colangelo, N. (Fall, 2002). Counseling Gifted and Talented setting, counselors nurturing universality Students. DQGDIÀOLDWLRQFDQERRVWVHOIFRQFHSWDQG 'HOLVOH-5 'HDWKZLWKKRQRUV 6XLFLGH VHOIHIÀFDF\WKHUHE\LQFUHDVLQJHPRWLRQDO among gifted adolescents.² Journal of Counseling and intelligence. Development, 64. Hastnett, N., Nelson, J. & Rinnh, A. (2004). Gifted or ADHD? Once a school counselor establishes an The possibilities of misdiagnosis. Roeper Review, 26 (2), 73-76. expertise in giftedness and a rapport with the gifted children, the counselor can then +RJH5 5HQ]XOOL. 6HOIFRQFHSWDQGWKHJLIWHG child. The National Research Center on the Gifted and the branch off to provide other needed support 7DOHQWHG1R services. Two areas where support services Lovecky, Deirdre V. (2004). Different Minds: Gifted Children could be delivered would be by providing With AD/HD, Asperger Syndrome, and other Learning in-service training to teachers and other 'HÀFLWV. London and New York, NY: Jessica Kingsley professionals, and modeling effective skills Publishers. LQWKHFODVVURRPWKDWEHQHÀWWKHJLIWHGDV 0DKRQH\$6 7KHJLIWHGLGHQWLW\IRUPDWLRQPRGHO well as the classroom as a whole. If these - In search of the gifted identity, from abstract concept to services are accepted, a counselor may workable counseling constructs. Roeper Review, 20 (3), 5HWULHYHG0DUFK IURPKWWS ZZZ WKHQÀQGWHDFKHULQLWLDWHGFRQVXOWDWLRQ counselingthegifted.com/articles/insearchofID.html. RFFXUULQJ&DSODQ SURYLGHGRQHRIWKH National Association for Gifted Children Counseling and PRUHSRSXODUGHÀQLWLRQVRIFRQVXOWDWLRQE\ Guidance Division. (n.d.). Recent research on guidance, stipulating that consultation is both a voluntary FRXQVHOLQJDQGWKHUDS\IRUWKHJLIWHG5HWULHYHG0DUFK and nonhierarchical relationship between 2003 from http://www.nagc.org/CounGuide/guide.html (no two individuals who are professionals from longer available). differing occupations, such as a counselor and Mendaglio, S. (2002) Dabrowski’s Theory of Positive Disintegration: Some implications for teachers of gifted a teacher. Consultation is most successful students. AGATE. Fall 2002 15(2) 14-22. when initiated by the consultee, in this case, Moon, S., Niehart, M., Reis, S., & Robinson, N. (2002). the teacher, for the purpose of solving a work- The Social and Emotional Development of Gifted Children: related issue. (Robinson, 2002). What Do We Know?. (a service publication of the National Association of Gifted Children). Waco, TX:Purfrock Press, Another area in which counselors may become Inc. pp.267-268. involved is consulting with parents, sending Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. home information and hosting informal and (2002). The Social and Emotional Development of Gifted Children: What Do We Know? Washington, DC: National interactive parent and family groups. This Association for Gifted Children. starts a positive holistic process whereby the Robinson, R. (Fall 2002). What is the school psychologist’s teachers’, the counselors’, the parents’ and, role in gifted education? Gifted Child Today Magazine. most of all, the children’s self-concept and self- Waco, TX: Purfrock Press, Inc. HIÀFDF\DUHDOOHQKDQFHG Roeper, A. (2000). Giftedness is heart & soul, CAG Communicator, 31(4). Retrieved May 5, 2003 from the 90 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION California Association for the Gifted website (no longer World Wide Web on October 31, 2004 at http://members. available) shaw.ca/positivedisintegration/Intro5.pdf. (requires Adobe) Silverman, L.K., Developmental phases of social Webb, James T. (2000). Mis-diagnosis and dual diagnosis development, Gifted Development Center, Denver, Colorado of gifted children: Gifted and LD, ADHD, OCD, Oppositional $VUHWULHYHGIURPWKHZRUOGZLGHZHERQ2FWREHU 'HÀDQW'LVRUGHU3DSHUSUHVHQWHG$XJXVWDWWKH at http://gifteddevelopment.com/Articles/Developmental American Psychological Association Annual Convention, Phases.htm (no longer available). Washington, DC. Silverman, L.K. (2003). Developmental phases of social Webb, James T. (2001). Mis-diagnosis and dual diagnosis GHYHORSPHQW5HWULHYHG0DUFK IURP*LIWHG of gifted children: Gifted and LD, ADHD, OCD, Oppositional Development Center website: http://gifteddevelopment. 'HÀDQW'LVRUGHUGifted Education Press Quarterly, 15(2), com/Articles/Developmental Phases.htm (no longer available). Cynthia Marie-Martinovich Lardner, J.D., M.A., LLPC, is Silverman, L.K. (2002a). What we have learned about a licensed counselor with a private practice specializing JLIWHGFKLOGUHQ ²5HWULHYHG$SULOIURP in giftedness, individuals with disabilities, and gifted http://www.hoagiesgifted.org/we_have_learned.htm individuals with disabilities. Lardner also consults, lectures and conducts in-service training with schools, intermediate Silverman, Linda K. (2002b). Upside-Down Brilliance: The school districts, professional organizations and universities. Visual-Spatial Learner. Denver, CO: DeLeon Publishing. $VDOLFHQVHGDWWRUQH\LQ0LFKLJDQVKHLVXQLTXHO\TXDOLÀHG 6]DERV- 0DNLQJOHDUQLQJFRPHDOLYH Challenge as a both a clinical practitioner and speaker. She may be Magazine. Torrance, CA: Good Apple, Inc., Issue 34. reached at [email protected] or at 313 613 6233. Tillier, B. (2001). An Introduction to Kazimierz Dabrowski’s Theory of Positive Disintegration as retrieved from the Additional References For School Counselors Professional School Counseling issue October 2006 AND the individual article Stephanie found KWWS ÀQGDUWLFOHVFRPSDUWLFOHVPLBP.2&LVBB"WDJ FRQWHQW FRO The impact of vulnerabilities and strengths on the academic experiences of twice-exceptional students: a message to school counselors KWWS ÀQGDUWLFOHVFRPSDUWLFOHVPLBP.2&LVBBDLBQ "WDJ FRQWHQW FRO IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 91 92 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION PART 3: PARENT PERSPECTIVE Introduction mindset, yet I have many concerns. After two years in a very sound private school followed by Given appropriate support at home, at school, two years in a rigorous public charter school, and in the community, children with Twice - my fourth grader is worn to a frazzle, chock-full Exceptionalities will not only survive, but will of anxiety, emotionally compromised to the also grow to be healthy, happy and successful point that a huge allotment of energy (his AND human beings. mine) is required for basic functioning, for the simple act of ATTENDING school. Is there even Parenting a child who is Twice-Exceptional anything LEFT to devote to learning? presents unique and interesting challenges. As one can imagine, dealing with a child who falls For me as a mother, there had better be. I outside the norm requires a reserve of patience have to learn all about something called twice- DQGDZLOOLQJQHVVWREHÁH[LEOH$SDUHQWPD\ exceptional. I hope there’s a thrice-exceptional observe exaggerated inconsistencies in a child and a quad-exceptional, because I think we who possesses both heightened potential and might be that. I have to learn about learning heightened challenges. disorders and ways to work around them, education law and 504s and IEPs. I have to John loved to learn. He loved school learn politically correct ways of saying things so and had interest in about every course I can communicate effectively with educators, available in his junior high and high doctors, and psychologists and advocate for my school. His dream was that he would son like a mother possessed, while offending be able to take a multiple choice or no one. Nobody wants to help “one of THOSE T/F test before a course started and mothers.” hopefully test out with at least a C or D. Then with all the pressure off, he would I have to learn to navigate the school system, be able to dig in and learn everything how to contact people who are so busy helping he could get his hands on during the other people’s kids they can’t answer the course. The demand for multiple papers phone. I have to learn not to look with envy, and projects and the importance put like a parched sojourner in a desert, at families on testing caused great anxiety which whose children go to school and come home impacted John’s ability and stole his joy with seeming effortlessness. The emotional of learning. pain renders me ineffective, and I must keep — Idaho parent of a P\VHOIIRFXVHGRQÀQGLQJDZD\IRUP\VRQ, twice-exceptional child have to learn new ways of responding to my child so we can try to untangle this morass of jungle vines that has surrounded him, that is choking him. Life with a Twice-Exceptional My son is “falling out” of school. I can’t point Child: Three Parent Perspectives ÀQJHUV,·PWKHPRP,·PRQWKHIURQWOLQHV Funny, my dream for him was to be “AVERAGE.” Jumping into Twice-Exceptional Trenches Now we learn he’s “EXCEPTIONAL.” I knew by a Mom of a Twice-Exceptional Child life for the gifted meant often feeling like an outsider, seeing an overwhelming number My relationship with an Idaho school district is of possibilities in any given situation, and just developing. I’m coming in with a positive trying to balance huge potential for success with an equally huge fear of failure. Gifted IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 93 children have a long way to fall. And yet here sometimes three times a day. we are, not simply gifted or exceptional, but TWICE????? TWICE-Exceptional? His gifted sense of propriety and of the value of an education kept him laboring in the My dream for my son now is to feel safe. How emotional pressure cooker of the classroom, will he learn if he doesn’t feel safe? Is he safe where sensory stimulation, complex social on the playground or simply an easy mark relationships, public displays of progress (or EHFDXVHKH·VVRVHQVLWLYHDERXWQRWÀWWLQJ lack of it), a nearly frantic pace to prepare for in that he won’t report offenses? And all the ISATs and IRIs, and the discrepancy between while his enormous sense of justice versus his intellect and his performance always injustice--something his giftedness affords him- pushing like a thumb in his back, or a gun in his - is screaming and dying inside. He is caught in EDFNÀQDOO\PDGHKLPDEOH³DEOHGHVSLWHKLV a conundrum, with his gifted intellect and his sense of propriety and the value of education- immature fourth grade self putting a strangle- -to fall out of school, to resist the cajoling, the hold on his emotions. nagging, the reward systems, all of it. To fall apart, to fall out of school, seemed the only Is he safe in the classroom, where he knows safe choice for his bright, charming, eager his pencil-to-paper output matches that of mind. the weakest students? And everyone knows it?! I dream of a teacher vigilant in defending These are all the things that make me the individual and in protecting the privacy FRQFHUQHG7KDWZHPLJKWÀQGKHOSDQG of test scores and daily Mad Minute Math support in this school district that wasn’t accomplishments. Actually, I dream of a available in the smaller venues from which teacher who isn’t all that invested in the Mad ZHFRPHJLYHVPHKRSH7KDWZHPLJKWÀQG Minute, but who really wants to come alongside a teacher and a system willing to work at PHWRÀJXUHRXWZK\P\VRQFDQ·WUHWDLQPDWK ferreting out what makes my son tick, willing to facts and freezes up—sometimes on simple recognize the effort he makes to get what’s in addition problems—when he understands his mind onto paper, unwilling to assume he’s algebraic concepts. getting by because he’s a wheel that would rather not come to school than be the wheel Like so many educators, I made the mistake of that squeaks--that would be LIFE CHANGING. thinking academic rigor was just the thing for my very bright child. I knew that to be always &DQ\RXKHOS"&DQ\RXÀQGDZD\WRHGXFDWH succeeding but never striving, never having to my son’s strengths, to support or remediate or work at it, was not a good preparation for adult ameliorate his struggles, to nourish a withered life. I took the warning signs casually. Lots of self-esteem, and to invest in making him truly kids don’t like school. Lots of boys have trouble safe so that learning can happen? That’s all I ZLWKWKHÀQHPRWRUFKDOOHQJHVRIZULWLQJ+H want. That’s what my son NEEDS. seemed to be succeeding academically, even LIKHGLGKDYHWRVWD\LQUHFHVVHVWRÀQLVKKLV Planting Both Feet into One World creative writing, stories that likely were not By a Mom of a Twice-Exceptional Child nearly as elaborate on paper as they were in his mind once he learned the cost of big ideas can Parenting a child who is Twice-Exceptional be missing out on free time. can be a very isolating and exhausting experience. Parents of these inconsistent, Later I thought, “At least the emotional struggling children are often caught up in meltdowns are happening at home and not at their own extended grieving process. (This school. At least they’re not affecting his school may be why some parents seem adversarial day.” And then one day my son explained that toward educators at times.) They may deal at school, he just melted down on the inside, with an ever-present stress resulting from 94 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION constantly advocating for their child’s unique Mooney and many others? and changing needs, while working to maintain balance in the child’s life. Seeing the Whole Child By a Mom of a Twice-Exceptional Child