TM Twice-Exceptional Newsletter 2July/August 2011 For parents, teachers and professionals. Issuee 47 Helping twice-exceptional children reach their potential. Featured in this Issue

Homeschooling the By Corin Barsily Goodwin and Mika Gustavson, MFT Page An option for parents when the local schools 3 Gifted or 2e Child aren’t a good fit for their gifted or 2e child.

Quote

In the right climate, A Conversation with A specialist in homeschooling children with Page where students know learning challenges shares her experiences 5 Sandy Cook with school and homeschool. and feel they are

respected and valued for their uniqueness, From Socialization to By Lisa Rivero Page Ways to think about social skills and a few 8 anything is possible. Social Skills ideas for tapping into homeschooling’s unique social potential.

— Richard Weinfeld, Sue Jeweler, Linda Barnes-Robinson, and Betty Shevitz Also Inside

From the Publishers...... 2

Resources for Homeschooling 2e Children...... 11 ! Book Review — Homeschooling Your Struggling Learner...... 12 A Profile of Baywood Learning Center...... 14

News...... 16

Bob Seney on Books: Mockingbird...... 18

Conference Coverage: 2e Forum in Sydney, Australia...... 19

Dr. Sylvia Rimm: Daughter Acts LIke 6... Or 2... Or Sometimes 25...... 21

Events...... 22 2e From the Publishers Welcome! Welcome to 2e Newsletter for July, 2011. The focus of our issue is homeschooling. As we enjoy (or swelter through) mid-summer (at least here in the northern hemisphere), some families with twice-exceptional children may be regarding the coming school year with dread, wondering how they will get the needs of their 2e children met. Some may choose to give up the struggle with public or private schools that just “don’t get” their children and decide, instead, to homeschool. This issue looks at reasons to homeschool twice-ex- ceptional children and benefits that can result, and it looks at resources to help homeschooling families find success. Also featured in this issue are coverage of a 2e conference that took place in Sidney, Australia, and a profile of Bay- wood Learning Center, which provides a unique learning experience for children who learn in different ways. You’ll also find our regular columns and news from the 2e community. If you haven’t already discovered the 2e Newsletter Network at Ning.com, we invite you to check it out as a re- source. A variety of groups there allow you to converse with others who share your 2e concerns. For example, there are groups on specific “e’s,” and even groups on combinations of “e’s” like AD/HD-Anxiety or Tourette’s-Asperger’s-AD/HD. There are location-specific groups for New York City, Chicago, St. Louis, UK, Canada, Australia, and New Zealand, not to mention northern Virginia! Or, join a group for 2e homeschoolers, 2e advocates, or 2e adults. And if you don’t see a group you think should be there, feel free to create one yourself; that’s allowed and encouraged. The 2e Newsletter Network at Ning is free. Registration is required with a valid email (which is not made public), and a screen name is required, although members may use only their first names or else some kind of fanciful, anony- mous handle. A look at the users on the Network as we write this shows that many people are comfortable enough to use their real and full names, a testament, perhaps, to the bonds of trust created by a common interest in doing good for twice-exceptional kids. Anyway: the invitation link that’s valid through July is http://2enewsletter.ning.com/?xgi=4toIlLBA7KdKiK. To join after July, email us for the current link. (Ning changes it monthly.) The more members the network has, the more valu- able it will be for everyone. See you there! — Linda C. Neumann and J. Mark Bade Glen Ellyn Media July, 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 • July/August 2011 2 www.2eNewsletter.com 2e Featured Topic Homeschooling the Gifted or 2e Child

