TM Twice-Exceptional Newsletter 2March/April 2011 For parents, teachers and professionals. Issuee 45 Helping twice-exceptional children reach their potential. Featured in this Issue

Twice-exceptional By Judy Willis, M.D., M.Ed Page Find out about the cycle of stress reactivity 3 Children, Exceptional present in all of our brains and a particularly Challenges limiting roadblock to 2e kids.

The Bridges Academy By Susan Baum, Ph.D., and Cynthia Novak, Ph.D. Page How Bridges Academy celebrates and ac- 8 Model in Action commodates the neurodiversity present in the student body of this school for the twice- Quote exceptional.

Different The Value of By Marlo Payne Thurman, M.S. Page Is not Thurman wants to know what the world’s 12 Neurodiversity coming to in terms of classifying, labeling, Deficient. treating, and medicating our children. — Jonathan

Mooney Also Inside

From the Publishers...... 2 ! Book Review — Neurodiversity...... 14 Letter: Dear Case Manager...... 16

Letter: My 2e Son ­— To Whom It May Concern...... 18

News...... 20

Bob Seney on Books: Out of My Mind...... 22

Dr. Sylvia Rimm: Mother Sees a Problem; Father Doesn’t...... 23

Events...... 24 2e From the Publishers Welcome! We at 2e Newsletter plan most issues around a theme. In this issue the theme is “neurodiversity,” a term that Wikipedia defines as “an idea which as- serts that atypical neurological development is a normal human difference … to be recognized and respected as any other human variation.” Neurologist turned educator Judy Willis leads off this issue by providing a brain-based explanation of how twice-exceptional students may experience stress and how that stress affects their learning experiences. Willis also points out certain learning circum- stances that can help twice-exceptional learners. In the following article we discover that Bridges Academy not only incorporates what Willis suggests but has also developed an entire strength-based model for allowing twice-exceptional, neuro-diverse young people to thrive. The Bridges authors also provide a great example of how the model can change a life. Next, Marlow Payne Thurman delivers an essay celebrating neurodiversity and bemoaning what she sees as exces- sive (and perhaps unnecessary) labeling and medication, along the way offering a life lesson from the farm on diversity. Also in this issue we feature a review of the book Neurodiversity. Author Thomas Armstrong focuses on the positive aspects of neurodiversity and concludes with a call against “ableism.” The themed portion of the newsletter concludes with two letters, neither solicited but both fitting marvelously into the theme. One is an eloquent piece written by a young 2e high-schooler to his IEP case manager; the other is a “word picture” which a mother often uses to explain her 2e son to others. We hope you enjoy the issue. As you read through it, please take the time to provide feedback to us about the vari- ous articles and features; doing so will help us deliver future content that you can use and enjoy. Thanks for subscribing! — Linda C. Neumann and J. Mark Bade Glen Ellyn Media March, 2011

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

2e: Twice-Exceptional Newsletter is published bi-monthly in January, March, May, July, September, and November. The cost for a one-year electronic subscription is $30. Contact us for group and institutional rates. Send changes of address to [email protected] or by mail to 2e: Twice-Exceptional Newsletter, PO Box 582, Glen Ellyn, IL 60138-0582.

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

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

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

2e Newsletter • March/April 2011 2 www.2eNewsletter.com 2e Featured Topic A Brain-based View Twice-Exceptional Children, Exceptional Challenges

By Judy Willis, M.D., M.Ed first priority is to be alert for potential threats and to avoid them. The most primitive parts of the brain are those that As Calvin Coolidge once said, “The most common determine what gets our attention and what information commodity in this country is unrealized potential.” Stu- gets priority entry into the brain. This primary attention dents currently in public high schools in large U.S. cities system, called the reticular activating system (RAS), is a are more likely to drop out than ever before. When the series of long nerve pathways located in the brain stem. reasons for dropping out are examined, almost 80 percent of the students report that the main problem is boredom. When asked what bores them most, the usual response is that the material they are taught is either uninteresting or irrelevant to their lives. There are an estimated three million children in America who could be classified as gifted but are not rec- ognized as such. Estimates of the percentage of drop-out students who are gifted range from 5 to 20 percent. The gifted students most at risk for falling through the widen- ing cracks are twice-exceptional (2e) children. The circumstances in today’s classrooms are such that stress is increased for all students and teachers. The consequences for twice-exceptional children include de- creased identification, insufficient opportunity to connect with their gifts, and the misinterpretation of their behav- iors. This article will describe the cycle of stress reactivity present in all of our brains that is a particularly limiting Approximate Locations of Brain Structures roadblock to twice-exceptional students. From neuroimaging studies, we see that higher up The Impact of Stress on the Brain from the brain stem is another filter that determines Most children experience stress when they encounter where incoming information is sent. This structure, the the overloaded, homogenized curriculum that dispenses amygdala, is found on each side of the brain, deep in the facts to be memorized without providing experiences of network of the emotionally responsive limbic system. The discovery or opportunities to connect to content in the fol- function of the amygdala is to direct incoming information lowing ways: to one of two locations in the brain — either the higher, • Through their strengths and interests thinking, reflective brain (prefrontal cortex) or the lower, • By following their curiosity reactive, automatic brain. The destination of the informa- • By using new learning to achieve personally valued tion depends on the emotional state of the human (or ani- goals. mal) and the expectation of potential threat. Stress cuts off students’ access to higher-order In the absence of high stress, fear, or perceived thinking, logic, creative problem solving, and analytical threat, the amygdala directs incoming information to the judgment. Stress also renders students unable to reflect prefrontal cortex (PFC). There the information is further before reacting to situations or emotions. Instead, they evaluated by the brain’s high-order thinking networks as to respond with fight/flight/freeze reactions, which are not meaning and relationships to stored memories of previous voluntary choices and often bring punitive consequences. experiences. The ability to evaluate one’s emotions before What takes place in the brain when we experience either responding to an emotional trigger or choosing stress? The brain has evolved to promote our survival. Its

2e Newsletter • March/April 2011 3 www.2eNewsletter.com 2e Featured Topic Exceptional Challenges, continued to ignore it is a uniquely human trait. However, this reflec- Further studies of environmental influences that tive response can only take place if the overall emotional cause the amygdala to go into reactive mode reveal that state of the individual is not in a high-stress mode, which this switching station does not just direct input to the blocks the flow of information to the PFC. lower brain during states of fear or anger, but also when Unfortunately, the human amygdala cannot distin- the subjects experience significant or sustained boredom guish between real or imagined threats. Whenever the or frustration. amygdala is highly activated by negative emotions, it sends incoming information to the lower, involuntary, The Toll of Boredom and Frustration quick-response brain, where the behavioral reactions are When the amygdala sends input to the lower brain, limited to the primitive fight/flight/freeze survival mecha- there are two prominent consequences: nisms. • The behavioral output from the lower brain is involun- This routing makes sense for survival when real tary, not mediated by judgment. threats exist because the lower brain is most efficient for • Information routed to the lower brain fails to reach the automatic reactive responses. However, today, with most prefrontal cortex. humans living in a much less precarious environment In order for information such as classroom learning than we once did, we have far less need for this highly to be incorporated into conscious, retrievable, long-term reactive system that evolved to protect us. Nevertheless, memory and for the information to be processed with our brains still have the emotional response system that higher-order thinking, it must first reach the PFC. Once it automatically reacts to the perception of threat as well as does, the brain can use judgment, analysis, risk assess- to other forms of emotional stress. ment, and planning to process the information so that learning becomes knowledge. The individual can reflect, Studying the Brain in Action evaluate options, and make conscious choices instead of Through neuroimaging scans of the brain “in ac- involuntarily reacting to an emotional event or perception. tion,” we can see what influences the amygdala to go For example, a dog may bark whenever someone knocks into the reactive mode that sends input to the low brain. at the door, but the human prefrontal cortex, proportion- For example, a study of adolescents evaluated how their ally larger than that of any other animal, allows humans to amygdala responses varied when they looked at photo- reflect on the source of the knocking sound, identify the graphs of people with frowns or stern expressions versus person there, and evaluate the best response. when they looked at photographs of people with pleasant Boredom and frustration are frequent intruders on expressions. After viewing the photographs, both groups brain function in today’s classrooms. Boredom can come were given a series of 10 words and told to try to remem- from lessons that have little personal relevance, and ber them. They were asked to push a button when one from instruction and drills that cover information gifted of these 10 words appeared in a series of 50 words that students have already mastered. Frustration can result followed. when students don’t immediately understand a lesson or The subjects who saw photos of people with pleasant feel they lack the capability to do so. When boredom and expressions had scans showing activation along neuron- frustration persist or intensify, the amygdala automatically to-neuron circuits from the amygdala to the PFC, and the shifts the direction of information flow and learning stops. subjects had increased activity in the PFC while they cor- rectly identified a high percentage of the words. The sub- Behavior Misidentified jects who performed the same word-recognition task after Twice-exceptional children are often already exerting viewing a series of photos of faces with unpleasant ex- effort to manage their learning or attention challenges pressions had very different brain activity when they tried and to keep in check their highly-driven curiosity. When to recognize the words. There was very high activity in the their amygdalas go into the stress-reactive state in re- amygdala, and minimal activity in the PFC. Their word re- sponse to boredom or frustration, these students are cut call was significantly less than that of the control group. off from their greatest assets of intelligence; and