Typically prescribed consequences and interventions do not always work for this There is so much to celebrate about raising atypical child. It can be a daunting task to or teaching a Twice-Exceptional child. In her try to communicate this phenomenon to “Broken Dreams” article (2e: Twice-Exceptional SURIHVVLRQDOVZKRPD\KDYHDGLIÀFXOWWLPH Newsletter, June 2005), Wendy Hendrich, understanding or believing otherwise. educator and president of The Learning Curve of Wisconsin, Inc., wonders why then, there is Many families living the experience of Twice- so much contention in meetings with school Exceptionality also tend to struggle to gain personnel and families. She talks about the a sense of wholeness in their world. These intimidation a parent must feel in one of these families may partially identify with the group meetings as she attempts to put herself in their called “parents of gifted children” or with the shoes. Ms. Hendrich attributes the feeling of group called “parents of children with special intimidation to the number of people attending needs,” but they can end up feeling fractured the meeting, the personal information in the DQGFRQIXVHGEHFDXVHWKH\GRQRWWUXO\ÀWLQWR reports and the complexity of the reports. either group. Many parents long for a world “It takes a professional, empathetic, child- where they can plant both feet; a world that is centered school team to help calm the nerves ZHOOGHÀQHGDQGKDVEXLOWLQKHOSIXOV\VWHPV of family members who attend these most ZLWKVSHFLÀFVFKRROSURJUDPVIRUPDOVXSSRUW important meetings.” groups, and professionals who understand a person can be simultaneously gifted while Wendy Hendrich’s article brought tears to having learning challenges. my eyes as I read it. Finally, someone put into words what I was unable to. I related to Although it has been said parenting is the most the fear for my child’s future, the feeling of GLIÀFXOWMRE\RX·OOHYHUKDYHKDYLQJDFKLOGZKR being judged, the belief that my child was is Twice-Exceptional feels exceptionally trying. not understood, but mostly feeling that I was This is not to say that there are no rewards or alone in a broken dream. I searched the “guide happy times in the families of Twice-Exceptional books” for answers to educate the educators children. There are. to convince them to look at my whole child and not just his quirks. Accommodations were Twice-Exceptional children grow up to be Twice- key to his success. I second-guessed myself Exceptional adults. Their gifts and talents frequently; was I hovering or helping? The child provide us with laughter, music, art, literature, I would see after a long day in school, is not love, new ways of viewing the world and the child the educators saw. He would release ourselves, new inventions, cures, and so much at home what he held in all day at school in his more! Think about it. What would the world be DWWHPSWVWRVXUYLYHRUÀWLQ,VSHQWPXFKWLPH like without the likes of Thomas Edison, Eleanor DQGPRQH\WU\LQJWR´À[µKLP=HUR7ROHUDQFH Roosevelt, Howard Hughes, Rockefeller, Jim policies at school got in the way of any Eisenreich, Albert Einstein, Mozart, Abraham teachable moments or means of understanding Lincoln, Robin Williams, Samuel Johnson, Paul my son. Orfalea, Barbara Jordan, Will Rogers, Jonathan IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 95 ,WLVWUXO\DEOHVVLQJZKHQ\RXÀQGDVFKRRO • R emember that the role of parent changes as with administrators, teachers, counselors, the child’s environment and age changes. staff and students who see the talents and strengths in your child, and who are welcoming, • E quate success with effort, not ability, and non-judgmental, and enjoy the challenge view mistakes as a valued step in RIÀQGLQJFUHDWLYHÁH[LEOHZD\VWRSURYLGH learning. an environment whereby your child soars academically and learns social skills that will +DYHFRQÀGHQFHLQ\RXULQVWLQFWVNQRZOHGJH take him/her far in life. and decisions. You know your child better than anyone else. Parenting Twice-Exceptional Education Students toward Success • Investigate a variety of educational settings (Adapted from the Colorado Introductory Resource Book WRÀQGDJRRGPDWFKIRU\RXUFKLOG used by permission from the Colorado Department of Education) • Work in partnership with the school to identify your child’s learning and/or social/ As the parent of a Twice-Exceptional child, you emotional issues and develop a suitable may feel the need for an instructional guide educational plan (see Appendix VI). for raising your unique student. But, as we know, no child comes complete with an owners • C onsider alternatives (i.e. acceleration, manual. The following are guidelines and tips tutoring, mentorships, private or public for parenting Twice-Exceptional children and charter school, home schooling, online advocating for them. schooling, GED program, or a combination of any of these). Parenting • E ducate yourself regarding your child’s • C reate a supportive, stress-free environment diagnosis or concerns. What are her needs? for homework and designate a set time and What are his strengths? Who can help? What place to study. This may require the aid of options are available? a tutor or outside agency to preserve family relationships. Assist with homework and • P rovide access to needed remediation and projects, but do not assume responsibility. WKHUDS\%HFDUHIXOQRWWRDWWHPSWWR´À[µ\RXU child. Accept him for who he is and where he • H elp your child learn skills needed to is in his development. be successful in school and beyond (i.e. organization skills, social skills, time • C reate a home environment that focuses on management skills, assertiveness skills your child’s strengths and encourages his and coping skills, including relaxation interests. techniques). Ask if your school provides opportunities related to these skill areas. • If your child seems depressed, dislikes school, underachieves, or develops behavior • F ind support for yourself and all family problems, communicate your child’s members. Be good to yourself. problems and needs to the school and seek professional consultation. • S eek out parent support groups in your community or state. Consider starting a local parent group. 96 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION One unfortunate piece of information The single most important thing the many parents and teachers uncover schools could do to help support me when it comes to the guidance of with the process of supporting my Twice- Twice-Exceptional students is that Exceptional child would be for each the traditional types of techniques teacher to let me know what my child’s and interventions that work for most assignments are and whether or not he students, may not work and may has been working on them or has turned HYHQEDFNÀUHZLWKWKHVHFKLOGUHQ them in. I understand that it is parents For instance, practicing natural who need to be the backbone for the consequences and tough love may success of their child as a student. But have no effect on a student who I am completely helpless and totally is used to giving up and absorbing at their mercy for providing me the the disappointments they feel in information I need in order to do my job. themselves. Day after day of dealing I am already worn out trying to help my with “the problem of school” can leave a child navigate through everyday day life family with nothing more than a stressful with hidden disabilities and it is just too childhood with few cherished memories him/her.hard to H haveold your to put child constant accountable pressure for his/ of enriched family times to look back heron behavior teachers and for achievement. feedback and updated upon. information. • H elp your child learn how— Idaho to become parent a of self- a advocate. Teach herTwice-exceptional about her diagnosis/ Child learning disability so that she can speak Parent Advocacy • Learn advocacy skills (see following page). assertively and intelligently to others. • Keep the lines of communication open between home and school. • Build a working partnership with your child’s school. • Work with the school’s staff to improve educational opportunities. • S upport the positive efforts of teachers and school staff to meet the individual educational needs of students. • P articipate on school committees like the school’s accountability committee and school enrichment or activity committees. • Volunteer your time to assist with activities or help in the classroom, media center, computer lab, etc. • A dvocate for your child, but don’t overprotect IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 97 Advocacy Skills Sample Collaboration Plan • Use Active Listening Skills Dr. Susan Baum and Dr. Robin Schader • Be prepared with data about your have developed a process – TLC – for child (strengths, problems, learning collecting information about the child’s style, likes & dislikes) strengths and interests, as well as • E ducate yourself regarding the about areas of concern. Each person language of schools: IEP, 504, IDEA, involved articulates the circumstances RtI, WISCR IV, etc. LQZKLFKWKHFKLOGFDQÀQGVXFFHVV 6HH • E ducate yourself about your child’s Appendix V School & Parents: The Need diagnosis and learning challenges for Collaboration Concerning Twice- • Keep your emotions in check Exceptional Students). • Use assertiveness skills • Keep a paper trail of all events, incidences and meetings .HHSDÀOHRIDOOHYDOXDWLRQVGRQHRQ When Twice-Exceptional Children your child (in school and out of school) • U tilize your critical-thinking skills & Experience Problems in School problem-solving skills • Respond rather than react When Problems Arise: • U nderstand the bureaucracy 1. Know the child. of schools • What are his/her special interests, $VNTXHVWLRQV PDNHFODULÀFDWLRQV strengths, and struggles? • U se negotiation and persuasion rather • H ow does the child interact with peers, than demands older children, younger children? • Be polite and respectful • H ow does the child feel about trying new • A ppreciate the efforts of those who things or making mistakes? work with your child • F ollow up meetings with a thank 2. C larify the issues and try to get a sense you letter that also documents your of the real problems by discussing them understanding of what took place thoroughly with the child. 3. S chedule a meeting with the classroom teacher. • A pproach the teacher with care and sensitivity. • P lan the meeting and topics to discuss. 4. During the conference: • Keep the conversation a positive learning exchange. • S tart with positive comments about the school and the teacher. Thank the teacher for ... • C ommunicate expectations and share VSHFLÀFH[DPSOHVRIWKHFKLOG·VZRUN feelings, strengths, struggles, interests, and after-school activities. • Listen carefully to what the teacher has to say. 98 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION • E xpress willingness to help resolve the 6. If the child continues to struggle, ask that problem and work collaboratively toward a he/she be referred to the school’s problem- positive solution. solving team. This team will develop a plan • D ecide together what the child, you, and to meet individual educational needs and the teacher will do. UHFRPPHQGVSHFLÀFLQWHUYHQWLRQVWUDWHJLHV • D etermine a reasonable timeline and If problems persist, the problem-solving establish when the effort will begin and team will refer the child to the appropriate when progress will be evaluated. resources. • S chedule a follow-up meeting to assess progress. 