By Corin Barsily Goodwin and Mika Gustavson, MFT Other families prefer a less structured approach to education, which allows them to create a better match Many gifted and 2e children do very well in schools for their child’s learning style. Homeschooling provides throughout the U.S. There are all kinds of programs an educational environment that can be tailored to meet designed to meet the special needs of the fortunate the needs of the gifted child without the repetition found children who have access to them. When there’s a good in the mainstream sequential curriculum; without a focus fit for the unique educational needs of one’s child, there’s on standards that do not support individual potential; and no need to look for further options. However, these without artificial social relations, which are often poorly programs are not available to all of the families who need suited to gifted children. Families can allow the interests them, due to location, district funding, or limited personal of the child to take the lead in the educational process, resources. So what are parents to do when a good fit adopting a more eclectic style of homeschooling, is not available? Since an increase in developmental asynchronies correlates with an increase in IQ scores, The Educational Benefits of Homeschooling finding a comfortable place for a gifted or 2e child to grow The flexibility inherent in homeschooling allows and thrive educationally and socially gets commensurately gifted children to work from a wide variety of educational more difficult. materials and to set the pace and manner of learning to Enter homeschooling as an option. suit their needs. For example, kinesthetic learners (those who need to move while thinking) are more likely to retain What is Homeschooling? information when allowed to sit on the floor and build Homeschooling is a multi-dimensional continuum that Lego™ starships or otherwise remain in motion during can take many forms. Variables include: a discussion of whatever subject is at hand. They don’t • The extent of structure or planning have to use up all of their mental energy by trying to sit • Where the learning takes place still and focus on reading an assigned textbook. Other • Who does the teaching (if any) children may find that participatory activities, such as • The degree of independence from educational institu- designing and building catapults, are a successful method tions of combining physics with historical/political context in • Whether or not to grade a way that engages their creative minds. Still others may • Whether learning is child- or parent-led prefer a more subject-specific orientation, albeit in great • Whether or not to pursue a theme or follow a specific detail and depth. curriculum. Another benefit to homeschooling is that these Some parents who are brand new to homeschooling children tend to have more time to pursue interests not may choose to take advantage of support and services normally covered in the classroom or to find experts or offered by a school district or charter program. One mentors willing to share their specialized knowledge. benefit of such a program is the familiarity of the Homeschoolers are not limited to the expertise of a educational paradigm — that is, school still looks like particular teacher nor to a predetermined lesson plan school, after a fashion. This arrangement can allow or unit length. If the depth and speed of their neural homeschoolers to take advantage of resources, such as connections take them someplace other than where they a science lab or orchestra, that they might not otherwise were directed to go, they have the freedom to follow their have access to. Parents can benefit by working with thoughts and exercise their creativity. trained teachers who will assist with curriculum and other content issues. The disadvantage of this style of The Social and Emotional Benefits of Homeschooling homeschooling is that by replicating school outside of From a social/emotional standpoint, homeschooling school, these families may yet run into the same kinds parents can be more available to help their children of problems they were seeking to avoid, such as issues navigate difficult situations as they occur. Homeschoolers with acceleration, repetitious make-work, or standardized have the opportunity to learn social skills with testing.

