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Twice-Exceptionale 2June 2005 Newsletter Issuee 11 for Parents, Teachers and Professionals

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TM 2e Twice-Exceptional 2June 2005 Newsletter Issuee 11 For.parents,.teachers.and.professionals.. Price US$8 Helping.twice-exceptional.children.reach.their.potential. Roslyn Middle School A.Model.for.2e.Education Quote By Wendy Eisner, Ph.D. & Jennifer Byalick Altman, Psy.D. “High expectations with high levels of sup- a different entry point into understanding. Take Perhaps the most in- port” is the motto of Roslyn Middle School me, for instance, I guess you could call music a novative thinkers include (RMS) in Long Island, New York. It describes way into me.” Similarly, 2e students understand an approach to education that is effective for in terms of their gifts; their gifts are “a way into not only the ones with all students because it teaches them to try to them.” the greatest intellectual reach their potential and provides them with the This article describes a case study of the talents, but also the needed scaffolds. Furthermore, this approach is 2e Educational Approach used in a public school consistent with the method shown by research to setting. Although the profiles of twice-exceptional ones who blend that be the gold standard for educating twice-excep- students vary widely, they also show common intellect with perceptive tional students: using strength-based instruction, features. Those commonalities should enable dysfunctions that allow accommodations, and compensation strategies. this case study to be a useful model for other 2e The formula for this approach, which we’ll refer students. them to function beyond to here as the 2e Educational Approach, is to the norm. provide academic challenges Meet.Geoffrey,.Age.12 in the students’ areas of Geoff shows traits typi- – Kiesa Kay strength and remediation in cal of gifted children (see their areas of disability. Mann, 2004). He’s curious, Researchers Susan asks probing questions, INSIDE Baum, Carolyn Cooper, and is inventive, and thinks Terry Neu (2001) found that theoretically and abstractly. News..................... 3 this dually differentiated cur- He predominantly uses a riculum yielded significant !ASD.Primer........... 4 visual/spatial rather than improvements in students’ auditory/sequential learn- Gifted.Children.with. self-esteem, academic perfor- ing style. He shows strong Asperger’s............ 6 mance, behavior, and career feelings and opinions, direction. This curriculum sometimes challenges Giftedness,. acts as a fulcrum, balancing teachers, and discusses is- Asperger’s,.and.the. students’ strengths and limita- sues in detail. He has deep “Real.World”......... 9 tions. It must be challenging feelings of compassion and Event:.AEGUS..... 12 to engage them; it also must responsibility for human- provide alternate ways of accessing and commu- kind, prefers adult company to that of peers, and Featured. nicating information (from US Department of Edu- is keenly observant. He also shows asynchronous Columns.........14-15 cation, 1993, cited in Baum et al., 2001). It is development and what is referred Book.Review:.. like the multiple intelligences approach, in which to as “overexcitablities,” such as 18 Different Minds.. 16 Howard Gardner explains that “every student has restlessness; sensitivity to light, Broken.Dreams.. 17 2e: Twice-Exceptional Newsletter is a bi-monthly publication about twice-exceptional children, children who are gifted and who have LDs – learning difficulties that go by many names, including learning disabilities, learning disorders, and just plain Events................. 20 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 email. www.2eNewsletter.com 2e Newsletter • June 2005 2e F r o m t h e P u b l i s h e r s 2e: Twice-Exceptional News- Welcome! letter (ISSN 1546-0762) is published six times a year by Greetings from the publishers of 2e: Twice-Ex- Glen Ellyn Media PO Box 582 ceptional Newsletter. The focus of our June issue Glen Ellyn, IL 60138-0582 is autism spectrum disorders in gifted children. Phone: 630-790-2252 Fax: 630-790-2267 More readers and friends of 2e Newsletter have www.2eNewsletter.com [email protected] expressed an interest in this topic than in any other since we launched our publication in late 2003. Linda Neumann, Editor Mark Bade, Business Manager Perhaps this interest reflects the growing number Editorial Board: of children diagnosed with these disorders in recent years. One esti- Susan Assouline, EdS, PhD mate puts the number of school children in the United States with ASDs at over 100,000. Susan Baum, PhD Kathi Kearney, MA Ed Our cover article tells the story of a twice-exceptional child with Asperger Syndrome, a Deirdre Lovecky, PhD Marlo Payne Rice, MS disorder often referred to as a mild form of autism and typified by difficulty with social interac- Linda Kreger Silverman, PhD tions and repetitive patterns of behavior. The program developed for him at school, forged from Joan Franklin Smutny, MA Meredith Warshaw, MSS, MA a strong parent/school alliance, can serve as a model for the education of all 2e children, not The cost for a one-year US sub- just those with Asperger’s. Inside are two articles by psychologists Teresa Bolick and Deirdre scription is $45, for a two-year Lovecky that provide insight into the combination of giftedness and Asperger’s. A review of Dr. subscription $80. Electronic edition, $35. Contact us for Lovecky’s book, Different Minds: Gifted Children with AD/HD, Asperger Syndrome, and Other international or institu- tional rates. Send changes Learning Deficits, also appears in this issue. of address to us by mail or to Along with our regular columns and features, you’ll find an