7. Be open to creative alternatives for meeting a child’s educational needs (see Appendix 5. After the conference: VI: Finding the Best Education Setting for • Keep the lines of communication open your Child’s Unique Academic, Social and with school and child. Emotional Needs) • M onitor and document progress. IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 99 100 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Figure 3.1 What to Do if Your Child is Being Bullied %XOO\LQJLVGHÀQHGE\.HUL*XLOEDXOWWHDFKHURIWKHJLIWHGWDOHQWHGDQGDEXOO\LQJVSHFLDOLVW in Florida, as “being repeatedly exposed to negative actions over time by one or more [individuals].” Bullying can occur in several forms: physical, verbal, non-verbal, indirect and cyber. Gifted children are not necessarily prone to bullying, but they tend to react more to it and to dwell on it. Often, they fail to ask for help thinking that they can or should handle it on their own. $VN\RXUFKLOGKRZWKHLUSHHUVWUHDWHDFKRWKHUDQGOLVWHQIRU´UHGÁDJVµ,QDWWHPSWLQJWR SUHYHQWEXOO\LQJIURPVWDUWLQJGHYHORS\RXUFKLOG·VFRQÀGHQFHWDOHQWVDQGDWWULEXWHV Discuss with your child: Friends treating each other with respect What bullying is and isn’t What to do and who to talk to if she feels unsafe Staying away from areas where bullying occurs or to walk with someone else The problem and what he needs help with in solving it Telling your child to “get over it” or “just work it out” does not help Empower your child with the proper skills: Shift eye contact away from the bully Stand tall (do not slouch) Use an assertive tone of voice How to say “no” and give “I” messages 8VHFRQÁLFWUHVROXWLRQVNLOOV KLWWLQJRUEXOO\LQJEDFNLVQRWWKHDQVZHUVRPHEXOOLHV carry weapons) Work with the school (teacher, counselor, principal): Follow up to make sure the proper action has been taken Keep good records For cyber bullying: Communicate with your child about appropriate internet use Inform your internet service provider and the local police Save all messages It is important to note that gifted children, especially the twice-exceptional, can and sometimes do, bully others. This is truer of the provocative type rather than the passive child. Helpful websites: http://www.stopbullyingnowhrsa.gov http://www.stopbullyingnow.com www.hoagiesgifted.org/bullies.htm IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 101 102 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION PART 4: CASE STUDIES CASE STUDY: GIFTED WITH MENTAL language arts class in the afternoon. The HEALTH DIAGNOSES following year, he would be accelerated to second grade. Joseph did well academically; JOSEPH, AGE 15, GRADE 10 however, he would get into minor trouble at school. He was developing a sense of justice, Early Years: whereby he would take it upon himself to right By age two, Joseph started to read on his own. all wrongs that he saw in the classroom and He was writing his name and other words by on the playground. This attitude, along with age three. At age four, he was writing complete his quirky behaviors, did not afford him many sentences. He loved maze books, building friends at school. with Legos, reading books and children’s magazines, and listening to music. Joseph Elementary School Years: loved being with other children, but he was This period in Joseph’s life is best described also quirky. He had unusual behaviors such as a blur. It was not a good time for Joseph or DVPRYLQJKLVÀQJHUVWRWKHZULWWHQZRUGVWKDW his family. When he was in second grade, his he saw on TV, on signs or when he visualized teacher started to notice even more peculiar words in head. He would move his hands to behaviors. Joseph would fall out of his chair music as if conducting the music. At times DQGQRWNQRZKRZKHJRWRQWKHÁRRU+HZRXOG when he was watching television, Joseph would step on her feet and not realize it. The school blink his eyes a lot. ZDQWHGWRSXWKLPEDFNLQÀUVWJUDGHRUDWOHDVW LQFOXGHKLPLQFHQWHUVZLWKWKHÀUVWJUDGHUV+H In kindergarten, Joseph would blurt out didn’t want anything to do with that “babyish answers without raising his hand. He could stuff.” read everything and do math problems, but he mostly played by himself. He found that After more testing, the school psychologist said whatever was going on inside his own head was that Joseph had a Nonverbal Learning Disability much more exciting and interesting than what (NLD). Joseph’s parents headed back to the was going on around him. Joseph’s teacher library to do more research. They had him asked permission for the school to have him assessed by a psychologist in private practice tested. Results of the testing revealed scores in and a developmental pediatrician. Both doctors WKH WKSHUFHQWLOHLQHYHU\VXEJURXS-RVHSK agreed that Joseph did not have a NLD. Joseph was reading at a 7th grade reading level. He was diagnosed with Tourette Syndrome (TS), ZDVLGHQWLÀHGDVDJLIWHGVWXGHQW-RVHSK·V Obsessive Compulsive Disorder (OCD) and parents were elated, but felt lost because they $WWHQWLRQ'HÀFLW+\SHUDFWLYLW\'LVRUGHU $'+' needed to learn what to do for him. Joseph’s Joseph’s needs were many, but no one seemed mother started reading everything she could to know how to help. He would receive after- get her hands on about giftedness. She learned school detention and not understand why. His that Joseph needed encouragement in areas schoolwork was not very challenging, but he in which he showed great interest. He loved earned good grades. Some teachers wanted academics and music. He started taking him to help others, but he wanted something piano lessons. But he also needed social and interesting to do. At times this caused behavior emotional support so he joined an Indian problems. Guides Group. Joseph later switched to a school that had The school and his parents developed a plan: a full-time gifted program. Unfortunately, he Joseph would attend kindergarten in the was not challenged, especially in the areas morning, and then attend a second grade IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 103 of his strengths. Other children picked on experiencing anxiety attacks in two classes him, even his peers in the gifted program. His EHFDXVHKHLVKDYLQJDGLIÀFXOWWLPHVLWWLQJ tics increased, and he became moody. The through material he already knows. Joseph following year, Joseph attended a different is sometimes bothered by extra noise in the school district where he entered a middle room and cannot hear the teacher or the school that had a half-day, self-contained announcements when others are talking. He gifted program. Joseph stepped right up to the is quite asynchronous in his work. It appears plate and soared. He loved the idea of having he misses what is being said, and for some different teachers and moving between classes, reason, will complete an assignment but not having a locker and taking courses like in-depth know when it is due. Joseph knows what he history classes, Spanish, higher-level math, wants as a career, and he is eager to attend science with labs, computer skills, choir and college after graduating high school. consumer education. Joseph still struggled with his peers and was concerned about justice. What Worked: He later dropped out of the gifted program • When teachers and his parents believed in because he got along better with students in Joseph; when they saw and encouraged his the regular education classes. He worked hard strengths and downplayed his weaknesses. at his accelerated math and English classes. • When the adults in Joseph’s life trusted him He won awards for National History Day. to make some of the decisions regarding his choice of school and what courses to take. High School Years: • When Joseph’s parents were accepted as Joseph’s best year of school so far has been partners in his educational process. WKJUDGH+HUHWXUQHGWRKLVKRPHGLVWULFWDQG • When adults saw Joseph as capable and attended a small junior high school. Here the responsible for his actions; when they used faculty and staff understood him, collaborated discipline that taught a life-lesson, rather ZLWK-RVHSK·VSDUHQWVZHUHÁH[LEOHZDQWHGWR than punishment. learn about Joseph, and genuinely looked out • When the accommodations on Joseph’s 504 for his best interest. The icing on the cake was Plan were actually implemented. that the students generally seemed to accept • When his strengths were challenged without him and saw Joseph for his strengths, which the added pressure of a lot of homework. include singing, playing the piano, being smart • O utside of school: Therapeutic interventions and funny. However, he probably should have such as counseling for depression, taken some accelerated classes. occupational therapy, medication, cognitive behavioral therapy for OCD, and pragmatic Joseph currently attends a high school that language skills training for social skills. Also, includes grades 10-12. His OCD and ADHD getting him involved in activities that allowed behaviors are becoming more problematic. him to use and grow his strengths, such as He is back in therapy and trying different private piano lessons, scouting, community medications. He sometimes gets depressed choirs, skiing, and garage bands. because he doesn’t have a social life. He has joined a couple of clubs at school and is in the Recommendations: choir. Lately Joseph has asked his mother if • P rovide academic challenge in the the school has a gifted program, one where he areas of Joseph’s strengths without an could take classes that are at a higher level overabundance of homework. This may mean and more in-depth, but did not require tons of using accommodations for AP or accelerated homework (not because he is lazy, but because classes that Joseph chooses to take. after a long day of school and extracurricular • Differentiate classroom instruction. activities, his tics and other behaviors get the • Implement the use of a social skills coach in EHVWRIKLPDQGLWEHFRPHVPRUHGLIÀFXOWIRU or outside of school. him to get the homework done). He has been 104 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION • P rovide help with organizational skills that at things. I know his teacher is frustrated with include planning projects or planning his him. I don’t understand why he can remember weekly assignments. Use the school’s online virtually anything, but for some reason once program that records not only grades in KHKDVOHDUQHGVRPHWKLQJLWLVYHU\GLIÀFXOW assignments, but more importantly, what to change it. He also seems to have trouble assignments are coming up and when they communicating with others and reading their are due. body language. If there is any way you could • F ind ways in the classroom and outside of help I would greatly appreciate it. the classroom to provide friendship-building activities. This is how it started for us, it has been quite • E nsure regular communication between a journey. I was grateful to have someone in teachers and Joseph, and between teachers our district who understood gifted kids. His and Joseph’s parents. teacher was so frustrated with him and had • E ncourage Joseph to continue developing his pretty much written him off as lazy. Thanks to self-advocacy skills in school and at home. the intervention of our wonderful GT teacher; • T each all students about diversity and we were able to get him tested and an IEP differences, and the importance of tolerance set up for him. We were able to then work and acceptance. with his teachers and set up a method of • A llow Joseph to utilize effective and communication. He went from C’s, D’s and an appropriate methods of stimulation (both F. to all A’s B’s and one C. physical and mental) to help him stay focused. This was all in fourth grade; prior to that in • Invite Joseph to be a partner in his third grade his teacher had noticed and gently educational process. Teachers need to talk SRLQWHGRXWWKDW7\OHUVKRZHGDORWRIÁDJV with him and get to know him. that pointed towards Aspergers Syndrome. • T eachers, parents and adults working We looked into the disorder and saw some with Joseph need to take the time to learn similarities but looked no further than that as about giftedness and about Joseph’s other he was performing well in class. In fourth grade exceptionalities. everything seem to fall apart. It was wonderful • E ncourage Joseph to exercise, eat right and to have a great school support system; the get plenty of sleep. whole study group to me was very thorough and • H ave Joseph tested for a CAPD (Central concerned that we do all we could to help Tyler. Auditory Processing Disorder). • C ontinue with counseling outside of school. What Worked: Testing Tyler for Aspergers was an eye opener. CASE STUDY: TYLER It gave everyone a new perspective and some In The Beginning: common goals to work toward. This year has I have no idea what to do about Tyler, he is been a whole different experience. He is now so frustrated with school. One day he feels in the 5th grade, all summer long he dreaded unchallenged the next there is too much. the return of the school year, fearing a return He is horribly unorganized and fails to turn to the tedium and repetition he found so in assignments. Apparently he will just zone unnecessary. We decided to request a teacher out at times and not accomplish anything. He who then did not return to the school, when frequently says he is sick, and needs to stay the vice principal called and asked what we home or come home after school has started. were looking for in a teacher I told her we We really don’t know how to help him. His self needed someone who understood that gifted esteem is really suffering. He feels like he can’t ZLWK$VSHUJHUVZRXOGSUHVHQWVRPHGLIÀFXOWLHV do anything. But when I work with him he has someone who could challenge him and not the most wonderful ideas and ways of looking let him get away with some of his past habits. IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 105 Luckily they seem to have found the perfect assignments that cannot be found at grading teacher for him. He loves going to school, in time. The material itself has become more fact he often comments on how little time there challenging which reduces his boredom level. is left in this school year. He has learned that more challenging work just requires a little more time to understand Tyler says that his teacher is able to see things and has stopped becoming so frustrated when the way he does and that has really helped him things don’t come immediately. out. His teacher apparently understands his lack of organization and allows him to repeat 106 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION PART 5: RESOURCES, RESEARCH AND BEST PRACTICES Developing Individual Education 9DQ7DVVHO%DVND- Planning Effective Curriculum for Gifted Learners. Denver, CO: Love Publications. Plans for Gifted Students with Weinfeld, R., Barnes-Robinson, L., Jeweler, S., Roffman Learning Disabilities Shevitz, B. (2006). 