2e Newsletter • July/August 2011 3 www.2eNewsletter.com 2e Featured Topic Homeschooling the Gifted or 2e Child, concluded guidance from caring adults rather than from age peers, Corin Barsily Goodwin founded Gifted Homeschoolers who are themselves still developing their own social skills. Forum (GHF) in 2004 to address There is no need for a highly sensitive gifted or twice- a growing need for support and exceptional child to learn socialization by the “sink or advocacy. Prior to that, she served swim” method on the playground. as the Gifted/Special Needs Advisor Relationships between parents and children often for the HomeSchool Association benefit as well from homeschooling, due to the improved of California and co-chaired their quality of their interactions. While homeschooling families Legislative Committee. She has may spend a lot of time running around to activities, they been presenting workshops on don’t have to spend untold hours in power struggles over giftedness, learning differences, inappropriate homework. The increased time together and homeschool-related issues for many years. Her also allows parents more opportunity to cultivate an articles have appeared in many gifted, twice-exceptional, appreciation for their child’s unique qualities and to get to homeschooling, and other publications. She also serves know and understand their child’s abilities in a less formal on the SENG Editorial Board and the Advisory Board of or structured setting. the Asynchronous Scholars’ Fund, and is excited about her soon-to-be-released book, co-authored with Mika Conclusion Gustavson, Making the Choice: When Typical School The extensive body of research being built about Doesn’t Work for Your Atypical Child. She lives in the homeschooling clearly indicates very positive outcomes. woods of southern Oregon, where she homeschools her The data shows that homeschooled children, as an 2e children. aggregate: • Do better on standardized tests than non- Mika Gustavson, MA, MFT, is a licensed Marriage homeschooled kids and Family Therapist in Silicon • Are readily admitted to colleges and universities Valley, California, specializing • Move on to successful, often entrepreneurial, careers in helping the gifted to thrive. • Are more likely to be involved in a positive manner A certified SENG-Model Parent within their communities than their traditionally Group Facilitator, she leads educated counterparts. groups for parents of gifted, twice- Furthermore, they develop the ability to seek knowledge exceptional, anxious, and intense on their own, a critical life skill generally overlooked by the children, as well as providing rigidity of many modern classrooms. trainings and presentations Ultimately, there are as many methods of learning for parents, educators, and other professionals. Her as there are children. William Butler Yeats describes articles have been published in gifted, twice-exceptional, education as “...not the filling of a pail, but the lighting and homeschooling publications. She serves on the of a fire.” Most classrooms are designed for filling pails, Gifted Homeschoolers Forum’s Professional Outreach whereas gifted children in particular need opportunities to Committee, is a community board member for Camp fan the flames of their abilities beyond the strict confines Summit for the Gifted, and is excited about her soon- of someone else’s agenda. Homeschooling can provide to-be-released book, Making the Choice: When Typical those opportunities. School Doesn’t Work for Your Atypical Child, co-authored with Corin Goodwin. When not seeing clients, teaching, or writing, she’s enjoying life with her own homeschooled, twice-exceptional son, her husband, and the family’s ever- evolving menagerie. 2e

2e Newsletter • July/August 2011 4 www.2eNewsletter.com 2e Featured Topic Specialist in Homeschooling Children with Learning Challenges A Conversation with Sandy Cook

By Linda C. Neumann Learning at Home “When we began, my A turning point for Sandy Cook came when her son homeschooling standard was set at was in the fourth grade. It was an upsetting time. Her doing better than the public school,” clearly bright child was not yet reading at a first-grade Sandy explains. “My initial expecta- level. He was suffering from depression and, with each tion was simply to have a child who passing year, he was falling further behind in all subjects. was literate by the time he gradu- The five years that Sandy’s son attended public ated from high school. Sandy school had been marked by struggles for both child and Cook “I went for Orton-Gillingham parents. Although the boy had been diagnosed with dys- training and hoped to advance my lexia, dysgraphia, executive dysfunction, and inattentive son’s reading level by about three years, the average AD/HD, the school refused to provide specialized reading amount of progress expected with this type of intensive, services because his performance was average — he was one-on-one reading program. To our delight, at the end of earning Cs. It took the filing of a due process lawsuit to fifth grade, my son tested at a sixth-grade reading level. At force the school to address the child’s reading needs; but, the end of sixth grade, he tested at a tenth-grade reading even then, there was little improvement. According to San- level. And at the end of seventh grade, he tested at a 12+ dy, “They did not implement the program with sufficient reading level! From that point on, he has been an insa- intensity to provide any meaningful learning progress.” tiable learner, showing the same passion for learning that One day, during an IEP meeting with school staff he had prior to entering public school.” members, Sandy and her husband stated that they be- Sandy saw a remarkable turnaround in more than lieved their son was gifted and that he wanted to go to just her son’s reading ability. The child had had what his college. To the parents’ dismay, Sandy explains, “one of mother describes as “debilitating social experiences in the school administrators literally laughed out loud and public school — being bullied and belittled. He wouldn’t said, ‘He probably won’t ever read well, and he certainly look anyone in the eye, and would barely talk to a soul.” isn’t college material. You just need to lower your expecta- Fortunately, as Sandy learned, homeschooling offers kids tions.’” like her son opportunities for positive social interactions. Lowering their expectations was not at all what the “Since homeschooled children don’t learn together,” parents had in mind for their son. “We decided to leave she explains, “they have no idea what learning struggles the public school system,” Sandy states. “They clearly an individual child might have, and they accept each other did not understand twice-exceptional children, and it was at face value. Other homeschoolers would always encour- quite evident that our son was not going to learn to read age my son to join in, even though he wouldn’t talk to in public school. We figured we had nothing to lose in try- them. It took about three years of encouragement ing to homeschool him.”