article by former educator, ad- [email protected]. ministrator, and consultant Wendy Handrich. She shares her observations on what makes the The contents of 2e Newsletter are not intended to constitute home/school connection work for the benefit of 2e kids. In addition, we bring you coverage of medical or clinical advice, the 2005 AEGUS conference, which took place in Denver earlier this spring. which should be obtained from a licensed practitioner. As the school year draws to a close, we hope you’ll remember a favorite teacher or adminis- The use of information from 2e Newsletter for commercial trator with a gift subscription to 2e: Twice-Exceptional Newsletter. purposes is prohibited without We wish you a satisfying summer, whether in pursuit of edification, relaxation, or some consent in writing from Glen Ellyn Media. We thank our sup- combination of the two. porters and subscribers. – Linda Neumann and Mark Bade Copyright © 2005 by Glen Glen Ellyn Media Ellyn Media, unless otherwise June, 2005 noted. The yellow and red 2e logo on blue is a trademark of Glen Ellyn Media. Member of NAGC, CEC, Inde- pendent Press Association. 2e Newsletter • June 2005 2 www.2eNewsletter.com N e w s E t c . 2e Items of Interest GDC Tours… and Publishes MISUSE OF AD/HD STIMULANTS. them for prescribed stimulant In March Linda Silverman and Alexandra Golon of the Gifted In his May 11th issue of “At- medication. Development Center went on a speaking tour of Australia and tention Research Update,” New Zealand. Linda Silverman shared their experiences with Dr. David Rabiner reviewed a AD/HD PATCH COMING? A drug 2e Newsletter: large-scale study on the mis- company press release in We visited Auckland and Christchurch in New Zealand use of stimulant medications May described the results of and Brisbane, Canberra, Sidney, and Melbourne in Australia. among students in middle a study involving a low-dose I talked with tons of 2e parents everywhere – we had packed school and high school. Re- skin patch that releases the houses. We did day-long workshops with teachers, and Allie sults were based on 1,536 stimulant used in Concerta worked with parents and kids. responses to an anony- and Ritalin. The study tested There is tremendous interest in the topics of twice ex- mous, web-based survey in the effectiveness of the patch ceptional and visual/spatial in Australia. It’s “Visual/spatial a Midwestern public school alone or in combination with Central”! Why is there so much interest? Maybe it’s because district. The study found that behavioral modification ther- noise levels are high in Australian cities and schools. They about a quarter of those apy. Findings showed that the don’t seem to have good acoustics. Plus, the layout of the cit- on presecription stimulants combination was most effec- ies is crazy! The addresses on one side of the street don’t nec- reported being approached tive in improving behavior and essarily match those on other side. People need to depend on to sell, give away, or trade also required less medica- visual/spatial abilities there. their medication; high school tion. Lower doses reduce side A large number of 2e kids are aboriginal – Maori Pacific students and females were effects such as loss of ap- Islanders. They tend to think holistically, and many of the chil- those most likely to be ap- petite. Shire Pharmaceuticals dren suffer from chronic ear infections. They have difficulty proached. And of those taking will seek FDA approval for the with the same things that our 2e students do here – handwrit- prescribed stimulants, about MPH patch in 2006. ing, timed tests, spelling, reading by means of phonics – all a quarter reported illicit use methods that don’t suit them well. of stimulant medication – ei- NEW DIGS FOR BRIDGES ACADEMY. In Australia, they don’t recognize learning disabilities. The ther misusing their own or This spring, Bridges Academy, only way to get services is to get an Asperger’s diagnosis. So taking other stimulants in ad- a Los Angeles-area school for Asperger’s is a common label.
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    TM 2e Twice-Exceptional 2May/June 2006 Newsletter Issuee 16 For parents, teachers and professionals. Price US$8 Helping twice-exceptional children reach their potential. Proposed Guidelines for Identifying and Meeting Quote the Needs of Twice-exceptional (2e) Students … just as we have an By Wendy Eisner, PhD, and Melissa Sornik, BSW obligation to care for These guidelines are intended to be a multi- their strengths and weaknesses. those with special hard- purpose reference tool for educators, counselors, Commonly, the twice-exceptional individual ships, we also have and parents. They have been developed in order is viewed through the lens of pathology. With a to: pathology model, the focus is on the individual’s an obligation to do • Clearly define the term twice-exceptional (2e) weaknesses, sometimes totally eclipsing his or something… to encour- • Help readers better understand 2e her strengths. The goal of the pathology model age those with special personality characteristics is fixing the weaknesses without simultaneously talents. A society that • Provide help in designing 2e programs developing the strengths. Many clinicians are • Provide a system for identifying students for trained to use the pathology model and receive ignores children with the 2e programs no training with regard to giftedness. As a result, most promise is no bet- • Help in preparing evaluations and they are likely to misinterpret gifted behaviors ter than a society that individualized education programs (IEPs) as symptoms of disorders. The book Misdiagno- shuns those with the • Guide decision-making at Committee on sis and Dual Diagnoses of Gifted Children and least. Special Education (CSE) meetings.