2e Newsletter • March/April 2011 4 www.2eNewsletter.com 2e Featured Topic Exceptional Challenges, continued their behavior output is limited to involuntary fight/flight/ laziness, willfulness, learning disabilities, or attention freeze. In this state, 2e students are less likely to make disorders often diminish because their brains are not in the best choices regarding behavior and attention. the reactive state in response to the stress of boredom If 2e children already carry a diagnosis of a learning or frustration. Even twice-exceptional children with atten- or attention disability, their fight/flight/freeze reactions to tion disorders or learning disabilities are more successful boredom may be mistakenly attributed to their underlying when they have learning experiences appropriate to their conditions. Educators may limit their access to the appro- intelligence and gifts. priate interventions for their gifts because the students are presumed incapable of more challenging work. If Demands of Standardized Testing Fail Twice-exceptional boredom is prompting the stress reactions, denying these Students students challenge can exacerbate the problem. The demands of high-stakes standardized testing af- If these students achieve mastery of the informa- fect most of what even the most dedicated teachers can tion and must participate in the same instruction and and cannot do. For example, teachers today are: drills as their classmates, they grow even more bored • Less able to spend time observing the learning and stressed. The cycle worsens as they are denied op- strengths and weaknesses of students, which could portunities to access their gifts and experience the joys of lead to the identification of twice-exceptional students learning. The cracks continue to widen; and dropping out • Less able to plan and individualize the kinds of learn- becomes a more and more appealing, and even logical, ing opportunities that would allow 2e students to con- option. nect with content through their strengths and remain What happens when twice-exceptional children are engaged through appropriate levels of challenge properly identified and have access to appropriate levels of instruction? The “behavior problems” attributed to

When “Behavior Problems” are Not Evidence of “Brain Problems”

High-stakes testing has brought about changes in who did, indeed, demonstrate behaviors usually the classroom environment. I indirectly became aware associated with these conditions. As I learned more of these changes ten years ago when there was an about the changes in the learning environment, it alarming increase in the number of children referred was evident to me that these children’s brains were to my neurology practice. Teachers were concerned responding to stress by processing input and responding that their students might have neurological disorders with behavioral output from their lower brains. causing symptoms that the teachers interpreted as AD/ I left my neurology practice to get a teaching HD, oppositional-defiant disorder, petit-mal “staring and credential and a master’s degree in education. I blinking” seizures, or obsessive-compulsive behavior. became a schoolteacher and applied my neuroscience When I evaluated these children, there was no higher background to make bridges from neuroscience incidence of these actual conditions than there had research to strategies that were most “neuro-logical” been previously — most of these children did not have with regard to the brain’s processing of emotions and neurological conditions. It was evident that something information. I sought ways to lower students’ stress so at school was promoting behaviors that were interpreted that sensory input would reach their reflective brain, as coming from brain dysfunctions, even in children with where students could evaluate intake and respond to very healthy brains. experiences with their higher cognitive powers. I investigated classrooms and saw many children ­—JW

2e Newsletter • March/April 2011 5 www.2eNewsletter.com 2e Featured Topic Exceptional Challenges, continued

• Less likely to receive professional development that project- and inquiry-based learning, and opportunities to would allow them to better identify and serve twice- demonstrate exceptional creativity or higher-order think- exceptional learners. ing skills. Many computers in elementary schools that Uniformity of test modes and fact practice reward once were in continuous use are now rarely powered up students who conform and do the drills without com- because discovery and inquiry learning are not amenable plaint, question, or curiosity. Twice-exceptional students, to the time-on-task calculations. stressed by the oppressive uniformity of instruction This narrowing of the curriculum offers less oppor- geared toward memorization, are unable to work us- tunity for twice-exceptional and other gifted children to ing their highest brains and unlikely to behave with reveal their gifts and to be identified. The loss of time for conformity. science, social studies, foreign language, and the arts in Reducing the variety of instructional experiences elementary and particularly in middle school reduces the in order to increase “time on task” translates to more opportunity for 2e children to connect their curiosity, in- time spent on drills, class work, and memorizing facts sight, and creativity with classroom experiences. for homework. Profoundly reduced are opportunities for physical activities, drama, art, collaborative group work,

Resources from Dr. Judy Willis I spend time writing and speaking about how the − Teaching the Brain to Read: Strategies brain responds to experience and emotion. I hope these for Improving Fluency, Vocabulary, and activities will increase the ranks of well-informed adults Comprehension, ASCD: August, 2008 needed not only to keep twice-exceptional children from − Brain-Friendly Strategies for the Inclusion falling through the cracks, but also to illuminate and Classroom, ASCD: 2007 guide these children to use the pathways leading to their − Research-Based Strategies To Ignite Student brains’ highest functioning regions. Learning: Insights from a Neurologist/ For the knowledge that is power, I urge parents Classroom Teacher, ASCD: 2006 (Finalist and teachers as well to learn more about how the brain for Distinguished Achievement Award for processes information and emotions. This knowledge, Educational Writing by the Association for that I was fortunate to acquire during my neurology Educational Publishers) training and experience, can help teachers and parents • Articles: use “neuro-logical” strategies to support exceptional − “How to Teach Students About the Brain”: www. children. radteach.com/page1/page8/page44/page44. To learn more, check out the following. html • Website: www.radteach.com − “What You Should Know About Your Brain”: • Books www.radteach.com/page1/page8/page45/ − Inspiring Middle School Minds, Great Potential page45.html Press: 2009 (2010 USA Book News Magazine • Chapter 2010 Best Book Awards Finalist) − “Current Impact of Neuroscience in Teaching − Learning to Love Math: Teaching Strategies and Learning,” a chapter in Mind, Brain, and that Change Student Attitudes and Get Education, Ed. D. Sousa. Solution Tree Press: Results, ASCD: 2010 2010 − How Your Child Learns Best: Brain-Based ­—JW Ways to Ignite Learning and Increase School Success, Sourcebooks: 2008

2e Newsletter • March/April 2011 6 www.2eNewsletter.com 2e Featured Topic Exceptional Challenges, concluded

Intervention Dr. Judy Willis has had careers as a Teachers know the value of differentiation and indi- neurologist; as an educator at the vidualization. However, they are not given the specialized elementary, middle school, and uni- professional development or graduate school instruction versity levels; and as an author of in the neuroscience of learning and the brain. Having ac- books and articles. In addition, she cess to this type of information and training would enable presents at educational conferences them, while working within the rigid instruction-time man- and conducts professional devel- dates, to help twice-exceptional children reach into their opment workshops nationally and prefrontal cortex and connect with their highest potentials. internationally about classroom strat- The windows into the brain we now have through neuro- egies correlated with neuroscience imaging, electrical deep brain recording, and cognitive research. As a research consultant, psychology provide valuable information for parents and she develops curriculum for teachers to use to implement teachers. This information can serve as a lifeline for twice- mindful educational programs in their classrooms. The exceptional and gifted children to hold on to until the flaws focus of her talks and writings is how to apply the results and cracks in the system are repaired. of neuroscience research to classroom learning. To learn more about her, visit her website: www.RADTeach.com. 2e

A Mini-Review of How Your Child Learns Best: Brain-Friendly Strategies You Can Use to Ignite Your Child’s Learning and Increase School Success