6PDUWNLGV ZLWKOHDUQLQJGLIÀFXOWLHV. Waco, TX: Prufrock Press, Inc. Baum, S., Cooper, C., & Neu, T. (2001). Dual Differentiation: An approach for meeting the curricular :KLWPRUH- *LIWHGQHVVFRQÁLFWDQG needs of gifted students with learning disabilities. underachievement. Boston: Allyn & Bacon. Psychology in the Schools Online Resources Baum, S., Owen, S. (2004). To be gifted & learning Denver Public Schools Gifted and Talented Education Best disabled0DQVÀHOG&HQWHU&7 &UHDWLYH/HDUQLQJ3UHVV Practices http://www.dpsk12.org/manila/departments/gt/ Inc. BestPracticesGTHorizontal.pdf %DXP65HQ]XOOL-6 +HEHUW7 The Teaching Strategies for Twice-Exceptional Students. prism metaphor: A new paradigm for reversing Winebrenner, Susan. underachievement. Storrs, CT: The National Research http://www.cec.sped.org/AM/Template.cfm?Section=Home &HQWHURQWKH*LIWHGDQG7DOHQWHG &56 &TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=4184 'L[- 6FKDIHU6 )URP3DUDGR[WR3HUIRUPDQFH Gifted and Learning Disabled: Twice-Exceptional Students. Practical Strategies for Identifying and Teaching GT/LD Beckley, Dawn. University of Connecticut http://www. Students. Gifted Child Today Magazine, volume 19 (1), 22- JLIWHGXFRQQHGXQUFJWQHZVOHWWHUVSULQJ VSUQJ 25, 28-31. html *DUGQHU+ Intelligence reframed: Multiple intelligence for the 21st century. New York: Basic Books. ,GHQWLÀFDWLRQ *ROHPDQ' Emotional intelligence. New York: %DXP6&RRSHU& 1HX7 2ZHQ6 Bantam. Evaluation of Project High Hopes 3URMHFW5$ :DVKLQJWRQ'& 86'HSDUWPHQWRI(GXFDWLRQ 2(5, 0DNHU&- Providing Programs for the Gifted Handicapped. Reston Virginia: CEC Information Services %DXP62ZHQ6 2UHFN% 7DOHQWEH\RQG and Publications. ZRUGV ,GHQWLÀFDWLRQRISRWHQWLDOWDOHQWLQGDQFHDQGPXVLF in elementary students. Gifted Child Quarterly, 40 0F&DUQH\6 The Pre-Referral Intervention – 102. Manual: The most common learning and behavior problems encountered in the educational environment. Brody, L. E. & Mills, C. J. (2004) Linking assessment and Columbia, MOA: Hawthorne Educational Services, Inc. diagnosis to intervention for gifted students with learning disabilities, in: T. M. 3HWHUVRQ'. :KLWPRUH/ ,QWHUUHODWLRQVKLS Between Regular and Special Education Delivery Systems Newman & R. J. Sternberg (Eds) Students with both gifts for Intervention Attitude of Acceptance Towards Exceptional DQGOHDUQLQJGLVDELOLWLHV LGHQWLÀFDWLRQDVVHVVPHQWDQG &KLOGUHQ 3DUWLFLSDQW·V0DQXDO2IÀFHRI(GXFDWLRQ RXWFRPHV 1HZ IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 107 2VERUQ- *LIWHG&KLOGUHQ 5HQ]XOOL-65HLV60 6PLWK/+ The 'DEURZVNL. Positive disintegration. Boston: Little UHYROYLQJGRRULGHQWLÀFDWLRQPRGHO0DQVÀHOG&HQWHU&7 Brown & Co. Creative Learning Press. 'DEURZVNL. Personality-shaping through positive 5L]]D0 0RUUVRQ: ,GHQWLÀ\LQJ7ZLFH disintegration. Boston: Little Brown & Co. Exceptional Students: A Tool Kit for Success. Teaching Exceptional Children Plus, 3(3) Article 3. http:// Dabrowski, K. (with Kawczak, A., & Piechowski, M. M.). escholarship.bc.edu/eduction/tecplus/vol3/iss3/art3 Mental growth through positive disintegration. London: Gryf Publications. Shaw, S.F., Cullen, J.P., McGuire, J.M.& Brinckerhoff, L.C. 2SHUDWLRQDOL]LQJDGHÀQLWLRQRIOHDUQLQJGLVDELOLWLHV 'DEURZVNL. Psychoneurosis is not an illness. Journal of Learning Disabilities, 28 London: Gryf Publications. 7DQQHQEDXP$ Gifted children: Psychological and (PHULFN/ $FDGHPLFXQGHUDFKLHYHPHQWDPRQJ educational perspectives. New York: Macmillan. the gifted: Students’ perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36(3) 140-146. Webb, N. & Dietrich, A. Gifted and learning disabled: A neuropsychologist’s perspective, Gifted Education Green, M. (2008). Counseling in the classroom—seven tips Communicator, 2005. for teachers. NAGC Dialogue Vol. 4, Issue 1, Winter 2008. Weinfeld, R., Barnes-Robinson, L., Jeweler, S., Shevitz, B. .DXIPDQ) $SULO The courage to succeed: A 6PDUWNLGVZLWKOHDUQLQJGLIÀFXOWLHV7; 3UXIURFN new look at underachievement. Keynote address annual Press Inc. conference of the Association for the Education of Gifted Underachieving Students, University of Alabama, Online Resources Tuscaloosa, AL. Identifying Twice-Exceptional Students: A Toolkit for .HUU%3K' A handbook for counseling the Success Mary Rizza, William Morisson gifted & talented. Alexandria, VA: American Counseling http://escholarship.bc.edu/cgi/viewcontent.cgi?article=12 Association. 84&context=education/tecplus Levine, M. (2002). A mind at a time. New York: Simon & National Research Center on the Gifted and Talented: Schuster. University of Connecticut, Neag Center for Gifted Education and Talent Development Weinbrenner, 5 (2007). Mooney, J., & Cole, D. (2000). Learning outside the lines. http://www.gifted.uconn.edu/nrcgt.html New York: Simon and Schuster. Twice-Exceptional. http://www.susanwinebrenner.com/ Sattler, J. M. (2001). Assessment of children: Cognitive twiceExecpt.htm applications. San Diego: Jerome M. Publisher. Montgomery, J. (2007). Characteristics and development 6FKPLW]&DQG*DOEUDLWK- Managing the social of male adolescent students who are gifted, gifted Twice- and emotional needs of the gifted: A teacher’s survival ([FHSWLRQDORUDWWHQWLRQGHÀFLW $PL[HGPHWKRGVVWXG\ guide. Minneapolis: Free Spirit Publishing. University of Idaho dissertation available for check out from 108 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION 6LOYHUPDQ/ Counseling the Gifted and Talented. Effective Classroom Practices Love Publishing Company. Sousa, David A. (2005) How the Gifted Brain Learns, Baum, S., Owen, S. (2004). To be gifted & learning Thousand Oaks, CA: Corwin Press disabled0DQVÀHOG&HQWHU&7 &UHDWLYH/HDUQLQJ3UHVV Inc. =LPPHUPDQ% $VRFLDOFRJQLWLYHYLHZRIVHOI regulated academic learning. Journal of Educational Bender, W. (2002). Differentiated Instruction for students Psychology, 81, with learning disabilities. Council for Exceptional Children. Thousand Oaks, CA: Corwin Press. Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41, 64-70. Benjamin, A. (2003). Differentiated instruction: A guide for elementary school teachers. Larchmont, NY: Eye on Education. Other Resources: Ellis, B. & Boyce, W. (2008). Biological Sensitivity to 'RUQEXVK03K'DQG3UXLWW0HG Teaching the Context. Association for Psychological Science. Vol tiger: A handbook for individuals involved in the education 17(3):183-187 RIVWXGHQWVZLWKDWWHQWLRQGHÀFLWGLVRUGHUV Tourette syndrome or obsessive-compulsive disorder. Professional School Counseling Journal October 2006, Vol. Duarte, CA: Hope Press. 10 - This issue focuses on Twice-Exceptionality. Goldberg, D. (2005). The organized student: Teaching Source: Current Directions in Psychological Science, children the skills for success in school and beyond. New Volume 17, Number 3, June 2008, pp. 183-187(5). York: Fireside. Publisher: Blackwell Publishing Heacox, D., EdD (2002). Differentiating instruction in the Online Resources regular classroom. Minneapolois: Free Spirit Publishing. “Counseling Needs of Academically Talented Students with Johnsen , S. & Kendrick, J. (2005). Science Education for Learning Disabilities” Reis, Sally M. and Colbert, Robert Gifted Students. Waco, TX: Prufrock Press. (2004) www.ldonline.org/article/22722 Kirk, S., Gallagher, J. J., Coleman, M. R., & Anastasiow, N. “From Overt Behavior to Developing Potential: The Gifted (2008). Educating Exceptional Children (12th ed.). Boston, Underachiever” Shaine, Josh www.gifted51.org/articles/ 0$ +RXJKWRQ0LIÁLQ+DUFRXUW FromOvertBehaviortoDevelopingPotential-Shaine.pdf /HZLV5 'RRUODJ' Teaching special children in “Gifted and Learning Disabled: A Neuropsychologist’s the mainstream. Columbus, Ohio: Charles E. Merrill. Perspective” Webb, Nadia http://www. sengifted.org/articles_counseling/Webb_ Mooney, J., & Cole, D. (2000). Learning outside the lines. GiftedAndLDANeuropsychologistsPerspective.shtml New York: Simon and Schuster. “Not Just Lazy-Gifted and Learning Disabled” Rice, Marlo National Education Association and the National Payne, school psychologist http://www.brideun.com/ Association for Gifted Children (2006). The Twice- Images/NotLazyArticle.pdf Exceptional dilemma. Washington, D.C.: National Education Association. “Under the Surface: What Underachievers Feel and How they Defend Against It” Opinion from the Center for Applied Nelson, C.M. (2002). Gifted students with emotional and Motivation, Inc. www.appliedmotivation.com/article2.htm behavioral disabilities in the 21st century: Looking through windows, opening doors. Education and Treatment of “Underachievement from the Inside Out” Shaine, Josh Children 23 (3), 204-222. www.geocities.com/josh_shaine/insideout.html A Guide for Starting and Improving Gifted and Talented High Nunley, K. (2006). Differentiating the high school 6FKRRO3URJUDPV,GDKR'HSDUWPHQWRI(GXFDWLRQ classroom. Thousand Oaks, CA: Corwin Press. 2005. www.sde.idaho.gov/site/gifted_talented/resources_ manuals.htm 5HLV601HX7: 0F*XLUH- 7DOHQWLQWZR places: Case studies of high-ability students with learning Best Practices Manual for GT Programs in Idaho, Idaho disabilities who have achieved. Research Monograph No. 'HSDUWPHQWRI(GXFDWLRQ ZZZVGHLGDKR 6WRUUV&7 7KH8QLYHUVLW\RI&RQQHFWLFXW gov/site/gifted_talented/resources_manuals.htm 7RPOLQVRQ& How to differentiate instruction Collins, L. (2008). Twice-Exceptional/twice successful: on mixed ability classrooms (1st edition). Alexandria, VA: Back to school strategies that work. www.sengifted.org Association for Supervision and Curriculum Development (ASCD). IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 109 Tomlinson, C. (2001). How to differentiate instruction on 6HOLJPDQ0DUWLQ(3 The optimistic child. New mixed ability classrooms (2ndt edition). Alexandria, VA: Webb, J. Mis-Diagnosis and Dual Diagnosis of Gifted Online Resources &KLOGUHQ *LIWHGDQG/'$'+'2&'2SSRVLWLRQDO'HÀDQW Accommodating 2e students Neumann, Linda Disorder. Gifted Psychology Press, Inc. C. Source: 2e: Twice-Exceptional Newsletter October 2004 http://www.davidsongifted.org/db/Articles_id_10446.aspx Online Resources National Education Association (2006). The Twice- ADHD and Children who are Gifted Webb, J. and Latimer, Exceptional dilemma. www.nea.org/specialed D. http://www.gt-cybersource.org/Record.aspx?NavID=2_ 0&rid=11416 Misdiagnosis & Dual Diagnosis ADHD: the Basics and the Controversies. Dodson, William. http://www.gt-cybersource.org/Record.aspx?NavID=2_ $GGHUKROW0LULDPDQG*ROGEHUJ-DQ Perfectionism: ULG What’s bad about being too good. Minneapolis: Free Spirit Press. “The Paradox of Giftedness and Autism” a packet of information from the Belin Blank Center. www.education. Colangelo, N., Assouline, S.G., & Gross, M. (2004). A nation uiowa.edu/belinblank/clinic/pif_08.pdf deceived: How schools hold back America’s brightest students. Iowa City, IA: The University of Iowa. Parenting Cooley, Myles, PhD (2007). Teaching kids with mental health & learning disorders in the regular classroom. 'RUQEXVK0DULO\Q3K'DQG3UXLWW0HG Teaching Minneapolis: Free Spirit Press. the tiger: A handbook for individuals involved in the HGXFDWLRQRIVWXGHQWVZLWKDWWHQWLRQGHÀFLWGLVRUGHUV Eide, B., Eide F. (2006). The Mislabeled child. New York, Tourette syndrome or obsessive-compulsive disorder. NY: Hyperion. Duarte, CA: Hope Press. Etnyre, A. (2004) A guide for professionals working Goldberg, Donna (2005). The organized student: Teaching with children who are gifted and have adhd to assist children the skills for success in school and beyond. New in the diagnostic process and making appropriate York: Fireside. recommendations. A Doctoral paper presented to the University of Denver Kerr, B., PhD, and Cohn, S., PhD (2001). Smart Boys. Scottsdale, AZ: Great Potential Press Gilman, B. (2003). Empowering gifted minds: Educational advocacy that works. Denver, CO: DeLeon Publishing, Inc. .HUU%3K'DQG&RKQ63K' Smart Girls. Scottsdale, AZ: Great Potential Press Golon, A. (2004). Raising topsey turvey kids. Denver, CO: DeLeon Publishing, Inc. Webb, J., PhD, Gore, J., Med, Amend, E., PsyD, & DeVries, A, MSE. (2007). A Parent’s Guide to Gifted Children. Greene, Ross W., PhD (2005). The explosive child. Harper & Scottsdale, AZ: Great Potential Press Collins Publishing. Wright, P. & Wright, P. (2001). Wrightslaw: From emotions to Lovecky, D. V. (2004). Different minds. London: Jessica advocacy – the special education survival guide.