Q&A with Sandy Cook

Q: How can homeschooling parents address their child’s ents should check with their state department of educa- learning disabilities? tion to determine what, if any, services are available. A: For parents whose children are enrolled in public In any case, I strongly encourage parents to have a qual- school, it’s essential to put any requests for evaluations ified professional perform a comprehensive evaluation or services in writing to the school in order to trigger to determine their child’s learning strengths and weak- mandated timelines for addressing children’s needs. nesses. Once parents know the nature of their child’s Unfortunately, federal law does not require that public specific problems, they can seek out programs designed schools provide any assistance to students who are to address the child’s individual learning needs. homeschooled. Some states do provide services; so par-

2e Newsletter • July/August 2011 5 www.2eNewsletter.com 2e Featured Topic A Conversation with Sandy Cook, continued before he really began speaking to them, and now he’s exceptional needs. I think schools either ‘get it’ or they surrounded by really great friends. He’s confident and don’t. If they don’t understand twice exceptionality, their fairly outgoing.” expectations are set at the level of disability, not at the Sandy’s younger son, also a bright boy with learning level of ability. I think this is a great disservice to many challenges, followed in his brother’s footsteps — leaving kids who are otherwise bright, but who also have some public school for homeschooling. One problem that made sort of learning challenge.” public school a bad fit for her younger son was the lack of challenge in his second-grade coursework. The child’s The Start of a New Career request to move ahead in math, for example, was denied. When asked about the transition from mom to educa- The reason, according to Sandy, was the teacher’s con- tor, Sandy responds, “It was very difficult in the beginning. cern that the boy would then be “even more bored” the There was very little in the way of readily available infor- following year. mation about homeschooling The younger son found kids with special learning that he could alleviate his “If [schools] don’t understand needs; but I am a diligent re- boredom by being the class twice exceptionality, their expectations searcher, and I was seeking clown. Compounding his are set at the level of disability, solutions for every learning disruptive classroom be- not at the level of ability.” problem we encountered in havior was his inability to our home education.” sit still. It turned out, as a Sandy wanted to make it neuropsychological evaluation easier for others in her situ- revealed, that he has AD/HD, Combined Type (hyperactive ation. Using both her own experiences and her research, and inattentive). Furthermore, Sandy explains, he is “very she started the website Learning Abled Kids (www.learn- much a kinesthetic learner.” ingabledkids.com). The name, Sandy explains, was cho- “The more my son can move while learning,” says sen because it puts the focus on what 2e children can do Sandy, “the better his ability to absorb the content. He was rather than on the difficulties they face. flipping off the chairs, spinning on the floor, and otherwise “Every child can learn,” she emphasizes, “if we focus all over the place while learning at home.” on the child’s specific learning needs — whether that is a Despite initial fears about being able to address her need to move, a need for audio or visual input, a need for children’s special learning needs, Sandy states emphati- one-on-one instruction, or whatever a child must have in cally that “homeschooling has been, by far, the best deci- order to absorb information.” sion we ever made! Had we known what we know now, we On the Learning Abled Kids website, visitors can find would not have wasted time filing due process nor tried resources and support. Included are ar- to make the public school understand our boys’ twice- ticles on learning disabilities, resources for

Q&A continued

Q: How can homeschooling parents address their For a gifted child with a disability, it’s important to work child’s giftedness? around the disability in teaching advanced subjects. For A: One of the great things about homeschooling is that example, when my son could not yet read, we taught a child can study one subject at a remedial level and science and history through educational videos from another at an advanced level. Each subject can be National Geographic, Discovery Channel, The History taught at a child’s individual level of comprehension Channel, etc. We engaged in learning through science and understanding. projects, visits to museums or historical sites, and field trips where he could learn through seeing or doing.