In the introduction to this book (from Sourcebooks, plenty of ideas that teachers can apply in the classroom, inc., 2008), Judy Willis explains her motivation for writing as Willis did during her years of teaching. For each subject it. She noticed a striking difference be- area, Willis suggests two main types of tween the way each of her daughters, born activities, one that appeals especially to ten years apart, reacted to school. With the children who learn best through words and older daughter, “her excitement would bub- a step-by-step approach, and one that ap- ble over in the car and at the dinner table peals especially to children who learn best about the new things she learned and did through images, movement, and by moving in school.” Ten years later, “in those same from broad concepts to details. classrooms, with the same excellent teach- For readers with an interest, Willis ers, my younger daughter had to be prod- includes a clearly written primer on how ded to tell us anything she learned about or the brain works and how we can use that liked in school that day.” The cause, as Wil- understanding to enhance learning. She lis sees it, is the transformation of students also provides a chapter on the different from “enthusiastic participants in learning” styles of learning that children have and into “passive recipients of facts and work the strengths and challenges that come sheets,” the result of the current focus on with each. This information, Willis believes, “teaching to the test.” is essential for children to understand because it enables Her recommended solution is to infuse teaching strat- them to build on their learning strengths and achieve their egies with the latest in evidence-based brain research. “greatest potential as a joyful learner.” The result is the learning activities that fill this book, in- The book concludes with some useful reference mate- tended to engage students’ highest levels of thinking and rial. Willis has provided a glossary of brain-related terms, enhance their learning. Willis provides activities in the and pages of education-related resources that include areas of reading, math, social studies, and science. While websites and books for both parents and teachers. aimed at parents who want to rekindle their children’s —Linda Neumann love of learning outside of school, the book provides 2e Newsletter • March/April 2011 7 www.2eNewsletter.com 2e Featured Topic Celebrating Neurodiversity The Bridges Academy Model in Action

By Susan Baum, Ph.D., and Cynthia Novak, Ph.D. acknowledges the dynamic interplay between and among the following variables: Standing at 6 foot 4 and touting a 10-gallon hat, Kent . Gifts, talents, and interests brought down the house with his impressive rendition of . Learning differences Johnny Cash’s I Walk the Line. The performance would . Learning disabilities have been impressive for any high school senior lucky . Social and emotional readiness enough to be singing for a packed audience on a rainy . Family context in which the student lives winter night at a Hollywood venue. But for this young man, . Developmental asynchrony. this stage event — and others like it during his senior year — marked the end of a six-year transformational journey. When Kent entered Bridges Academy, an indepen- dent school for twice-exceptional (2e) students, he was a Gifts, Talents, shy, fragile 7th grader who often cowered in the hallway & Interests between classes. He suffered from high levels of anxiety and had performed poorly in public school, despite having an IQ in the superior range and standardized achievement Learning Learning test scores above the 98th percentile in all subject areas. Differences Disabilities Kent’s family feared that their exceptionally bright and talented son might give up on school altogether. They saw Student his pronounced shyness and shut-down behavior as signs of increasing stress, and they worried that Kent would become “the brilliant dropout who ends up pumping gas” Social & and never going to college. Emotional Family That could have easily happened if the focus had re- Profile Context mained on Kent’s deficits rather than his strengths. Carl Developmental Sabatino, Bridges Academy Head of School, has observed Asynchrony that many students like Kent “arrive at Bridges defined by what they cannot do and leave believing in what they can do.” At Bridges, we appreciate and accept the neurodiver- Bridges’ Educational Model™ sity that 2e students represent. We not only recognize stu- dents’ unique patterns of development, but we celebrate their differences and cognitive styles. The goal of the school is to assist students in identifying and developing This model provides a framework for curriculum devel- their gifts and to provide support to help them address opment, instruction, and enrichment; and it also informs their learning difficulties. To this end, Bridges Academy services, specific interventions, and opportunities offered has developed a comprehensive model comprised of fac- to students and their families. For each student we use a tors that we believe contribute to 2e students’ success. team approach to generate an educational profile that en- compasses all of the variables, with an emphasis on the The Bridges Model child’s talents and strengths. Depending upon the indi- Student-centered is the best way to describe the edu- vidual circumstances, any one of these variables may be- cational experience at Bridges Academy. The school offers come the subject of collaborative team focus. The interac- curriculum and educational opportunities built on a deep tion of the variables on each other influences the cognitive understanding of 2e students. In order to plan appropriate and emotional milieu in which our students live from day programs for our students, we use a holistic approach that to day. As our students’ needs change (sometimes

2e Newsletter • March/April 2011 8 www.2eNewsletter.com 2e Featured Topic The Bridges Model, continued daily), we consider a variety of critical responses aligned to Learning Disabilities the factors in the model. We strive to help our Bridges students understand and compensate for their learning disabilities and atten- Gifts, Talents, and Interests tion deficits. An educational therapist and clinical psychol- At Bridges, we are primarily concerned with our ogist are on staff to help students manage their deficits students’ talents, gifts, and interests. Through a talent and provide support to teachers. Executive functioning development focus, our students become competent and skills are taught as an integral part of the classroom cur- productive adults with a positive identity and strong sense riculum and supported outside the classroom with the as- of self. Talent development occurs both within the curricu- sistance of Bridges specialists. Examples include: lum and through special talent development opportunities . Homework support classes (TDOs). Examples of both include: . Assistive technology, including electronic whiteboards, . Rigorous core curriculum units based on the laptops, audio texts, voice recognition software, and Enrichment Triad Model (Renzulli, 1970; Baum & calculators Novak, 2010) . Varied instructional strategies . Talent-based choices within the grade-level curriculum . Class websites with homework and course lectures . Acceleration for qualified students in an area of . Additional time when needed expertise in a higher-grade-level class . Use of scaffolding to support and nurture executive . Participation for talent development in advanced-level functioning courses . Academic support from the educational therapist. . Independent study options . Enrichment clusters — mini-courses in talent areas The Social and Emotional Profile offered during school days. Each course meets five At Bridges Academy, we recognize that social and to six times a semester. Examples include set design, emotional well being is vital for 2e student success. Due photography, and game theory. to past experiences, many 2e students are sensitive and . Winter session intensive courses that run one or two highly anxious. Some are perfectionistic, a tendency often weeks such as Drama Boot Camp, Rock Band 101, associated with gifted learners. We acknowledge that Military History, and Outdoor Adventures. many of our students are immature socially and require . Talent development opportunities such as a writers’ assistance in acquiring social awareness and interper- consortium, art studio, debate, and an advanced sonal skills. We understand that academic achievement is musicians’ guild. based on an emotional readiness to learn and engage in productive work. We work as a team to provide social and Learning Differences emotional support through a continuum of services that We at Bridges acknowledge that all students learn includes: differently. Their multiple intelligences and their cognitive, . An in-house educational therapist and a clinical learning, and personality styles inform curricular choices psychologist who work as a team to support students and instructional strategies. To accommodate students’ through crises strengths and weaknesses, classes are dually-differentiat- . Field trips, competitions, etc., that provide authentic ed. We offer our students: contexts for social behaviors . Small class size . Using drama to nurture social skills and encourage . Choices of resources and projects the disposition of the performer . Individual and small-group work . Exposure to therapies (art, music, equine) to connect . Tiered instruction students to emotions and awareness . Interest centers. . Talent development opportunities that provide a positive approach for coping.