+DUWÀHOG Kingsley Publishers VA: Harbor House Law Press, Inc. Rogers, K. (2002) Re-forming Gifted Education: Matching Online Resources the program to the child. Scottsdale, AZ: Great Potential PAGE (Parent Advocates for Gifted Education) TVPAGE@ Press, Inc. yahoogroups.com 110 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION 2e: Twice-Exceptional Newsletter (www.2eNewsletter.com) Resources Hua, C. & Coleman, M.. Preparing Twice-Exceptional Uniquely Gifted http://www.uniquelygifted.org/ students for adult lives: A critical need. Understanding Our Gifted, Winter, 2002. Long Island Twice-Exceptional Children’s Advocacy http:// www.li-teca.org/ -DFNVRQ/ Freaks, Geeks & Asperger Syndrome: A User Guide to Adolescence. Jessica Kingsley Publishers: Neurolearning http://www.neurolearning.com/ London and Philadelpha. Supporting Emotional Needs of the Gifted http://www. Mooney, Jonathan and Cole, David (2000). Learning sengifted.org/ outside the lines. New York: Simon and Schuster. Association for the Education of Gifted Underachieving Nadeau, K. (2006). Survival Guide for College Students Students http://www.aegus1.org/ with ADHD or LD. Washington D.C.: Magination Press. Gifted and Talented World http://gtworld.org/ (go to the Nielsen, E., Higgins, D., Wilkinson, S., & Wiest, K.. Helping gt-spec-home link) twice-exceptional students to succeed in high school. The Journal of Secondary Gifted Education6SULQJ Hoagies’ Gifted Education Page http://www.hoagiesgifted. org (type “twice exceptional” into the search bar) Nunley, K. (2006). Differentiating the high school classroom: Solution strategies for 18 common obstacles. Peter & Pam Wright, Education Advocates www.wrightslaw. Corwin Press. com Olenchak, F. Talent Development: Accommodating the Online 2e Group http://groups.yahoo.com/ Social and Emotional Needs of Secondary Gifted/Learning search?query=idaho2e Disabled Students. The Journal of Secondary Gifted (GXFDWLRQ 6SULQJ Parenting Gifted Children with ADHD. Moon, Sidney M. http://www.gt-cybersource.org/Record.aspx?NavID=2_0,2_ Shaunessy, E., Suldo, S. M., Hardesty, R. B., & Shaffer, E. 0&rid=11251 S. (2006). School functioning and psychological well-being of International Baccalaureate and general education “Twice Exceptional/Twice Successful: Back to School students: A preliminary examination. Journal of Secondary Strategies that Work” www.sengifted.org/articles_ *LIWHG(GXFDWLRQ parenting/collins_2e_back_to_school.shtml Sousa, D. (2003) How the Gifted Brain Learns. Thousand Oaks, CA: Corwin Press Secondary Education/Transition Suldo, S. M., Shaunessy, E. & Hardesty, R. B. (in press). Relationships among stress, coping, and mental health Books for further reading: in high-achieving high school students. Psychology in the Schools. Helping Young People to Beat Stress by Sarah McNamara (2005). Tierney, P. A Proposal for Restructuring Secondary Gifted Education, Our Gifted Children, November, 2000. Learning Outside the Lines by Jonathan Mooney and David Cole. Fireside Publishing (2000). Online Resources Stress Relief for Teachers: The Coping Triangle by Claire Twice-Exceptional Adult Learners: A Higher Education Hayes (2006). Dilemma. Miller, Tim. https://portfolio.du.edu/portfolio/ JHWSRUWIROLRÀOH"ÀXLG Stress, Appraisal, and Coping by Richard S. Lazarus and 6XVDQ)RONPDQ Compensation Strategies used by high-ability students with learning disabilities who succeed in college Reis, When Perfect Isn’t Good Enough: Strategies for Coping with Sally M. McGuire, Joan M., Neu, Terry W. http://www.gt- cybersource.org/Record.aspx?NavID=2_0&rid=11437 3HUIHFWLRQLVP $QWRQ\ /HWWHUIURP2IÀFHRI$VVLVWDQW6HFUHWDU\UHJDUGLQJ$FFHVV by Students with Disabilities to Accelerated Programs. www. HGJRYDERXWRIÀFHVOLVWRFUOHWWHUVFROOHDJXH html Twice-Exceptional Secondary Education “Talent Development: Accommodating the Social and Emotional Needs of Secondary Gifted/ IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 111 Learning Disabled Students”. Olenchak, F. Richard. Professional School Counseling issue October 2006 AND www.sengifted.org/articles_social/Olenchak_ WKHLQGLYLGXDODUWLFOH6WHSKDQLHIRXQGKWWS ÀQGDUWLFOHV TalentDevelopmentSecondaryGiftedLD.shtml. com/p/articles/mi_m0KOC/is_1_10/?tag=content;col1 Resources for students with learning disablities who are The impact of vulnerabilities and strengths on the looking for a college: academic experiences of Twice-Exceptional students: a The Princeton Review “K&W Guide” message to school counselors Peterson’s “Colleges for Students with Learning KWWS ÀQGDUWLFOHVFRPSDUWLFOHVPLBP.2&LVBB Disabilities” DLBQ "WDJ FRQWHQW FRO www.ahead.org Counseling and guidance division of the National www.heath.gwu.edu Association for Gifted Children.l www.nagc.org www.sengifted.org Supporting the Emotional Needs of the Psychologists and Counselors Gifted (SENG) 6LOYHUPDQ/ Counseling the Gifted and Talented. Neihart, M. (2008 ). Identifying and providing services to twice exceptional children, Handbook of Giftedness in Children, Phycho-Educational Websites Theory, Research, and Best Practices, edited by Steven I. Pfeiffer, Springer Science+Business Media, LLC, New York, NY, pgs 115-137. Association for the Education of Gifted Underachieving Students www.aegus1.org/ The Challenge of Identifying Gifted/Learning Disabled Students, International Journal of Special Education, Vol 22 Council for Exceptional Children (includes gifted and No 3 2007 talented) www.cec.sped.org http://www.internationalsped.com/documents6Krochak Council for Exceptional Children’s RtI Blog: www.cecblog. and Ryan GIFTED.doc typepad.com/tri Mccoach, D., Kehle, T, Bray, M, and Siegle, D Best practices Hoagies Gifted www.hoagiesgifted.org and www. LQWKHLGHQWLÀFDWLRQRIJLIWHGVWXGHQWVZLWKOHDUQLQJ hoagiesgifted.org/twice_exceptional.htm (Includes a variety disabilities. of links regarding different disabilities.) University of Connecticut http://www.gifted.uconn.edu/Siegle/Publications/ Idaho the Association for the Gifted www.itag-sage.org/ PsychInSchoolBestPractices.pdf Idaho State Department’s Gifted/Talented lending library *LIWHG&KLOGUHQZLWK$WWHQWLRQ'HÀFLW+\SHUDFWLYLW\'LVRUGHU www.sde.idaho.gov/site/gifted_talented/lending_library. (ADHD) Maureen Neihart October 2003 htm http://www.cec.sped.org/AM/Template.cfm?Section=Sear ch&template=/CM/HTMLDisplay.cfm&ContentID=1763 LD online gifted information www.ldonline.org/indepth/ gifted 7KH5ROHRI$VVHVVPHQWVLQWKH,GHQWLÀFDWLRQRI*LIWHG Students http://www.nagc.org/index.aspx?id=4022 Living well with ADD and Learning Disabilities www. ADDitudemag.com Twice-Exceptional Learners: Implications for the Classroom - Susan Assouline Montgomery County, MD Public Schools Twice Exceptional http://www.education.uiowa.edu/belinblank/clinic/2xe_ Guide needs_assess.pdf www.mcps.k12.md.us/curriculum/enriched/gtld/docs/ Twice%20Exceptional.pdf Twice-Exceptional Children: Lost Treasures - Linda National Association for Gifted Children (NAGC) www.nagc. 6LOYHUPDQKWWS ZZZJLIWHGGHYHORSPHQWFRP3')BÀOHV org/ 2echildren.pdf Neurolearning (Drs. Eide’s blog pertaining to 2e issues) The Twice-Exceptional Dilemma National Education www.eideneurolearningblog.blogspot.com/ Association http://sites.nea.org/specialed/images/ twiceexceptional.pdf SENG (Supporting Emotional Needs of the Gifted) www. sengifted.org Eide neurolearning blog weekly articles related to brain based learning http://eideneurolearningblog.blogspot.com/ Smart Kids with Learning Disabilities www.smartkidswithld. org/ Gifted and Learning Disabled: A Neuropsychologist’s Perspective http://www.sengifted.org/articles_counseling/ Tourette Syndrome “plus” www.tourettesyndrome.net/ Webb_ willard_holt.htm 112 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION 2e: Twice-Exceptional Newsletter (www.2enewsletter.com) IDAHO2E/www.gtworld.org click on GT-Special to join the listserv regarding 2e Twice Gifted Blog with links www.twicegifted.net/ www.giftedonlineconferences.ning.com/ a social Uniquely Gifted www.uniquelygifted.org networking site with a variety of gifted subgroups to join/ online conferences available as well Visual Spatial Resource www.visualspatial.org/ www.hoagiesgifted.org/on-line_support.htm Online groups another page from hoagiesgifted with links to message Idaho2e www.groups.yahoo.com/group/ boards, blogs, podcasts, IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 113 114 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION APPENDICES Appendix I C. Deaf-Blindness 'HÀQLWLRQ $VWXGHQWZLWKGHDIEOLQGQHVV Special Education Categories demonstrates both hearing and visual impairments, the combination of which 'HÀQLWLRQV causes such severe communication and other 7KHIROORZLQJGHÀQLWLRQVDUHWDNHQIURPWKH developmental and educational needs that the Idaho State Department of Education’s Special student cannot be appropriately educated with Education Manual. For State Eligibility Criteria, special education services designed solely for refer to the following link for the manual: students with deafness or blindness. http://www.sde.idaho.gov/SpecialEducation/ manual.asp Eligibility Criteria are listed in D. Deafness Chapter 4, Section 7 of the Special Education 'HÀQLWLRQ 'HDIQHVVLVDKHDULQJLPSDLUPHQW Manual. that adversely affects educational performance and is so severe that with or A. Autism ZLWKRXWDPSOLÀFDWLRQWKHVWXGHQWLVOLPLWHG 'HÀQLWLRQ $XWLVPLVDGHYHORSPHQWDO in processing linguistic information through disability, generally evident before age 3, hearing. VLJQLÀFDQWO\DIIHFWLQJYHUEDODQGQRQYHUEDO communication and social interaction, and E. Developmental Delay adversely affecting educational performance. 'HÀQLWLRQ 7KHWHUPGHYHORSPHQWDOGHOD\PD\ A student who manifests the characteristics EHXVHGRQO\IRUVWXGHQWVDJHVWKURXJK of autism after age 3 could be diagnosed as who are experiencing developmental delays having autism. Other characteristics often as measured by appropriate diagnostic associated with autism include, but are not instruments and procedures in one or more of limited to, engagement in repetitive activities the following areas: and stereotyped movements, resistance to environmental change or change in daily 1. cognitive development – includes skills routines, and unusual responses to sensory involving perceptual discrimination, memory, experiences. Characteristics vary from mild to reasoning, academic skills, and conceptual severe as well as in the number of symptoms development; present. Diagnoses may include, but are not limited to, the following autism spectrum 2. physical development – includes skills disorders: Childhood Disintegrative Disorder, involving coordination of both the large and Autistic Disorder, Asperger’s Syndrome, VPDOOPXVFOHVRIWKHERG\ LHJURVVÀQH or Pervasive Developmental Disorder: Not and perceptual motor skills); 2WKHUZLVH6SHFLÀHG 3'' 126 3. communication development – includes B. Cognitive Impairment skills involving expressive and receptive 'HÀQLWLRQ &RJQLWLYHLPSDLUPHQWLVGHÀQHG communication abilities, both verbal and DVVLJQLÀFDQWO\VXEDYHUDJHLQWHOOHFWXDO nonverbal; functioning that exists concurrently with GHÀFLWVLQDGDSWLYHEHKDYLRU7KHVHGHÀFLWVDUH 4. social or emotional development – includes manifested during the student’s developmental skills involving meaningful social interactions period, and adversely affect the student’s with adults and other children including self- educational performance. expression and coping skills; or IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 115 5. adaptive development – includes daily living vitality, or alertness, including heightened skills (e.g., eating, dressing, and toileting) as alertness to environmental stimuli that well as skills involving attention and personal results in limited alertness with respect to responsibility. the educational environment that is due to chronic or acute health problems. These health The category of developmental delay should problems may include, but are not limited not be used when the student clearly meets the WRDVWKPDDWWHQWLRQGHÀFLWGLVRUGHU $'' HOLJLELOLW\FULWHULDIRUDQRWKHUVSHFLÀFGLVDELOLW\ DWWHQWLRQGHÀFLWK\SHUDFWLYLW\GLVRUGHU $'+' category. cancer, diabetes, epilepsy, Fetal Alcohol Syndrome, a heart condition, hemophilia, lead A student cannot qualify for special education poisoning, leukemia, nephritis, rheumatic fever, services under developmental delay beyond his sickle cell anemia, Tourette syndrome, and or her 10th birthday unless he or she has been stroke to such a degree that it adversely affects determined to be eligible as having a disability the student’s educational performance. other than developmental delay. A student with ADD/ADHD may also be eligible F. Emotional Disturbance under another category (generally learning 'HÀQLWLRQ $VWXGHQWZLWKHPRWLRQDO disability or emotional disturbance) if he or she disturbance has a condition exhibiting one or meets the criteria for that other category and more of the following characteristics over a needs special education and related services. long period of time, and to a marked degree, All students with a diagnosis of ADD/ADHD that adversely affects his or her educational are not necessarily eligible to receive special performance: education under the IDEA 2004, just as all students who have one of the other conditions 1. an inability to learn that cannot be explained listed under health impairment are not by intellectual, sensory, or health factors; necessarily eligible, unless it is determined to adversely affect educational performance and 2. an inability to build or maintain satisfactory require special education. interpersonal relationships with peers and teachers; H. Hearing Impairment 'HÀQLWLRQ $KHDULQJLPSDLUPHQWLVD 3. inappropriate types of behavior or feelings SHUPDQHQWRUÁXFWXDWLQJKHDULQJORVVWKDW under normal circumstances; adversely affects a student’s educational performance but is not included under the 4. a general pervasive mood of unhappiness or category of deafness. depression; or I. Learning Disability 5. a tendency to develop physical symptoms 'HÀQLWLRQ $OHDUQLQJGLVDELOLW\PHDQVD or fears associated with personal or school VSHFLÀFGLVRUGHURIRQHRUPRUHRIWKH problems. basic psychological processes involved in understanding, or in using spoken or written The term does not include students who are language, that may manifest itself in an socially maladjusted unless it is determined impaired ability to listen, think, speak, read, they have an emotional disturbance. The term write, spell, or do mathematical calculations, emotional disturbance does include students which adversely affects the student’s who are diagnosed with schizophrenia. educational performance. It is not necessary WRLGHQWLI\WKHVSHFLÀFSV\FKRORJLFDOSURFHVVHV G. Health Impairment that a student has, as long as the student 'HÀQLWLRQ $VWXGHQWFODVVLÀHGDVKDYLQJD meets the State Eligibility Criteria. health impairment exhibits limited strength, 116 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION The term includes such conditions as 1. the form of language (morphological and perceptual disabilities, brain injury, minimal syntactic systems); brain dysfunction, dyslexia, and developmental aphasia. The term does not include a student 2. the content of language (semantic systems); who has needs that are primarily the result and/or of visual, hearing, or motor disabilities; cognitive impairment; emotional disturbance; 3. the function of language in communication or environmental, cultural, or economic (pragmatic systems). disadvantage. A language disorder does not exist when For learning disability, students must be within language differences are due to non-standard the range of legal kindergarten age through the English or regional dialect or when the semester that they turn 21. evaluator cannot rule out environmental, cultural, or economic disadvantage as primary J. Multiple Disabilities factors causing the impairment. 