2e Newsletter • July/August 2011 6 www.2eNewsletter.com 2e Featured Topic A Conversation with Sandy Cook, concluded teaching and learning, homeschooling curriculum recom- school, go on to college, and achieve whatever goals they mendations, and even tips for making money at home. In set for themselves.” In the future, she plans to publish a addition, Learning Abled Kids now has a support group for guide that she has been developing that lays out the steps homeschooling parents with well over 1,200 members. parents can follow to identify their child’s learning needs Plus, there is a bookstore that sells games, videos, and and devise a plan for meeting those needs. other items in addition to books. Along with creating a website, Sandy went back to In Conclusion school, earning a master’s degree in instructional design Sandy Cook wants parents to know that “home- and technology three and a half years after beginning schooling is a viable solution to meeting the needs of homeschooling. “Occasionally, I use my training to help twice-exceptional children,” although she knows that parents figure out what might work for their individual many parents doubt their ability to do it. “Quite frankly,” learners,” she explains. “If a parent has a comprehensive she says, “I had those fears too. neuropsychological or psycho-educational evaluation, “I was afraid the tantrums we had over homework I can read through it and help the parent understand would carry into our homeschooling, I was afraid I’d lose the report as well as the child’s learning strengths. We my patience, and I was very apprehensive about my abili- discuss different curriculum options, and I help parents ties. I never dreamed we’d have the kind of success we did.” understand which options are more or less likely to work How does Sandy measure her homeschooling suc- for their child.” cess? Consider that prediction the school administrator For now, however, the time demands of home- made about her older son — that he would probably never schooling her own boys have limited the amount of indi- read well, and was certainly not college material. That son vidual consulting Sandy can do. She often encourages starts college in the fall, entering as a sophomore after parents seeking help to post questions to the Learning earning credit through CLEP exams and dual enrollment. Abled Kids support group, where members freely share He will be enrolled in an honors program. their knowledge and experience with one another. “Our outcome has far exceeded any expectation the Sandy says, “It’s very exciting to watch the young school had ever dared consider,” says Sandy, “and any people we’ve helped along the way graduate from high expectation we had dreamed for ourselves.” 2e

Q&A concluded

Q: What are some common pitfalls to avoid in child’s needs can be properly met from early on. The homeschooling? label’s not the issue, as much as what’s done for the A: It’s important to identify and understand the nature child once the disability has been identified. of a child’s disabilities at the earliest opportunity. One Q: How can homeschooling parents get established of the biggest mistakes parents make is in wanting to with other homeschoolers in their area? avoid a “label.” They will guess at what their child’s specific learning needs are, end up trying several cur- A: The easiest way to get connected with other home- ricula that don’t work, get frustrated, and eventually schoolers in your area is through Yahoo Groups, Google seek outside help — which ultimately ends up requiring Groups, CafeMom, or another similar online network. an evaluation so that the provider can understand the You can also search the Internet for homeschool plus child’s learning needs. By that time, the parent is often your county or city name, and you’re likely to find desperate because the child is entering high school homeschool groups in the area. Another way to get con- well below grade level, or the child hates learning from nected is to go to homeschool expos in your area and years of frustrating learning experiences, etc. It’s far attend the sessions. You can ask the speakers as well more effective, and better for the child, to get a com- as the other attendees about local support groups or prehensive evaluation as soon as possible so that the learning co-ops. 2e

2e Newsletter • July/August 2011 7 www.2eNewsletter.com 2e Featured Topic From Socialization to Social Skills