2e Newsletter • March/April 2011 9 www.2eNewsletter.com 2e Featured Topic The Bridges Model, continued

Family Context developmental psychologist Lev Vygotsky, identifies Bridges Academy sees itself as a dynamic learning the difference between what children have already community that includes students and their families. We mastered and what they can achieve with adult provide ongoing support to help families better under- guidance. 2e students need academic challenge, stand their 2e child and to enable them to work effectively while receiving scaffolding, or support, to help the with the school. That way, we can work together to create learners through the ZPD.) a nurturing environment both at home and in school. The (Baum, Novak, Dann, & Preuss, 2010). following opportunities exist for Bridges families: . Orientation events The Model in Action . Opportunities to participate in student support When the Bridges team built Kent’s educational plan, team meetings with teachers, administrators, and we recognized his extraordinary intellect and advanced specialists abilities in technology. We also acknowledged his extraor- . Ongoing communication through e-mail, newsletters, dinary challenges in organizing his world and in any form and course websites of social interaction, including entering a room, talking to . Parent education workshop series a teacher, or greeting his classmates. We knew we had to . Collaboration with outside therapists, doctors, tutors, design a program that simultaneously addressed his intel- and Bridges staff to help parents support their lectual and emotional needs. children To engage Kent, we provided intellectually rich con- . Referrals to professionals for family therapy. tent in all areas. For example, he took advanced classes and independent studies, including online college cours- Development Asynchrony es. In addition, he participated in our by-invitation-only We acknowledge that many of our students at Bridges writers group and took two winter session courses: Rock Academy experience developmental asynchrony, which Band and Shakespeare Boot Camp. Kent also team-taught may impact every part of a 2e child’s life. Developmental a web design course with the Bridges web designer. asynchrony refers to the differences that exist among Equally important, we structured Kent’s social envi- chronological age, intellectual age, motor age, and social/ ronment — understanding that his anxiety and shy tem- emotional age. For example, a 12-year-old child might perament affected every aspect of his life, both at school have the intellect of a 15-year-old high school student in and at home. His parents revealed to us that performance certain areas of talent and interest. However, that same anxiety caused him to discontinue music lessons, which child might have the motor skills of a 9-year-old and, in he loved. When stressed, he simply withdrew folding his certain circumstances, the emotional behavior of a 6-year- arms over his head to shield his face. Often, before he old child. It is essential that all the key players in a child’s entered class, he would stand at the door with hands over life, such as family, teachers, and coaches, understand his ears and require several minutes to settle himself. this concept and develop the ability to discern at which Using our model as a guide, the Bridges team had age a child is behaving and respond appropriately. to structure the environment in such a way to provide Bridges Academy addresses developmental psychological and social safety. Some of the strategies asynchrony by doing the following: included giving Kent the time he needed to transition . Acknowledging that growth happens over time in to class and allowing him to communicate with others small increments through e-mail. Teachers differentiated learning experi- . Conducting awareness training ences to promote success. For instance, during a science . Providing response strategies for families and faculty camping trip to Catalina Island, students were required using differentiated approaches to help students to participate in a day and night snorkel. Kent’s anxiety succeed in spite of asynchrony was so severe that he couldn’t function most of the day . Employing educational strategies that use the zone leading up to the snorkel experiences. The Bridges staff of proximal development (ZPD) to encourage student encouraged him to take a few hours to re- growth across each domain. (The ZPD, according to center by reading and resting alone. This

2e Newsletter • March/April 2011 10 www.2eNewsletter.com 2e Featured Topic The Bridges Model, concluded negotiation resulted in Kent’s suiting up, snorkeling, and Conclusion being awed along with his classmates as they witnessed As the Bridges model makes clear, and Kent’s ex- night phosphorescence. Another successful negotia- ample underscores, attention to one factor often impacts tion occurred in drama when he was asked to perform another. The story of Kent illustrates the success of the a monologue. He and his teacher worked out a plan by Bridges model that is possible over time when all the fac- which Kent programmed his computer to do the talking for tors are carefully understood and addressed. While Kent’s him in a ventriloquist performance — the computer was particular combination of strengths and weaknesses is the ventriloquist and Kent was the dummy. This brought unique, all of our students cope with a dichotomy of ex- down the house, perhaps sowing the seed for future on- traordinary gifts and extreme challenges. The flexibility of stage performances that would follow. the model allows us to decide daily what a student may As Kent matured, faculty and students alike recog- need in order to continue his or her journey to success. nized and respected his technological genius that often While in other settings professionals may focus primarily served as a catalyst for positive social interaction. He col- on the child’s deficits, our strength-based model keeps us laborated with his peers on projects as the tech expert. As focused on talents, gifts and interests. Instead of merely knowledge of his talent spread, he was hired by a Beverly remediating what these students can’t do, we continue Hills financial firm to work with a team of adults on a spe- to provide our 2e students with intellectually rich experi- cial computer project. In Kent’s words, “I couldn’t believe ences where they have the opportunity to show the world that talented adults thought I had something to offer. what they can do. Their confidence in me helped me outgrow my shyness, as did my participation in Winter Session opportunities.” References Baum, S. & Novak, C. (2010). Why isn’t talent develop- ment in the IEP? SEM and the twice exceptional A Final Note learner. Gifted Education International, 26, 249- 260. We were privileged to talk with Kent during the Baum, S., Novak, C., Dann, M., & Preuss. L. (2010). The writing of this article. He sat across from us, a con- mythology of learning: Understanding common fident, accomplished young man. Kent graduated myths about 2e learners. Glen Ellyn, IL: Glen Ellyn a year early because of his accelerated program. Media. Instead of entering college immediately, he is taking Renzulli, J. (1977). Enrichment triad model. Mansfield a gap year. As of this writing, Kent is concluding an Center, CT: Creative Learning Press. internship at California Institute of Technology and will be going to Japan for a three-month program Both authors of this article work at Bridges Academy to refine his Japanese language skills and to team in the following teach an English class. capacities: Susan —SB, CN Baum (left) is Direc- tor of Professional Development, and Cynthia Novak is the Middle School Director. 2e

2e Newsletter • March/April 2011 11 www.2eNewsletter.com 2e Featured Topic The Value of Neurodiversity

By Marlo Payne Thurman, M.S. health throughout the entire human lifespan. So why are so many thoughtful and well-intentioned What is this world coming to? parents putting their children on medications? The answer I want to know why roughly 25 percent of all people in is simple. Their children are unhappy, they don’t function the U.S. are diagnosed with a mental health disorder and well in school, they have trouble with their peers, and the approximately 60 million people take medications to treat DSM has diagnosed a disorder. We are taught to believe in these conditions. Why the firstDiagnostic and Statistical our teachers, our psychologists, and our doctors who are Manual of Mental Health Disorders (DSM) only had 60 trained to know more than we do; so, because there gen- categories, but today that number has tripled and promis- erally isn’t another good option, we comply. es to increase even more in the new edition. Why ten per- cent of school-age children have learning disabilities (not Antiquated Systems including AD/HD) and one in three students, on national At one time, our compulsory school systems’ mission average, drops out of school before graduation. was to produce factory workers. In school, children learned I have training in both education and psychology. As to read, spell and write, do math, and study civics and such, I’ve handed out my fair share of labels; and I can elocution. Lessons were taught orally; and reading, writing, honestly say that our children today are not the happy, and recitation tasks assessed the level of memorization healthy kids of 20 years ago. But we can’t all be disor- obtained. dered. Instead of automatically assuming that our kids Little in our schools has changed since that time, are just “sick,” let’s examine those educational, mental despite the call from corporate CEO’s for out-of-the-box health, and medical systems that classify, label, treat, and thinkers. Today’s business leaders seek bright, creative, medicate. Let’s ask some questions: When did we decide independent problem-solvers who can multitask. Unfortu- that everyone should be normal? With so many of our kids nately, our schools don’t teach that; and our mental health diagnosed with something, isn’t it clear that our systems systems and medicines may actually be striving to cure may not work? And: What is the value of human neurodi- out-of-the-box thinking. versity in our world today? In our schools, modern-day curriculum standards still treat information as if it were a valuable commod- A Limited View of Normal ity, despite the possibility that learning these subjects in I often see cutting-edge medical research on the dif- this way may no longer be relevant. In the past, students ferences in brain development for children with AD/HD. unsuccessful in this education model left school to help Through the use of imaging data, we believe we have a pic- out in family businesses, or they trained in vocations or ture of the “normal” brain of a child — what it should look apprenticeships. Today’s children don’t have a viable out. like and how it should grow. Based on that data, medical They’re tied up in schooling and homework that have little and mental health professionals prescribe medications applicability to today’s world, and they have few alterna- and therapies for children. tives to school. The lives of our children are not congruent It all sounds convincing; but, in reality, we live under with the world they live in, and they fail to see how they will a disease-based mentality. As such, differences mean ever participate successfully in their future. something is wrong. Researchers don’t often get funding to examine the parts of the AD/HD brain that might work The Value of Neurodiversity better than the norm. The term neurodiversity, coined in 1998 by Harvey In the United States, we use 90 percent of the world’s Blume, refers to the idea that people experience the world Ritalin, and estimates of the number school-age children differently based on their neurological attributes. Blume taking psychotropic medications are as high as 18 to 22 tells us that “neurodiversity may be every bit as crucial for percent. All of these medications have side effects, some the human race as biodiversity is for life in general.” have never been properly evaluated for their use with children, and none has been evaluated for its impact on