'HÀQLWLRQ 0XOWLSOHGLVDELOLWLHVDUHWZRRUPRUH co-existing severe impairments, one of which M. Speech or Language Impairment: usually includes a cognitive impairment, such Speech as cognitive impairment/blindness, cognitive The term speech impairment includes impairment/orthopedic, etc. Students with articulation/phonology disorders, voice multiple disabilities exhibit impairments that GLVRUGHUVRUÁXHQF\GLVRUGHUVWKDWDGYHUVHO\ DUHOLNHO\WREHOLIHORQJVLJQLÀFDQWO\LQWHUIHUH impact a child’s educational performance. with independent functioning, and may The following eligibility criteria and minimum QHFHVVLWDWHHQYLURQPHQWDOPRGLÀFDWLRQVWR assessment procedures have been established enable the student to participate in school for all three types of speech impairments. and society. The term does not include deaf- blindness. 1. A rticulation/Phonology Disorder 'HÀQLWLRQ $UWLFXODWLRQLVWKHDELOLW\WRVSHDN K. Orthopedic Impairment distinctly and connectedly. Articulation 'HÀQLWLRQ 2UWKRSHGLFLPSDLUPHQWPHDQV disorders are incorrect productions of speech a severe physical limitation that adversely sounds including omissions, distortions, affects a student’s educational performance. substitutions, and/or additions that may The term includes impairments caused by interfere with intelligibility. Phonology is the congenital anomaly (clubfoot, or absence of an process used in our language that has common appendage), an impairment caused by disease elements (sound patterns) that affect different (poliomyelitis, bone tuberculosis, etc.), or an sounds. Phonology disorders are errors impairment from other causes (cerebral palsy, involving phonemes, sound patterns, and the amputations, and fractures or burns that cause rules governing their combinations. contracture). a. A n articulation/phonology disorder exists L. Speech or Language Impairment: when: Language 'HÀQLWLRQ $ODQJXDJHLPSDLUPHQWH[LVWVZKHQ (1) the disorder is exhibited by omissions, there is a disorder or delay in the development distortions, substitutions, or additions; of comprehension and/or the uses of spoken or written language and/or other symbol systems. (2) the articulation interferes with The impairment may involve any one or a communication and calls attention to itself; combination of the following: and IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 117 (3) the disorder adversely affects educational or developmental performance. b. A n articulation/phonology disorder does not exist when: (1) errors are temporary in nature or are due to temporary conditions such as dental changes; (2) differences are due to culture, bilingualism or dialect, or from being non-English speaking; or (3) there are delays in developing the ability to DUWLFXODWHRQO\WKHPRVWGLIÀFXOWEOHQGVRI sound or consonants within the broad range for the student’s age. N. Traumatic Brain Injury 'HÀQLWLRQ 7UDXPDWLFEUDLQLQMXU\UHIHUVWR an acquired injury to the brain caused by an external physical force resulting in a total or partial functional disability or psychosocial impairment, or both, that adversely affects educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, and speech. The term does not apply to congenital or degenerative brain injuries or to brain injuries induced by birth trauma. O. Visual Impairment Including Blindness 'HÀQLWLRQ 9LVXDOLPSDLUPHQWUHIHUVWRDQ impairment in vision that, even with correction, adversely affects a student’s educational performance. The term includes both partial sight and blindness. Partial sight refers to the ability to use vision as one channel of learning if educational materials are adapted. Blindness refers to the prohibition of vision as a channel of learning, regardless of the adaptation of materials. 118 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Appendix II Conners’ Continuous Performance Test – II Examples of Assessment Connors’ Rating Scales, Second Edition Measures Swan Scale (free online) ADHD.net Cognitive: Socio-emotional and Behavioral Functioning: Wechsler Preschool and Primary Scale of Intelligence, Third Edition (WPPSI-III) Behavior Assessment System for Children, second edition (BASC-2) Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) 6HQVRU\3URÀOH Wechsler Intelligence Scale for Children, Fourth Gilliam Asperger’s Disorder Scale (GADS) Edition, Integrated Version (WISC-IV Integrated) Children’s Depression Index (CDI) Wechsler Adult Intelligence Scale, Third Edition Revised Children’s Manifest Anxiety Scale (WAIS-III) (there is soon to be a Fourth Edition) (RCMAS) Wechsler Abbreviated Scale of Intelligence (WASI) Language Measures: Stanford-Binet Intelligence Scale, Fifth Edition Clinical Evaluation of Language Fundamentals, (SB5) Fourth Edition. (CELF-4) Woodcock-Johnson Tests of Cognitive Abilities, Memory Functioning: Third Edition (WJ-III COG) Children’s Memory Scale (CMS) Differential Ability Scales (DAS) Wechsler Memory Scale 3rd edition (WMS-III) Universal Nonverbal Intelligence Test (UNIT) Bender Gestalt Visual-Motor Integration Test Reading Measures: Reynolds Intellectual Assessment Scale (RIAS) Nelson Denny Reading Test Western Psychological Services. Gray Oral Reading Tests, Fourth Edition (GORT-4) Achievement: Woodcock-Johnson Tests of Achievement, Third Personality Functioning: Edition (WJ-III ACH) Millon Pre-Adolescent Clinical Inventory Wechsler Individual Achievement Test, Second (M-PACI) Edition (WIAT-II) Millon Adolescent Clinical Inventory (MACI) The Kaufman Test of Educational Achievement Minnesota Multiphasic Personality Inventory (K-TEA) – Adolescent Form (MMPI-A) Wide Range Achievement Test, Fourth Edition Minnesota Multiphasic Personality Inventory (WRAT 4) – Second Edition (MMPI-2) Executive Functioning, Attention and Incomplete Sentences Concentration: Projective Drawings NEPSY, Second Edition (NEPSY-II) Delis-Kaplan Executive Function System (D- KEFS) Brown ADD Scales IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 119 120 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Appendix III Looking for Solutions in Your Classroom Assessment Matrix and Plan Review Interview Observe Test/Assess Intervention 1. T eacher self- check 1. S tudent interest 1. O bserve 1. C onstruct a 1. R evisit original for best practices evaluated. teacher’s pace of matrix of effective plan for initial for effective 2. Instruction instruction. instruction. implementation instruction. expectations 2. H ow are 2. R evisit student ÀGHOLW\ 2. T eacher aware are clearly corrections made understanding of 2. R eview time of needs of communicated. in the class? curriculum taught. factor of the twice-exceptional 3. T eaching Are learning intervention. Instruction students accommodations objectives clear? 3. Is horizontal clearly stated. teaming in existence? Vertical? 1. Is the content 1. Limits and 1. O bserve how 1. What is research 1. R evisit the matched to the strengths of students respond base of curriculum? progress of each needs of the curriculum and interact with 2. What is readability individual student learner? understood. curriculum. of curriculum? as it relates to 2. Is curriculum 2. Interventions 2. H ow does the 3. R eview alternate curriculum. VFLHQWLÀFUHVHDUFK available known teacher present curriculum 2. A dd additional based? In the form of the curriculum? 4. Is curriculum strategies supplemental 3. Is the teacher matching the child’s through the RtI materials. familiar with and learning style? Team. urriculum comfortable with 5. Is curriculum C the curriculum? matched to 4. Is there a form student’s language of data being and general cultural collected based needs? on a rubric or on teacher objectives? 1. A re classroom 1. S pecial 1. Are students on 1. A dminister an 1. C onsider rules clear and equipment task? Are there environmental any physical appropriate? or materials smooth transitions inventory. changes needed 2. Will classroom available. with planned 2. A dminister by student; rules provide 2. C apacity to give activities? Is there a functional i.e. seating adequate choice? assistance to a clear classroom assessment. placement, near twice-exceptional management 3. Is behavior plan neighbors, etc. students. plan? What verbal appropriate for 2. D evelop pre- 3. C lassroom feedback is given? classroom setting? transition signals nvironment E structure and Are classroom for students. organization. expectations clear? $GMXVWVSHFLÀF Is chosen structure curricular clear? feedback to Identify individual errors. student schedule. 1. R eview current 1. Interview parent, 1. Student vs. peer 1. D o CBM/DIBELS 1. D o personal information student, teacher, comparison. and compare learning inventory as available to principal or 2. Student skills are student to class? 2. A sk student their include; CUM other staff, to observed; reading, 2. D o functional point of view ÀOH5W,7HDP identify areas math, etc. assessment (i.e. about a variety of Recommendations of interests, CBE, CORE reading related topics. for Interventions, strengths, assessments. Learner medical / health learning 3. D o Interest records. preference and Inventory. experiences—as 4. O r other appropriate well as readiness. assessments. IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 121 122 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Appendix IV WKH'HSDUWPHQW·V2IÀFHRI6SHFLDO(GXFDWLRQ Programs (OSEP). The IDEA provides funds to Dear Colleague Letter: Access States and school districts in order to assist by Students with Disabilities them in providing special education and related to Accelerated Programs services to eligible children with disabilities. The IDEA’s implementing regulations are located at 34 CFR Part 300. OCR consulted 2IÀFH2I7KH$VVLVWDQW6HFUHWDU\ with OSEP in drafting this letter.1 DEC 26, 2007 Dear Colleague: As an initial matter, I want to commend the efforts so many of you have made to ensure I am writing to advise you of an issue involving that placement decisions for all students are students with disabilities seeking enrollment based on each student’s individual academic in challenging academic programs, such abilities regardless of the presence, nature, or as Advanced Placement and International severity of a disability. I want to ensure that Baccalaureate classes or programs all of you are aware of the Federal civil rights DFFHOHUDWHGSURJUDPV 6SHFLÀFDOO\LWKDV requirements discussed below. been reported that some schools and school GLVWULFWVKDYHUHIXVHGWRDOORZTXDOLÀHG Prohibition Against Disability-Based students with disabilities to participate in such Discrimination in Accelerated Programs programs. Similarly, we are informed of schools The practice of denying, on the basis of and school districts that, as a condition of GLVDELOLW\DTXDOLÀHGVWXGHQWZLWKDGLVDELOLW\ participation in such programs, have required the opportunity to participate in an accelerated TXDOLÀHGVWXGHQWVZLWKGLVDELOLWLHVWRJLYHXS program violates both Section 504 and Title the services that have been designed to meet II. Discrimination prohibited by these laws their individual needs. These practices are includes, on the basis of disability, denying LQFRQVLVWHQWZLWK)HGHUDOODZDQGWKH2IÀFH DTXDOLÀHGLQGLYLGXDOZLWKDGLVDELOLW\WKH for Civil Rights (OCR) in the U.S. Department RSSRUWXQLW\WRSDUWLFLSDWHLQRUEHQHÀWIURP of Education will continue to act promptly to WKHUHFLSLHQW·VDLGVEHQHÀWVRUVHUYLFHVDQG remedy such violations where they occur. DIIRUGLQJDTXDOLÀHGLQGLYLGXDOZLWKDGLVDELOLW\ ZLWKDQRSSRUWXQLW\WRSDUWLFLSDWHLQRUEHQHÀW As you know, OCR is responsible for enforcing IURPWKHDLGEHQHÀWRUVHUYLFHLQDPDQQHU WZR)HGHUDOODZVWKDWSURWHFWTXDOLÀHG that is not equal to that offered to individuals individuals with disabilities from discrimination. without disabilities. 