By Lisa Rivero Differentiate Socialization, Social Skills, and Manners Be clear in your own mind about the differences Have you considered homeschooling but worry about between socialization, social skills, and manners. What socialization? Although articles and seminars, and even many people mean by socialization is fitting in — not entire books, have addressed and laid to rest the “But being too different or standing out in a negative way — what about socialization?” concern, many parents and and having friends. Social skills, however, are something others still worry that gifted and twice-exceptional children different. Consider these definitions from www.merriam- ­— many of whom already face unique social challenges — webster.com: will meet even greater social hurdles if they learn at home. • Social: of or relating to human society, the interaction My homeschooling experience as an adult has been just of the individual and the group, or the welfare of the opposite. In fact, I would argue that our son, now at human beings as members of society college, learned social skills more easily and at a deeper • Skill: a learned power of doing something level because of homeschooling. competently; a developed aptitude or ability. When I was a child, my social skills were nearly Social skills are something we learn and develop non-existent. While I didn’t realize through practice in order to interact with others in a it at the time, my six-year-old self meaningful way. They are, then, highly individual. The was talkative (read: interruptive), social skills needed by children who spend all day in a assertive (read: bossy), fanciful (read: same-age classroom and large group settings are different having a tendency to lie when reality from those needed by children who spend most of their wasn’t interesting enough), and a time in small, cooperative learning environments. lover of puns (read: inserting jokes at We can also be careful not to confuse manners with inopportune moments and not always social skills. Manners are “social conduct or rules of knowing when my humor had a cutting Young Lisa Rivero conduct as shown in the prevalent customs” (again, from bite). By the time I was in third grade, my Webster’s). Manners, while a part of having social skills, social problems and the teasing I received were extensive are based more on expectations from without rather enough that the teacher in my two-room school had a than skills learned. What are good manners in the United meeting with every other child and his or her parents to States may be considered gauche behavior in another get to the bottom of why I couldn’t get along with other country. Strong social skills, on the other hand, are children. (To this day, I have to remind myself consciously applicable everywhere and help us to navigate between of the fact that this difficult time was due to a lack of different groups and cultures. social skills rather than a moral failing.) I start with this story because I wasn’t homeschooled, Focus on Specific Social Skills nor did I have any diagnosed learning differences. So Instead of setting the vague goal for your child of often I hear parents worry that homeschooling will having perfect, or even good, social skills, think instead somehow hinder the acquisition of social skills, especially about the specific social skills that your child can benefit for children who are twice-exceptional or simply have from having. Here are just a few examples, in varying more than the usual amount of sensitivity, intensity, or levels of expertise: overexcitability. • Introducing oneself to someone new Gaining and strengthening social skills is a long- • Taking turns in a conversation term goal, one that is often difficult for both children and • Picking up on cues that the person with whom we are adults, in or out of school. I’d like to offer some ways to talking is ready to wrap up the conversation or needs think about social skills and a few ideas for how to tap into to go somewhere homeschooling’s unique social potential. • Helping a new person to feel comfortable in a group • Knowing what kind of personal information is appropriate to share in what contexts • Being able to make small talk when one wants

2e Newsletter • July/August 2011 8 www.2eNewsletter.com 2e Featured Topic From Socialization to Social Skills, continued