2e Newsletter • March/April 2011 12 www.2eNewsletter.com 2e Featured Topic The Value of Neurodiversity, concluded

So why the push to normalize? I learned the answer to The author thanks Mark Jarrett Carroll for his assistance that question on a farm in rural Wyoming. A group of nor- with the research for this article. The following resources mal cows is easier to herd. On the other hand, any farmer were consulted: can tell us that all living species require diversity to sur- APA Working Group on Psychoactive Medications for Chil- vive; and without it, organisms lack vigor. On the farm, it’s dren and Adolescents. (2006). Psychopharmaco- the cows with “heart” — those who have passion, curiosity, logical, psychosocial, and combined interventions and even a little hint of trouble-making — that often out- for childhood disorders: Evidence base, contex- produce the other cows. tual factors, and future directions. Washington, In today’s world, however, with all of our new medical DC: American Psychological Association. insights, we believe we should eliminate trouble-making, find ways to fit our kids into existing systems, and strive Armstrong. T. (2010). Neurodiversity: Discovering the ex- to normalize our children if we can. I personally am not traordinary gifts of autism, ADHD, dyslexia, and convinced. We know for certain that individuals with other brain differences. Cambridge: Da Capo “different” minds often do great things. Not many of the Press. world’s famous movers and shakers would be described Blume, H. (1998, September 30). Neurodiversity: on the as normal. Furthermore, in the field of gifted education, underpinnings of geekdom. The Atlantic. Re- shouldn’t we expect that the brain of a gifted child will trieved 2011-02-26. develop differently than the brain of a normal child? After Kliebard, H.M. (1995). The struggle for the American cur- all, we know for certain that brain development is different riculum (2nd ed.). New York: Routledge. on the other end of the bell curve. Unfortunately, we don’t have any studies that properly examine “normal” brain Rowan, C. (2010). Unplug – don’t drug: A critical look at development in gifted children. the influence of technology on child behavior. Ethical Human Psychology and Psychiatry, 12(1). Conclusion Stein, D.B. (2001). Unraveling the ADD/ADHD fiasco: Suc- There are those who will argue that it’s too costly cessful parenting without drugs. Kansas City: to change our educational, medical, and mental health Andrews McMeel Publishing. systems. But what is the dollar value of eradicating our inherent cognitive differences? While the cost of changing Marlo Payne Thurman, M.S., spe- our systems is great, the loss of cognitive diversity and the cializes in assessment, advocacy, possible long-term health issues stemming from a life of cognitive training, sensory and be- medications may be even costlier. havior support, and socio-emotional As long as increasingly large percentages of our chil- coaching for individuals who are both dren are unsuccessful in schools, require treatments, highly intelligent and asynchronously and take mind-altering medications, we must continue developed. In 1999 she founded the looking for other answers. Furthermore, until schools are Brideun Learning Communities and built a play-based, better equipped and funded to meet the needs of today’s therapeutic school. After funding deficits led to the children, we will be forced to rely on medication and other school’s closing, Marlo founded 2E Consulting Services treatment alternatives to fix our kids. My hope is that to provide support and training to programs that work someday soon we will recognize the financial value of with individuals who, despite adequate intelligence, are neurodiversity in humans and put our money towards the unable to find success in traditional settings. Marlo holds earth’s most valuable resource, our children. board positions with 2e Newsletter and the US Autism and Asperger’s Association, where she directs the U.S. College Autism Project. Marlo has been recognized for her work by People and ADDitude magazines, The Special Educator, The New York Times, National Public Radio, and numer- ous local venues. 2e

2e Newsletter • March/April 2011 13 www.2eNewsletter.com 2e Book Review Neurodiversity: Discovering the Extraordinary Gifts of Autism, ADHD, Dyslexia, and Other Brain Differences Book by Thomas Armstrong, Ph.D. author also presents eight principles based on this new Da Capo Press (2010) model that values differences in human brains. One of Reviewed by Linda C. Neumann the principles, for example, states that success in life “de- pends on modifying your surrounding environment to fit Members of the 2e community will find much that is the needs of your unique brain.” familiar in Armstrong’s Neurodiversity. The author, a for- The next chapters focus on seven common conditions: mer education consultant, talks about twice exceptional- • AD/HD ity, Universal Design for Learning (UDL), and the need for • Autism strength-based instruction and dual differentiation in edu- • Dyslexia cating bright children with learning difficulties. The author • Mood disorders just uses different terminology. • Anxiety disorders Armstrong opens the book by describing IEP meetings • Intellectual disabilities he used to attend. Before each meeting, he would review • Schizophrenia. the child’s cumulative file, compiling a list of everything Armstrong looks at each from the neurodiversity positive he could find. Then he would present this list, perspective, identifying strengths that individuals with often several pages long, at the meeting. Armstrong found the condition often exhibit and examining how those that this exercise changed the whole strengths can be applied in life to tone of the meeting. Instead of fo- advantage, such as in careers where cusing on the negative aspects of the strengths would be assets. Arm- the child, attendees ended up con- strong also cites research that can sidering the child’s “true potentials” put a positive spin on what is often and often came up with “some real treated as a drawback of the condi- solutions” for helping the child. tion. (References take up about 30 This experience convinced pages at the back of the book.) In Armstrong of the need to “reject the chapter on AD/HD, for example, the disease-based thinking that he presents the delayed maturity too often dogs the lives of labeled often associated with it in a positive individuals and [to] embrace a more light, citing research about the value positive vision of who they are, and of neoteny, the retention of childlike who they can become.” He explains qualities. The author concludes the his motivation for writing this book discussion by stating that children la- in terms of wanting “to open up a beled with AD/HD “may be the lead- broader discussion about the mean- ing edge in evolution, demonstrating ing of human diversity as it relates childlike patterns of behavior…that to the brain” and to present strong need to be retained into adulthood evidence of “extraordinary gifts” in if we’re going to continue to survive those who have been labeled as and thrive as a species.” Armstrong having “broken brains.” He chose the title of his book points to some of “civilization’s most celebrated individu- because he saw the word neurodiversity as one that “con- als,” such as Einstein, Picasso, and Mozart, as being “in veys this sense of affirmation.” some ways like children in adult bodies.” In the first chapter Armstrong positions neurodiversity In examining the seven conditions from this perspec- as a concept whose time has come. He defines the term tive, however, the author emphasizes that he is “not at- and discusses the need to apply to human brains the tempting to sidestep the damage that these conditions lessons learned about other types of diversity — among do.” Instead, he explains, he is making plants and animals and among cultures and races. The use of “a powerful concept, backed by

2e Newsletter • March/April 2011 14 www.2eNewsletter.com 2e Book Review Discovering the Extraordinary Gifts, concluded substantial research from brain science, evolutionary psy- changes, Armstrong contends that “the greatest change chology, anthropology, and other fields, that can help revo- that can be made [in schools] is one that costs little or lutionize the way we look at mental illness.” nothing: changing the attitude of educators toward kids An especially useful chapter comes near the end of with labels.” the book where Armstrong covers neurodiversity in the In the final chapter, “The Future of Neurodiversity,” classroom. He laments that special education today is Armstrong calls for an end to what he calls “ableism,” “a world of deficit, damage, and dysfunction,” one that discrimination against people with disabilities. His vision is “easier to get into than to get out of.” In contrast, he is a society in which “disorders will be reframed as differ- paints a picture of what a neurodiverse classroom looks ences,” doing away with “fear, pity, and condescension like, with its inclusive, strength-based programs, technol- toward those who are perceived to be ‘less able’ than their ogy support, and high expectations for achievement for all ‘more able’ peers.” For our 2e children who are still told students at whatever level each is capable of. For those “You can be gifted or you can be disabled, but you can’t who object that there is no money to implement such be both,” I say it can’t come soon enough. 2e