34 CFR 104.4(a), (b)(1)(i), OCR enforces Section 504 of the Rehabilitation (b)(1)(ii); 28 CFR 35.130(a), (b)(1)(i), (b)(1)(ii). Act of 1973 (Section 504) and its implementing regulations at 34 CFR Part 104, which prohibit Under Section 504 and Title II, a recipient may discrimination on the basis of disability in not utilize criteria or methods of administration programs or activities receiving Federal WKDWKDYHWKHHIIHFWRIVXEMHFWLQJTXDOLÀHG ÀQDQFLDODVVLVWDQFH2&5LVDOVRUHVSRQVLEOH individuals with disabilities to discrimination in the education context, for enforcing Title II on the basis of disability. 34 CFR 104.4(b)(4) RIWKH$PHULFDQVZLWK'LVDELOLWLHV$FWRI and 28 CFR 35.130(b)(3). A public entity also (Title II) and its implementing regulations at may not impose or apply eligibility criteria that 28 CFR Part 35, which prohibit discrimination screen out or tend to screen out an individual on the basis of disability by entities of with a disability or any class of individuals State and local government. Although this with disabilities from fully and equally enjoying letter discusses aspects of the Section 504 any service, program, or activity, unless such regulation, Title II provides no lesser protections criteria can be shown to be necessary for the than does Section 504. Also relevant are the provision of the service, program, or activity requirements of the Individuals with Disabilities being offered. 28 CFR 35.130(b)(8). Public Education Act (IDEA), which is administered by IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 123 school students with disabilities who require DFFHOHUDWHGFODVVHVRUSURJUDPVE\TXDOLÀHG special education and/or related services students with disabilities on the forfeiture of receive them either through implementation necessary special education or related aids of an individualized education program (IEP) and services amounts to a denial of FAPE under developed in accordance with Part B of the both Part B of the IDEA and Section 504. IDEA or a plan developed under Section 504. 34 CFR 104.33. It is unlawful to deny Section 504 requires a recipient that operates a student with a disability admission to an a public elementary or secondary education accelerated class or program solely because program or activity to provide FAPE to each of that student’s need for special education TXDOLÀHGSHUVRQZLWKDGLVDELOLW\ZKRLVLQWKH or related aids and services2, or because that recipient’s jurisdiction, regardless of the nature student has an IEP or a plan under Section or severity of the person’s disability. 34 CFR 504. The practice of conditioning participation 104.33(a). Under Section 504, the provision in an accelerated class or program by a of an appropriate education is the provision of TXDOLÀHGVWXGHQWZLWKDGLVDELOLW\RQWKH regular or special education and related aids forfeiture of special education or of related aids and services that satisfy certain procedural and services to which the student is legally requirements and that are designed to meet entitled also violates the Section 504 and Title the individual education needs of persons II requirements stated above. with disabilities as adequately as the needs of persons without disabilities are met. 34 CFR Please note that nothing in Section 504 or Title 104.33(b)(1)(i). School districts may create II requires schools to admit into accelerated a plan or other document to provide students classes or programs students with disabilities with disabilities with FAPE pursuant to Section ZKRZRXOGQRWRWKHUZLVHEHTXDOLÀHGIRUWKHVH 504. The Section 504 FAPE requirement may classes or programs. Generally, under Section also be met through the implementation of an 504, an elementary or secondary school IEP developed in accordance with Part B of the VWXGHQWZLWKDGLVDELOLW\LVDTXDOLÀHGLQGLYLGXDO IDEA. 34 CFR 104.33(b)(2). with a disability if the student is of compulsory school age. However, schools may employ Part B of the IDEA requires that FAPE be made appropriate eligibility requirements or criteria available to eligible students with disabilities in in determining whether to admit students, certain age ranges. The IDEAGHÀQHV)$3(DV including students with disabilities, into special education and related services that: are accelerated programs or classes. Section 504 provided free of charge; meet State standards; DQG7LWOH,,UHTXLUHWKDWTXDOLÀHGVWXGHQWVZLWK include an appropriate preschool, elementary disabilities be given the same opportunities school, or secondary school education; and WRFRPSHWHIRUDQGEHQHÀWIURPDFFHOHUDWHG are provided in conformity with a properly programs and classes as are given to students GHYHORSHG,(386& D &)5 without disabilities. 34 CFR 104.4(b)(1)(ii) and 300.17.3 28 CFR 35.130(b)(1)(ii). Participation by a student with a disability in an Furthermore, a recipient’s provision of accelerated class or program generally would necessary special education and related be considered part of the regular education or DLGVDQGVHUYLFHVWRTXDOLÀHGVWXGHQWVZLWK the regular classes referenced in the Section disabilities in accelerated classes or programs 504 and the IDEA regulations. Thus, if a must be consistent with the Section 504 and TXDOLÀHGVWXGHQWZLWKDGLVDELOLW\UHTXLUHV Title II requirements regarding free appropriate related aids and services to participate in a public education (FAPE). regular education class or program, then a school cannot deny that student the needed Free Appropriate Public Education related aids and services in an accelerated In general, conditioning participation in class or program. For example, if a student’s 124 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION IEP or plan under Section 504 provides for online at: http://wdcrobcolp01.ed.gov/CFAPPS/ Braille materials in order to participate in the OCR/contactus.cfm. I thank you in advance regular education program and she enrolls for your cooperation and assistance in this in an accelerated or advanced history class, important matter. then she also must receive Braille materials for that class. The same would be true for Sincerely yours, other needed related aids and services such Stephanie J. Monroe as extended time on tests or the use of a Assistant Secretary for Civil Rights computer to take notes. 1 You may contact OSEP to address any issues Conditioning enrollment in an advanced class WKDWUHODWHVSHFLÀFDOO\WRWKHUHTXLUHPHQWV or program on the forfeiture of needed special of IDEA. Contact information for OSEP is education or related aids and services is also available online at: http://www.ed.gov/policy/ inconsistent with the principle of individualized speced/guid/idea/monitor/state-contact-list. determinations, which is a key procedural html. aspect of the IDEA, Section 504 and Title II. As noted above, under Section 504, the provision 2 T he term “related aids and services” as used of FAPE is based on the student’s individual here is intended to include both the Section education needs as determined through 504 requirements at 34 CFR 104.33(c) and VSHFLÀFSURFHGXUHVJHQHUDOO\DQHYDOXDWLRQLQ the equivalent requirements under the IDEA, accordance with Section 504 requirements. 34 i.e. related services, supplementary aids and CFR 104.35. An individualized determination VHUYLFHVSURJUDPPRGLÀFDWLRQVDQGVXSSRUWV PD\UHVXOWLQDGHFLVLRQWKDWDTXDOLÀHGVWXGHQW for school personnel. See 34 CFR 300.34, with a disability requires related aids and 300.42, and 300.320(a)(4). services for some or all of his regular education classes or his program. Likewise, the IDEA 3 A mong other things, an IEP must contain FRQWDLQVVSHFLÀFSURFHGXUHVIRUHYDOXDWLRQV a statement of the special education and and for the development of IEPs that require related services and supplementary aids and individualized determinations. See 34 CFR services to be provided to the child, or on 300.301 through 300.328. The requirement behalf of the child, and a statement of the for individualized determinations is violated SURJUDPPRGLÀFDWLRQVRUVXSSRUWVIRUVFKRRO when schools ignore the student’s individual personnel that will be provided to enable QHHGVDQGDXWRPDWLFDOO\GHQ\DTXDOLÀHG the child to advance appropriately toward student with a disability needed related attaining the annual goals; to be involved in aids and services in an accelerated class or and make progress in the general education program. curriculum and to participate in extracurricular and other nonacademic activities; and to be I urge you to use the information provided in educated and participate with other children this letter to continue to evaluate whether your with disabilities and those without disabilities. school district is in compliance with these anti- An IEP also must contain an explanation of discrimination requirements. OCR remains the extent, if any, to which the child will not willing to continue supporting you in these participate with children without disabilities efforts. We provide technical assistance to in the regular class and in these activities. entities that request assistance in voluntarily 34 CFR 300.320(a)(4)-(5). complying with the civil rights laws that OCR enforces. If you need additional information or assistance on these or other matters, please do not hesitate to contact the OCR enforcement RIÀFHWKDWVHUYHV\RXUVWDWHRUWHUULWRU\7KH FRQWDFWLQIRUPDWLRQIRUHDFKRIÀFHLVDYDLODEOH IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 125 126 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION APPENDIX V x“Hopes and Dreams” - List all of the parties’ short-term expectations for the student. This Schools & Parents: The Need can gauge markers of success, and allows the for Collaboration Concerning meeting to end on a positive note. Twice-Exceptional Students xSet the next meeting date for one week out. The TLC Planning Framework (Notes from the 2e Newsletter article, “Developing a Plan for Collaboration: Bringing Educators and Parents of 2e Students Together” by Susan Baum, PhD and Robin reams opes & easons tock lan ersonal imes of Schader, PhD, September/October 2007.) aking R the for P T S T P Best H D Clear and consistent communication is needed between home and school. xThere are usually misunderstandings and misinformation about the 2e child’s needs. xEducational lingo can get in the way. [Explain this to the parents, especially acronyms. Do 2. The Working Design not assume that they know.] xThe distinct responsibilities of the school This is a short-term intervention based on The and of the parents come into play. Although Planning Framework (Needs and Solutions there is the common goal of helping the child WREHÀHOGWHVWHGRYHUZHHNV 1HHGWR succeed, viewing the problems or needs of consider talent development opportunities, the child from different vantage points may intellectual challenge and academic support cause friction. (differentiation, accommodations, and xComparing notes and viewing the situation remediation). as multi-dimensional can be extremely The team should consist of classroom teachers, productive. learning support specialist, teacher of the gifted, parents and the child. Dr. Baum and Dr. Schader have developed a process – TLC – for collecting information about x“Grade-level Benchmarks” - Discuss the the child’s strengths and interests, as well as appropriateness of regular classroom about areas of concern. Each person involved curriculum (an unusual topic when gifted articulates the circumstances in which the child students are underachieving or acting out). FDQÀQGVXFFHVV7KLVLVDWZRSDUWSURFHVV x“Least Restrictive Learning Environment” – Intellectual, Physical and Social/Emotional The Process: Needs all must be addressed simultaneously. 1. The Planning Framework Intellectual - restricting a student to grade-level x“Reasons for the Plan” - Start with 3 distinct materials will not encourage intellectual growth. concerns (even though you may have more). Behaviors may improve when challenged. x“Taking Stock” - State the child’s learning experiences, achievements and other 3K\VLFDO²VHWXSDQ´RIÀFHµLQWKHEDFNRIWKH markers (a holistic view) room for all students to use when needed for x“Times of Personal Best” - When is the child quiet or concentration. [This will be novel at at his/her personal best? (Consider the ÀUVWEXWWKHQWKRVHZKRUHDOO\QHHGLWZLOOXVH concerns from column 1). List each person’s it.] input. IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 127 Social/Emotional - social relationships occur around common interests, not chronological age. x“Talent Development” – has shown to be the most effective strategy in raising self- HVWHHPVHOIHIÀFDF\DQGVHOIUHJXODWLRQIRU 2e students. Parents and educators working together make this area a success. x“Necessary Support” – a give and take on the part of parents and the school. The child should not have to make up missed assignments nor be penalized for the time he/she was out of the classroom. Parents provide out-of-school activities. Use the school counselor when appropriate. The TLC Working Design alent T ptions upport O S ecessary estrictive estrictive N R Grade-level Grade-level nvironment evelopment evelopment Benchmarks E D Least Review the plan in two months and again in another two months to evaluate what is working and what is not. You may delete concerns that are no longer a problem and add others. 7/&XWLOL]HVÁH[LELOLW\WKHGHYHORSPHQWRI combined knowledge between home and school, and it focuses on the student’s strengths. (Notes from the 2e Newsletter article, “Developing a Plan for Collaboration: Bringing Educators and Parents of 2e Students Together” by Susan Baum, PhD and Robin Schader, PhD, September/October 2007.) 