to (keeping in mind that some people — children and negative or painful social experiences, this practice can adults — simply don’t want to). occur in small settings and with familiar people, at least Social skills, as with academic subjects, need to be at first. Practice can also occur at home with parents, individualized for a child. An introverted child, for example, siblings, and extended family. needs a different, perhaps more deliberate, approach to learning how to introduce oneself than an extroverted Model Social Skills child, with the expectation that the skill will be helpful if Pay attention to your own social skills and what your not always entirely comfortable. Parents can be careful to children are learning from you. All day long, our children tailor their expectations. A child on the autistic spectrum watch us interact socially; and regardless of what we tell may benefit from an almost scientific perspective of read- them, they notice if we listen intently during conversations ing people’s faces and differentiating between genuine or if we have one eye on our phones. They see if we make and artificial smiles, while another child would be able to a point of helping someone new in our homeschooling rely more on instinct. group to get acquainted and be comfortable or if we let All gifted children, regardless of whether they are her fend for herself, assuming someone else will step in. twice-exceptional, can benefit from knowing that social I’ve noticed that sometimes gifted homeschoolers skills rarely come naturally to anyone, and that even pick up on adult-level social skills (such as the ability to adults have to think about and continue to learn new so- have a sustained conversation) to their detriment. Other cial skills and to hone old ones. children may find an hour-long discussion of current events boring, or adults may expect that all children are Practice Social Skills used to and don’t mind being interrupted. When this Once you choose a social skill, provide plenty of op- happens, it’s more important than ever to remember portunity for safe practice. Learning any skill requires the differences between socialization, social skills, and practice and, by extension, sometimes getting it wrong. manners, and to realize that this is another aspect of Feeling socially awkward or second-guessing a conversa- gifted children’s asynchronous development rather than tion or social decision is not something we can or should something to be fixed. try to avoid completely. The only way to do so would be Louise Porter, a child psychologist and never to put ourselves in new or uncomfortable situations. senior lecturer in education at the Flinders For introverted children or those who have had many

Successful Social Experiences for Your Homeschooled Child

• Create your own social experiences based on your people from many different sorts of backgrounds. child’s interests. Put a notice in your local library ask- As a kid, I was able to converse with people much ing for those interested in starting a book discussion, younger and much older than I. I did so on a regular or chess club, or gaming group. One homeschooling basis and more so than my schooled peers. I was not family I know hosts a board game night, inviting chil- limited in my friendships to my grade; instead, they dren and adults of all ages to share and play their were limited only by intellect.” favorite board and card games. • Search for opportunities in your area that are natural • Mix it up in terms of age. Whether you create or join draws for smart and creative children and that also a group, look for broad age ranges rather than single bypass the need for written performance. Children’s ages or grade levels. The benefits of mixed-age social- theater groups are one example, as are improv groups izing are one of homeschooling’s best-kept secrets and nature clubs. Start an audio book club instead of and make “fitting in” much easier for asynchronous a traditional book club or an oral storytelling group. learners. As one former homeschooler puts it, “I think • Don’t overlook the usual social opportunities, homeschooling is the reason I so easily interact with such as home-education support groups

2e Newsletter • July/August 2011 9 www.2eNewsletter.com 2e Featured Topic From Socialization to Social Skills, concluded

University of South Australia, suggests that parents help The problem was that I had become socialized rather children to understand the differences among people: than more socially skillful, and the person I had become Because from a very young age gifted children bore little resemblance to that plucky, eager-to-learn, are aware of being different, they need to have imaginative six-year-old whom I remember now with explained to them that their brain learns differ- fondness. It wasn’t until I was an adult that I began the ently from the average, and that other children process of trading socialization for social skills, and being are not being deliberately obstructive when they a homeschooling mom gave me both new perspectives are uninterested or appear unresponsive to the and a reason to get better. I look forward to continuing to ideas of their advanced playmates. (www.agateny. practice. com/Article_SocialSkills.html) Lisa Rivero is a college teacher, writer, and a Director And Now for the Rest of the Story: From Socialization to of SENG (Supporting Emotional Social Skills Needs of the Gifted). She is the What about my own lackluster childhood social skills? author of four books, among them After those embarrassing school conferences, I decided to Creative Home Schooling (Great study all of the other children in my school so as to fit in, Potential Press, 2002) and The and I succeeded beyond my wildest dreams. By the time I Homeschooling Option (Palgrave went to our county-wide high school, I was elected to the Macmillan, 2008), and several student council and had yearbooks filled with comments articles. She also blogs at “Creative such as “To a nice girl! Stay just the way you are” and “You Synthesis” for Psychology Today. are really nice for a brain.” She and her family live in Milwaukee, Wisconsin, where they homeschooled for ten years. 2e