Resources for Parents and Educators The Spotlight on 2e Series

Parenting Your Twice-exceptional Child For parents • Provides an overview of twice exceptionality • Offers guidelines for raising a 2e child • Addresses issues involved in raising and teaching 2e kids Understanding Your Twice-exceptional Student For educators • Describes how gifts and deficits combine in the 2e student • Offers effective strategies for teaching twice-exceptional children • Discusses classroom accommodations and other ways to support these learners Guiding the Twice-exceptional Child: A Collection of Columns by Meredith Warshaw The Mythology of Learning: Understanding Common For parents & professionals Myths about 2e Learners • A collection of 19 columns from 2e Newsletter For parents & professionals • Insights into 2e children from Meredith, a parent, special needs • A series of articles developed for 2e Newsletter by Bridges Academy, educational advisor, and creator of the Uniquely Gifted website a school for twice-exceptional students • Columns covering these topics: the second “e” in 2e, living with our • Identifies the learning myths that commonly surround 2e children 2e children, educating a 2e child • Offers research-based and experienced-based insights, strategies, and methods in place of the myths The Twice-exceptional Child with Attention Deficit For parents & professionals The 2e Reading Guide: Essential Books for • Provides an overview of giftedness and of AD/HD Understanding the Twice-exceptional Child • Discusses how these two sets of traits combine in the 2e student For parents & professionals • Addresses issues involved in raising and teaching 2e kids • A collection of 20 book reviews from 2e: Twice- Exceptional The Twice-exceptional Child with Asperger Syndrome Newsletter • Must reading for understanding, raising, and educating the 2e child For parents & professionals • Introduces readers to the experts and issues surrounding twice • Provides an overview of giftedness and of Asperger Syndrome exceptionality • Discusses how these two sets of traits combine in the 2e student • Like taking a “mini-course” on 2e • Addresses the issues involved in raising and teaching these children

Prices: $11 for subscribers to 2e: Twice-Exceptional Newsletter; $12.95 for others. Nominal shipping charges apply. Quantity discounts available to schools and organizations. Find out more and order at www.2enewsletter.com/Spotlight_on_2e.htm

2e Newsletter • March/April 2011 15 www.2eNewsletter.com 2e L e t t e r s Dear Case Manager As a freshman in high school, Andrew Collins felt misunderstood. He explains, “Being a 2e is a big part of my life, as is raising awareness of 2e’s.” To remedy this lack of understanding, he composed a letter for his IEP case manager. His goal was to “explain how my own unique learning profile has been accommodated in the past, how it explained my current situation, and how I hoped it would be accommodated in the future.”

Dear Case Manager: teachers who treated me piteously and condescendingly A twice-exceptional is someone who is both gifted as though they expected me to grow up in society “picking and disabled. Many twice-exceptionals are not properly at the table scraps” of an intelligent population. With so accommodated, and as a result devote little effort to many of my educators attempting to fix my weaknesses, school while maintaining intense passions and interests I never would have imagined I had strengths. I became outside of their academic careers. These students are argumentative, depressed, and paranoid that people often wrongfully perceived as lazy or unmotivated; but in were always insulting my intelligence. Indeed, I received a truth, most of them wish to lead successful and fulfilling great deal of insults from my peers for just being a “sped.” academic careers. I am a twice-exceptional, and I owe it to Reading and writing helped me escape, passions that you to explain how this is affecting my academics. would blossom into a gift for writing. I am writing to you for two reasons: to establish the So far in high school my situation has improved, but fact that I am not lazy or apathetic, and to provide you only through my own self-discovery and personal achieve- with information that I believe is necessary for you to have ments. I still possess many useless and generic accommo- if our upcoming IEP meeting is to be an effective one. Let dations that I either don’t need or are only in place to treat me start out by recognizing that everyone is aware that a symptom of the real problem. Not everything can be I am not currently living up to my academic potential. fixed with planner checks, teacher’s notes, and modified However, it has become increasingly apparent that much worksheets! After the “Dark Ages” period in middle school, of this issue stems from the fact that many of my accom- I finally know who I am and what I need for my IEP. Howev- modations have missed what has become the heart of the er, in my attempts to create an ideal learning environment issue, and that most of my thoughts, patterns, and behav- for myself, I’ve found the subject of IEP modifications to be iors are being misinterpreted. I approached you with the a war with my educators over getting the accommodations name “twice-exceptional” before, and was disheartened I need. I feel alone in this, a one-man army. Most of my to see the lack of recognition on your face and in your re- proposals were received with the following quotes: sponse. I will explain to you how my unique learning profile “You just want these things so you can keep enabling has been received in the past, how it explains my current yourself to be lazy and manipulative. You have everything situation, and how it should be dealt with in the future. you need to succeed.” And, the most hurtful of all, “I’m There are few times in the past when I have been starting to think you just like to complain.” satisfied with my IEP. For the most part, I feel as though Yes, I received the accusation of being lazy that it has been generally ineffective. I can’t help but realize many twice-exceptionals get thrown at them once or twice. it hasn’t changed much since middle school. In middle And to be fair, I can see why someone who only took a school, my accommodations included access to teacher’s superficial glance at my academic performance might notes, mandatory planner checks, and modified work- think that. I will admit that I’ve reduced the amount of at- sheets all across the curriculum — accommodations that tention I spend on academics, but would you really want everyone else I knew with an IEP was receiving. At the to devote honest effort and attention to something that same time, I wasn’t exactly sure what I needed either, left you feeling frustrated, flawed, and deeply depressed? for no one had ever really gone over my evaluation with If anyone wants proof that I am a self-motivated person, me. I thought I was flawed, and I began to feel insulted by

2e Newsletter • March/April 2011 16 www.2eNewsletter.com 2e L e t t e r s Dear Case Manager, concluded they should read one of my published poems or novels ademic importance of this point. Therefore, in addition to that have frequently been called outlets for procrastina- some constructive criticism on the visual and step-by-step tion. Perhaps they might also take the time to notice an way I need to learn math, I have proposed grade accel- essay I wrote for English last year that was so good it won eration in English, which can be supported by my testing a state-level competition. So before asking me again why I scores, extra-curricular writing, and teacher opinions. can’t stop “procrastinating” so I can focus on school more, I hope this composition has helped you understand remember this simple answer: one of those options makes both my needs and twice-exceptionals. Twice-exceptionals me feel alienated and terrible about myself, while the oth- are only a fraction of the gifted population, which is a er makes me happy and gives me a sense of belonging. fraction in itself! Please feel free to show this to any other It doesn’t bother me that I’m learning disabled. It educators or case managers because twice-exceptionals bothers me that my disability is the only thing anyone in aren’t half as well known as we should be in the field of my academics seems to focus on. public education. I suppose you could say I’m feeling under-appreci- ated. I was continuously earning perfect grades in Eng- Thank you for your time, lish class without lifting a finger, and had been tested in Andrew C. vocabulary and reading comprehension, scores that had been described by the testing administrator as “absolutely Andrew Collins is a 16-year-old high phenomenal.” If my literacy-based scores have been post- school junior who is passionate high school since seventh grade, it should have been ap- about writing. In addition, he enjoys propriate and necessary for my IEP to not only think of new independently researching space, ways to fix my weaknesses, but also to provide me with a the medieval period, and gifted edu- situation in English class that wasn’t problematically easy cation. Though he is most talented in and boring. publishing his poetry and composing In the future, I would like to be one of the twice- fantasy novels, in the future he would like to major in cre- exceptional students who has been understood by his ative writing and earn a doctorate in psychology. After col- educators and appropriately accommodated. Generally, it lege, he plans to be employed in a situation where he can is most important that I have access to a learning environ- help improve the learning environment for children with ment that focuses on accommodating both my extreme unique learning profiles. He lives at home with his parents strengths and my extreme weaknesses. Anything you read and is the middle child between his two brothers. 2e about twice-exceptionals will stress the emotional and ac-

Did the Letter Work?

The reaction to this letter was not one of immediate success. While those in the IEP department were eager to hear what I had to say, I quickly learned that my proposals were impossible due to my school’s rigid curriculum. The situation in which my IEP could only focus on accommodating my disability remained. Though they were mak- ing honest efforts to implement my suggested math accommodations, I was generally frustrated with the outcome. I had finally come to realize the powers of my IEP were not extensive enough to fully support my needs. Knowing I would have no success challenging the curriculum itself, I resigned the effort and returned to thinking about other ways I could improve my situation. Luckily, I had a wise English teacher who saw my potential, understood my situation, and supplied me with a number of writing opportunities. Winning these was encouraging, and one of these experiences was borderline life- changing. —AC

2e Newsletter • March/April 2011 17 www.2eNewsletter.com 2e L e t t e r s To Whom It May Concern

Jane Hyde is the parent of a twice-exceptional son. She has composed a letter that she refers to as “a word picture” of her child. Her purpose, in her words, is “to communicate to my 2e son’s teachers about what it is like to be 2e.” The let- ter, she explains, has proven to be effective in many situations.