128 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION APPENDIX VI • Private Schools: Private schools offer a wide spectrum of services. Parents need Finding the Best Educational to investigate the school to determine if the Setting for your Child’s program can accommodate the needs of the Unique Academic, Social, and twice exceptional student. Emotional Needs For more information on Schools of Choice By Sherry Dismuke you can visit this website http://www. buildingchoice.org/cs/bc/print/bc_docs/home. Twice-Exceptional students require a program htm that will adjust curriculum to target their diverse academic needs. They need to attend Magnet Schools a school that provides an environment where Virtual Academies they feel safe, are understood, valued, and Professional Technical supported. Finding the right match for these students may require parents to think outside Other Options the traditional model. There are many options available in Idaho. Parents need to research • Dual Enrollment: 33-203. The parent DOWHUQDWLYHVFDUHIXOO\DQGÀQGDPDWFKWKDWÀWV or guardian of a child of school age who is not only the student’s needs but also that of enrolled in a nonpublic school or a public the family. Following is a list of alternatives to charter school shall be allowed to enroll the consider in Idaho. student in a public school for dual enrollment purposes. For additional information please • Traditional Neighborhood Public School: refer to the Idaho Education Code. Public schools offer a wide spectrum of services. Parents need to investigate the • Dual Credit: IDAPA 08.02.03. 007.18. school to determine if the program can Dual credit allows high school students to accommodate the needs of the twice simultaneously earn credit toward a high exceptional student. school diploma and a postsecondary degree RUFHUWLÀFDWH3RVWVHFRQGDU\LQVWLWXWLRQV • Open Enrollment: Student would attend a work closely with high schools to deliver public school outside their neighborhood or college courses that are identical to those district that better suits their needs. offered on the college campus. Credits earned in a dual credit class become part • Alternative Schools: Some districts have of the student’s permanent college record. alternative public schools. Each has its own Students may enroll in dual credit programs unique way of delivering services. Programs taught at the high school or on the college YDU\JUHDWO\LQÁH[LELOLW\DQGPD\EHSDLUHG campus. with vocational training or work study credits. • Correspondence Courses: Check with a • Public Charter Schools: Each public counselor at a public school. charter school has its own philosophy and model. Parents should research and • Mastery/Testing Out of Courses: Check understand each school’s philosophy as it with a counselor at a public school. will be the driving force of your student’s experience. For a listing and description • GED/ HSE: Students can test out of high of Idaho Charter schools go to http://csi. school, and are then free to apply to college, boisestate.edu/icsn.htm vocational training, internships or full time work. Contact the Professional/Technical Education GED Center for more information IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 129 at http://www.my-ged.com/ged-testing- Questions for Parents to ask programs/idaho/default.aspx. Free prep administrators: courses and screening are available. Many students and parents do not realize that • H ow are individual needs met in the students can take college entrance exams classroom? and go straight to most colleges. For some JLIWHGVWXGHQWVZKRDUHVWUXJJOLQJWRÀQG • What is the Process? their place in high school this can be just what they need. • A re there trained people on staff? • Is the school accredited? What agency is • School-to-Work Programs: A child attends the school accredited through? In regards school part-time and works part-time and to accreditation, refer to the Idaho State gets credit for their work experience. Department of Education website at http:// www.sde.idaho.gov/site/accreditation/. 130 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Appendix VII Glossary of Terms Academic Domain The scope of educational studies Accommodations Refer to the actual teaching supports and services that the student may require to successfully demonstrate learning. Accommodations should not change expectations to the curriculum grade levels. Adaptations Designing student activities and experiences that address individualized program goals while enabling students to participate with age peers to the PD[LPXPGHJUHHSRVVLEOH6HH0RGLÀFDWLRQ ADHD $WWHQWLRQ'HÀFLW+\SHUDFWLYLW\'LVRUGHU$FFRUGLQJWRWKH'LDJQRVWLFDQG Statistical Manual of Mental Disorders, fourth edition text revision (DSM- IV-TR), there are three types of ADHD: Combined Type, Inattentive Type and Hyperactive-Impulsive Type. Inattentive Type – problems with paying attention (i.e error checking, multitasking, forgetfulness, listening problems, processing auditory-verbal input, organization, sustaining attention, task persistence and motivation). Hyperactive-Impulsive Type – the need to often move one’s ERG\ LHÀGJHWVFDQQRWVLWLQVHDWZKHQH[SHFWHGWRGRVRUXQVRUFOLPEV H[FHVVLYHO\GLIÀFXOW\SOD\LQJTXLHWO\´RQWKHJRµRU´GULYHQOLNHDPRWRUµEOXUWV RXWDQVZHUVGLIÀFXOW\ZDLWLQJWXUQLQWHUUXSWV &RPELQHG7\SHKDYLQJERWK inattentive and hyperactive-impulsive types. For all types, certain criteria must be met regarding age of onset, duration of symptoms and number of settings in which symptoms are present. Giftedness can sometimes look like ADHD. Adverse Educational Impact $Q\KDUPIXORUXQIDYRUDEOHLQÁXHQFHWKDWDGLVDELOLW\KDVRQDVWXGHQW·V educational performance in academic (reading, math, communication, etc.) or non-academic areas (daily life activities, mobility, pre-vocational and vocational skills, social adaptation, self-help skills, etc.) Affective Strength Level of emotional expression associated with an idea or action. Asperger’s Disorder Is the autism spectrum disorder (ASD) in which there is no general delay in Asperger’s Syndrome language or cognitive development. Like other ASDs, it is characterized by GLIÀFXOWLHVLQVRFLDOLQWHUDFWLRQDQGUHVWULFWHGVWHUHRW\SHGSDWWHUQVRIEHKDYLRU and interests. Although not mentioned in standard diagnostic criteria for AS, physical clumsiness and atypical use of language are frequently reported. Asynchronous Development Means out-of-sync, and gifted children are out of sync both internally (different rates of physical, intellectual, emotional, social and skill development) and H[WHUQDOO\ ODFNRIÀWZLWKVDPHDJHGSHHUVDQGDJHUHODWHGH[SHFWDWLRQVRI society). Authentic Assessment An assignment given to students designed to assess their ability to apply standard-driven knowledge and skills to real-world problems. Behavioral Domain The scope of interactive behavior that can refer to the different responses to different circumstances. Bipolar A mental disorder that involves extreme mood cycling between a hyper- energized, grandiose, elevated mood, and deep depression. In young children there may be wild rage and aggressive depression. (from Survival Strategies for Parenting Children with Bipolar Disorder, George T. Lynn) Cognitive Processing The brain’s ability to transform information: mental processing by the brain to problem solve. Compensation Include study strategies, cognitive strategies (also called learning strategies), compensatory supports (e.g., tape recorders and computer word processing programs), and environmental accommodations such as test-taking accommodations (e.g., extended test time, less distracting test-taking setting). 2WKHUUHVHDUFKHUV *DUQHU Compensatory Strategies Techniques or materials that help to offset learning challenges. IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 131 Continuum A continuous series or sequence of things whose parts cannot be separated or separately discerned. Curriculum Base Measurement (CBM) A form of assessment administered to students to measure academic growth. DIBELS Dynamic Indicators of Basic Early Literacy Skills: a set of standardized individually administered measures of literacy development. Differentiated Instruction An approach to teaching that delivers instruction to students based on differences and commonalities in learning style, interests and strengths. Instruction is tailored to meet the diverse needs of the students in a regular classroom. Discrepancy Formula A discrepancy formula calculates the degree of discrepancy between performance on two measures. Environmental Inventory Rating scales designed to evaluate features of a student’s school and home environment. Explicit Instruction The intentional design and delivery of information by the teacher to the students. It begins with (1) the teacher’s modeling or demonstration of the skill or strategy; (2) a structured and substantial opportunity for students to practice and apply newly taught skills and knowledge under the teacher’s direction and guidance; and (3) an opportunity for feedback. (See teaching functions). Fidelity Using a program, model or instructional strategies in the way they were designed to be used in order to be successful. Function Area(s) of disability needed to develop the child’s strengths and needs for the present levels of academic achievement and functional performance. Horizontal Teaming An interactive process that enables teachers in a grade level to share expertise DQGHQJDJHLQVKDUHGGHFLVLRQPDNLQJZLWKPXWXDOO\GHÀQHGJRDOV Interpersonal Relationships between people. Intervention Targeted supplemental behavioral or academic actions that have the potential to facilitate the desired outcome. Intrapersonal Internal aspects of a person, emotions. Learning Disability 6SHFLÀFQHXURORJLFDOGLVRUGHUVWKDWDIIHFWWKHEUDLQ·VDELOLW\WRWDNHLQVWRUH process or communicate information. Learning Preference A unique combination of strengths and preferences. This includes visual, auditory and kinesthetic preferences. Matrix The regular formation of elements or ideas into columns and rows. 0RGLÀFDWLRQ Changes made to curriculum expectations in order to meet the needs of WKHVWXGHQW0RGLÀFDWLRQVDUHPDGHZKHQWKHH[SHFWDWLRQVDUHEH\RQG WKHVWXGHQWVOHYHORIDELOLW\0RGLÀFDWLRQVPD\EHPLQLPDORUYHU\FRPSOH[ GHSHQGLQJRQWKHVWXGHQWSHUIRUPDQFH0RGLÀFDWLRQVPXVWEHFOHDUO\ acknowledged in the IEP. Multi-tiered Multi-tiered learning provides students with a continuum of services (i.e., typically presented as three levels of instruction) that increase in intensity based on the learner needs. Embedded within multilevel instruction is the practice of determining how well the student responds to the interventions implemented. Perfectionism Common among gifted children. They are critical of their own work and never VDWLVÀHG7KH\DSSO\WKHLUKLJKVWDQGDUGWRRWKHUV,QPRGHUDWLRQSHUIHFWLRQLVP is healthy. Perfectionism can also be characteristic of certain mental health conditions. Portfolios A collection of a student’s best work that is ongoing and represents the interests and strengths of the student. Primary prevention Level I in a tiered system of delivery that applies to all students to universally deliver the core academic and behavioral programs. Psychomotor Muscular or motor skills required to manipulate materials or objects. 132 TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES IDAHO STATE DEPARTMENT OF EDUCATION Response to Intervention (RtI) A systematic approach to insuring that students at risk for failure or underachieving receive timely and effective support. Remediation 7KHDFWRUSURFHVVRIFRUUHFWLQJDIDXOWRUGHÀFLHQF\ Rubric Clearly stated expectations that are used to guide and evaluate student work. Secondary Prevention The second level in a tiered system of delivery that provides strategic intervention for some students that are at risk of not reaching their potential. Sensory Ability of the brain to process information brought in by the senses. Sensory Integration/Processing A brain-based problem with information processing that is characterized by Disorder GLIÀFXOW\XQGHUVWDQGLQJDQGUHVSRQGLQJDSSURSULDWHO\WRVHQVRU\LQSXWV IURP The Mislabled Child) Responses may seem over-reactive to minor stimuli and under-reactive to real danger. Tertiary Prevention The third level in a tiered system of delivery that applies to a few students and provides intensive intervention for students that are at high risk of not reaching their potential. Twice-Exceptional 6WXGHQWVZKRDUH7ZLFH([FHSWLRQDODUHLGHQWLÀHGDVJLIWHGDQGWDOHQWHGDQG DOVRLGHQWLÀHGZLWKRQHRUPRUHGLVDELOLW\RUFRQGLWLRQ Vertical Teaming A vertical team is a group of educators (teachers, counselors, administrators) from different grade levels who work together to develop a curriculum that provides a seamless transition from grade to grade. Ideally, then, the curriculum at the elementary school is linked to what is taught at the high school. Through vertical teaming, school districts can strengthen the opportunities for all students to have access to—and be successful in—rigorous coursework. IDAHO STATE DEPARTMENT OF EDUCATION TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND CHALLENGES OR DISABILITIES 133 Design by Luis Calás 650 W. STATE ST. PO BOX 83720 BOISE, ID 83720-0027 WWW.SDE.IDAHO.GOV