My introverted, teenage, gifted son is “2e” (twice ex- My son has a tremendous amount of sheer ceptional). He may be thrice or quad-exceptional, since it power in his right hand (i.e., his mental ca- is difficult to determine which “disabilities” are a by-prod- pacity). My son actively seeks opportunities uct of his abilities, and not inherently separate from them. to use the powerful Phillips-head bit he has I am not sure it matters. at his fingertips, rather than the forgotten My son has amazing vocabulary, writing, and a deep and embarrassing dime, which is in his un- grasp of complex concepts related to concepts he has practiced left hand. Most people only have already formed. He also has a ridiculously slow processing a dime. They use their dime frequently, in speed (listens, talks, walks slowly; turtle-like, really). He their dominant hand, on their given flat head is labeled variously as having ADD-Inattentive, executive screws. They become adept and proficient at dysfunction, sluggish cognitive tempo, or being a gifted using a dime. It is natural, familiar, and they underachiever. He has very real, and sometimes medi- can use it without thinking. cated, anxiety issues; and he struggles with depressive My son, without thinking, attacks the flat- angst, all of which might be secondary to the “disabilty” of head screw with his Phillips-head driver drill, giftedness. resulting in nothing but a stripped screw My son’s work is inconsistent. Inconsistent frequently head. Finally, as a last resort, he furtively, looks like this in the gradebook: 100, 100, 0, 0, 0, 100, 0, covertly, attempts to use the dime in his left 100, 100, 0, 100. It is difficult to convince teachers (and hand on the flat-head screw. But the now- sometimes myself) that my son’s inconsistent work effort stripped screw falls to the ground repeatedly is not always the moral failure of laziness, but frequently due to his lack of skill, and due to the added the result of overwhelming frustration at owning both encumbrance of the heavy drill/driver still tremendous mental ability and lacking some “normal” in his right hand. After multiple attempts, abilities that are taken for granted by most of us. This punctuated by frequent mental and morale word picture helps describe how his “ability” can become breaks to cope with his growing irritation, he a disability. takes the back end of the heavy-duty 3/8” The school has given my son an assignment 18V cordless Ni-Cad drill/driver and pounds to drive a 5” screw into a wall. The screw has the screw into the wall. a flat head crown. In my son’s right (domi- He gets a C on the assignment. He has used nant) hand, he wields a heavy-duty DeWalt the weight of his ability in an unfinessed 3/8” 18V cordless Ni-Cad electric drill/ execution to deliver the minimum expected driver, with a titanium driver-bit permanently result — the screw settled in the wall. But he installed. It is a Phillips-head bit. In my son’s has not really furthered his expertise in the left hand is a dime. use of either tool, and the screw will not hold. Given yet another 5-inch flat-head screw, he

2e Newsletter • March/April 2011 18 www.2eNewsletter.com 2e L e t t e r s To Whom It May Concern, concluded

is highly tempted to throw it to the ground gentle, saintly, clear-headed wife he marries. The flat-head and stalk away, uttering a pun-intended, im- screw may look like an uninteresting, unchallenging, or perative phrase containing the word “screw.” irrelevant assignment, or a nuanced social situation, the But he doesn’t, because shame and self-flag- type that kids with less “ability” manage without frustra- ellation overwhelm his frustration. He with- tion or shame. One day he will discover that, in the adult draws, like a turtle. Or better, like an ostrich, world, he can choose to work primarily with Phillips-head head in sand, ignoring the incriminating dime screws. in his pocket. My DeWalt-wielding son does need to learn to use his dime adequately. But, like all of us, he will gravitate to his Whenever possible and appropriate, my son needs to strengths. Our job is to help him become capable of giving be given screws with a Phillips head. The point of a screw his best back to the world, by giving opportunities to use is to fasten something, it often does not ultimately matter both his DeWalt power house, and repeatedly support- whether it has a flat or Phillips head. Sometimes my son ing his attempts to use his dime – without maligning his needs very patient, compassionate, overt instruction and character. practice using his dime. The dime may look like a planner, a locker, a deadline, note-taking, social correctness; one Just my ten cents’ worth. day it will look like the excellent secretary he hires, or the Jane Hyde 2e

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Years Past in 2e: Twice-Exceptional Newsletter

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2e Newsletter • March/April 2011 19 www.2eNewsletter.com 2e N e w s NEWSbits From SENG 2e Newsletter and “Social Media” The organization Supporting Emotional Needs of The 2e Newsletter Network at Ning.com is up and the Gifted (seng) has scheduled a variety of 2e-related running and currently has almost 300 members. The sessions for its July conference in Seattle, Washington. publishers of 2e Newsletter urge you to visit, register, and According to Executive Director Amy Price, a list of those participate. sessions includes: The Network contains discussion groups devoted • Helping the Disorganized Gifted Family: If I’m So to conditions such as AD/HD, Asperger’s, dyslexia, and Smart, Why Can’t I Ever Find My Keys? so forth. As an example of what you might find at the2e • Executive Function Disorder: Is it a Gift in Bright Newsletter network, the AD/HD group currently has dis- Children Rather than a Disorder? cussion forums going on these topics: • Both My Child and My Spouse are Twice Exceptional: • Classroom models What Now? • A request for help with an underachieving AD/HD teen • Misdiagnosis and Dual Diagnoses of Gifted Children • AD/HD and nutrition and Adults • Medication for inattentive AD/HD. • The Key to Success for the Twice Exceptional: Self Also in the Network are groups for members of the Advocacy 2e community in different locations – New York, Chicago, • Teaching Gifted Students with Asperger’s Syndrome Australia, Canada, the UK, and so forth. (Feel free to cre- • Independent Schools: Finding a Good Fit to Meet the ate a group for your region or city.) Social and Emotional Needs of the Gifted and Twice For the Network to best serve the 2e community, it Exceptional Student will need a “critical mass” of participants so that mem- Price says that a new, half-day training session will be bers concerned with a particular issue or resources in available to SENG parent group facilitators from around a particular geographic area will have others to inter- the country: a half-day master session to provide experi- act with. Registration is required, but it’s free and you enced facilitators with techniques for working with cultur- have the option to use a screen name rather than your ally diverse families and with families of twice exceptional real name. To register, go to http://2enewsletter.ning. students. Find more information about the conference at com/?xgi=5fRjVktrpoYhb5. Feel free to invite other mem- the SENG site, www.sengifted.org. bers of the 2e community you might know. 2e Newsletter has a Facebook page where we post Denver’s Gifted Development Center a 2e quote of the week along with occasional pointers to Linda Silverman, director of the Gifted Development significant articles or resources. We sometimes ask for Center, is providing a keynote address at the New Jersey community help there — information on schools, etc — but Association for the Gifted Conference on March 11th. Her we anticipate that our Ning network will be the main ve- topic: “What We Have Learned about Gifted Children.” hicle for the exchange of resources and advice. Feel free The Center has scheduled its first symposium on adult to visit and post at www.facebook.com/pages/2e-Newslet- giftedness for April 12th in Lafayette, Colorado. Details ter/133179266714351. are available at the GDC website, www.gifteddevelopment. If you like the monthly briefing but would rather dis- com. cover the resources and news items earlier, visit our blog several times a week. That’s where we post items that eventually make it into the briefing, along with some items 2e in Australia that don’t. See it at http://2enewsletter.blogspot.com/. Jo Freitag, of Gifted Resources in Australia, points And finally, we Tweet – not very often, and usually out the May 14th 2e Forum, sponsored by the New South just to announce a new blog post or a significant article. Wales Association for Gifted and Talented Children. Inter- So if you use Twitter, you can follow us; we’re (who else) ested parents and educators may find more information 2eNewsletter. on this and other gifted/2e events in the “In Box” at Fre- itag’s website, www.giftedresource.org.

2e Newsletter • March/April 2011 20 www.2eNewsletter.com 2e N e w s NEWSbits, concluded

Bridges Academy Permanent Home Bridges Academy, serving 2e students grades 5-12, has purchased the Studio City, California campus it has been sharing since 2005. The campus was built in the late1940s as Our Lady of Corvalis Catholic Girls School and was purchased in 1980 by Osaka Sangyo University of Japan. Bridges began renting space when it outgrew its previous facility in Sherman Oaks, CA. The property is on 3.5 acres and includes a two-story classroom building, smaller two-story classroom/office building, gym/cafeteria complex, 120-bed dormitory, full-service kitchen, grounds and ample parking. Not only will the Studio City campus become Bridges Academy’s permanent home, it will also serve as a center for 2e research, training, conferences/seminars/work- shops, and resource center for parents and professionals, including summer programs. For more information about opportunities at the Bridges campus, contact Doug Lenzini at (818) 506-1091 Bridges’ Doug Lenzini at the CAG conference in February or [email protected]. 2e

Gifted, Learning Disabled, 2e The ever-creative minds at Google have come up with a new tool called Ngram that charts the occurence of words or phrases as they have appeared on “lots” of books from the year 1800 to as late as 2000. We ran two trials, one comparing the terms “gifted” and “learning disabled,” and one just for “twice exceptional.” Check the results below. Find the tool at http://ngrams.googlelabs.com. 2e

Results for “Gifted” versus Results for “Learning Disabled “Twice Exceptional”

2e Newsletter • March/April 2011 21 www.2eNewsletter.com 2e Bob Seney on Books Out of My Mind

I have mentioned before that the school’s competitive quiz team. every once in a while a novel hits Once Mr. Dimming, the quiz team me pretty hard and it seems to coach, accepts that Melody’s high haunt my thoughts for days, even scores were not just a fluke, Mel- weeks, after I have read it. Two ex- ody takes her place on the team. amples are Mary Calhoun Brown’s With her abilities, her team wins There are No Words (reviewed in the regional competition and quali- the November, 2010, issue of 2e fies for the national competition Newsletter) and Sharon Creech’s in Washington D.C. Here’s where Unfinished Angel (HarperCollins, tragedy steps in, and we find the 2009). Now, there’s this novel Out climax of the story and Melody’s of My Mind (Atheneum, 2010) by ultimate victory. Sharon M. Draper. What an amazing novel! It I was hooked with the very first deals with so many issues that sentences: our challenged children must face “Words. I’m surrounded daily. Through this story, Draper by thousands of words. has provided an important and sig- Maybe millions. nificant insight into the life of one Cathedral. Mayonnaise. such individual. Pomegranate. The author also provides some Mississippi, Neapolitan. insights into her thoughts and mo- Hippopotamus. tivation in writing the book in an author’s note to readers, Silk. Terrifying. Iridescent. Draper, whose own daughter has cerebral palsy, writes: Tickle. Sneeze. Wish. Worry. “I was fiercely adamant that nobody feel sorry Words have always whirled around me like for Melody. I wanted her to be accepted as a snowflakes — each one delicate and different, character and as a person, not as a represen- each one melting untouched in my hands.… tative for people with disabilities. Melody is a But only in my head. I have never spoken one tribute to all the parents of disabled kids who single word. I am almost eleven years old.” struggle, to all those children who are misun- Wow! Thus begins Melody’s heroic tale. Melody is a derstood, to all those caregivers who help ev- ten-year-old girl with cerebral palsy, and she is also a bril- ery step of the way. It’s also written for people liant fifth grader with a photographic memory. However, who look away, who pretend they don’t see, Melody is unable to talk and her unresponsive and un- or who don’t know what to say when they en- controllable body is bound to a wheel chair. In the special counter someone who faces life with obvious education classes to which she is assigned, Melody has differences. Just smile and say hello!” no opportunity to show that she is, in fact, the brightest That, in itself, is a significant lesson; but the lessons student in the fifth grade. that Melody teaches us are even broader and more signifi- It takes the teamwork of a sensitive teaching intern cant. I feel so strongly about Out of My Mind that I believe from the local college and Melody’s very supportive mom it should be required reading for any class that has or may to discover a computer that can be adapted to meet have students with disabilities. And I don’t say that very Melody’s needs. This technology not only gives her a voice often! — it gives her freedom. Melody is quickly transitioned into With regard to why she wrote the novel, Draper states, regular classes where she meets curiosity, hostility, bully- “All great stories emerge from deep truths that rest within ing, and social cliques. Determined not to be overcome by us.” Truly this novel brings those truths to the readers’ these “simple” obstacles, Melody proves her intellectual conscious level. Can we ever ask anything more ability by making the top scores on the qualifying tests for from a novel?

2e Newsletter • March/April 2011 22 www.2eNewsletter.com 2e Dear Dr. Sylvia Mother Sees a Problem; Father Doesn’t

My wife has tested You could agree with her you to be united in giving Dr. Sylvia our son three or after she explains it. him a clear message about Rimm is Q four times for At- It’s possible that your wife the importance of working a child tention Deficit/Hyperactiv- has higher expectations for hard in school and always psycholo- ity Disorder (AD/HD) and your son than she should, doing his best. Take an gist and other things. She seems to but that your expectations interest in what he is learn- clinical keep looking for something aren’t high enough. Boys ing and expect high grades. profes- wrong. I don’t see it. All the typically prioritize their Say good things about his sor at Case University AD/HD evaluations have dad’s expectations over teacher and his mother. School of Medicine, author, been found to be negative. their mom’s as part of Hopefully, they will return newspaper and magazine identifying themselves as the favor. When parents columnist, and radio/ If your wife has ar- males. For example, let’s are respectful of each other TV personality. For free ranged for three or say that a mother is telling and also respectful of chil- newsletters about how A four different tests her son that he should be dren’s teachers, children education pays off for the for AD/HD, and all have working harder or doing are much more likely to rest of your life or parenting turned out to be negative, better work in school; and achieve better in school. with a united front, send a it’s unlikely that your son’s let’s say that the father is Successful adults typically self-addressed, stamped problem is AD/HD. Yet, saying to her, within the believe that their parents envelope to P.O. Box 32, she must be hearing from son’s hearing, “Leave him had high expectations of Watertown, WI, 53094. teachers that he has some alone. He’s doing fine.” This them. Of course, too high Read Dr. Rimm’s “Articles kind of problem or she could be enough for the expectations can cause for Parents and Teachers” wouldn’t likely be pursuing son to not do his best in unhealthy pressure. Doing and submit family ques- continuous testing. You school. one’s best is more appro- tions online at www.sylvi- should begin by asking your arimm.com. All questions While I can’t tell you for priate than doing the best wife why she assumes your in the class for avoiding too are answered. 2e son is having a problem. sure whether your son has a problem, I can encourage much pressure.

Out of My Mind, concluded

My response to Out of My Mind is purely and com- Professor Emeritus Bob Seney is pletely at Louise Rosenblatt’s emotive level! [If you don’t retired from teaching in the Mas- know her research on the levels of response to literature, ters of Gifted Studies Program at please send me an e-mail me and I will “hook you up.”] If Mississippi University for Women. not careful, I could get very preachy about this amazing At conferences, he often presents novel, but I will constrain myself and just urge you to read a session titled “What’s New in this truly remarkable book. I promise, you will not be sorry. Young Adult Literature.” Reach him Happy Reading! at [email protected]. 2e

2e Newsletter • March/April 2011 23 www.2eNewsletter.com 2e E v e n t s March 26-27, 2011 AEGUS International Conference, July 24-29, Boise, Idaho, 15th Annual Edufest. For educa- Honolulu, Hawaii. By the Association for the Education of tors of the gifted and talented. More information at www. Gifted Underachieving Students. For parents, educators, edufest.org. clinicians. Find more information at www.aegus1.org/ August 8-12, Prague, Czech Republic (new location), 19th about.html. World Conference for Gifted and Talented Children. For April 25-28, CEC Convention and Expo, National Harbor, educators, researchers; includes programs for parents Maryland. For educators, professionals, parents. More and kids. More information at www.worldconference2011. information at www.cec.sped.org. org.

July 10-15, Confratute, Storrs, Connecticut. By the Univer- November 3-6, 2011, NAGC Convention, New Orleans, sity of Connecticut. For educators of the gifted. More infor- Louisiana. For educators and other professionals; in- mation at www.gifted.uconn.edu/confratute. cludes a parents’ day. More information at www.nagc.org.

July 15-17, SENG Summit, Seattle, Washington. By the Please note: For state association conferences relating organization Supporting Emotional Needs of the Gifted. to giftedness, see Hoagies’ website. For additional con- For parents, educators, clinicians. More information at ferences on learning differences, see the website of the www.sengifted.org. Council for Exceptional Children. 2e

2e Newsletter • March/April 2011 24 www.2eNewsletter.com