Creating and Finding Successful Social Experiences, concluded

and learning co-ops, sports or fine arts classes, and ing (how to tie-dye or a session on molecules) for two church and community organizations, especially hours; then for two hours we can just hang out and when these groups are mixed-age. The secret is not to have fun. I also have a couple friends from the local expect that your child will necessarily find a life-long high school.” friend, although that could happen. Instead, view the • Finally, be careful not to overdo out-of-the-home experience as valuable social practice, knowing that social experiences and remember that the family you can always pull back for awhile if the discomfort is a social structure. In an effort to deflect criticism, level is too great. some homeschooling families find their schedules • Be open to a variety of social experiences. Home- bursting with learning co-ops, sports practices, read- schoolers often have friends and companions from ing groups, and museum classes. They spend more many different aspects of their lives instead of a time in a car than at home, causing them to miss out single grade or class. As this young learner explains: on the unique potential for a slower family life that “I have yet to meet or even hear of a homeschooler homeschooling offers. One of my good friends, who who had social problems or trouble meeting people has homeschooled five children, sums it up when she simply because of homeschooling. I personally at- says that one of her greatest joys is “lingering over tea tend a literature and writing class along with 16 of my after breakfast with delightful teenagers who are, at friends. I also go to a homeschool group every other the same time, my best friends and my children.” week where we learn something new and interest- —LR

2e Newsletter • July/August 2011 10 www.2eNewsletter.com 2e Featured Topic Resources for Homeschooling 2e Children

Articles • Hoagies Gifted, www.hoagiesgifted.org/home_school. • “Bringing Your Special Education Child ‘Home,’” www. htm hsc.org/snhome.php • Homeschool Diner: www.homeschooldiner.com/index. • “Homeschooling Special Needs Children: Legal In- html formation,” www.education.com/reference/article/ • Lenore Hayes Bayshore School & Educational website, Ref_You_Not_Alone www.bayshoreeducational.com/start.html • “Homeschooling the Twice-exceptional Child: Why 2e • National Homeschool Organizations, http:// Does Not Fit Well in the Traditional Classroom and homeschooling.about.com/od/national/National_ What to Do About It,” 2e: Twice-Exceptional Newslet- Homeschool_Organizations.htm ter, January, 2009 • Learning Abled Kids, www.LearningAbledKids.com • “Special Education/IEPs for Homeschool Chil- dren,” http://en.allexperts.com/q/Special-Educa- Electronic Mailing Lists tion-3018/2008/6/IEPs-Homeschool-Children-1.htm • 2e Homeschooling Network, HomeschoolingExtraordi- [email protected] Books • GT special home, www.gtworld.org • Creative Home Schooling: A Resource Guide for • Smart Families, by Lisa Rivero, Great Potential Press, Learning Abled Kids Message Board, https://login. 2002 yahoo.com/config/login_verify2?.intl=us&.src=ygrp&. done=http%3a//groups.yahoo.com%2Fgroup%2FLear • Homeschooling Your Struggling Learner, by Kathy ningAbledKids%2Fjoin Kuhl, Learn Differently, 2009 Advocacy and Legal Help Websites • Association of Home School Attorneys, referrals@ • A to Z Home’s Cool, http://homeschooling.gomilpitas. ahsa-usa.org, com/weblinks/learningdisablities.htm • Council of Parent Attorneys and Advocates, www. • Gifted Development Center, www.gifteddevelopment. copaa.net com/School_Choices/homeschl.htm • Wrightslaw, www.wrightslaw.com/info/2e.index. • Gifted Homeschoolers Forum, http://giftedhome- htm 2e schoolers.org/2eresources.html

Find 2e Newsletter Online On FaceBook: We’re taking a brief vacation from Our Blog at http://2enewsletter.blogspot.com/. This is Facebook to sort out accounts. We’ll announce our return. where we post news items and resources several times At the 2e Newsletter Network on Ning.com: a week; these items are the basis for our monthly e-mail http://2enewsletter.ning.com/. Free, semi-private, social briefing. network for those in the 2e community to exchange The Briefing. If you don’t already receive our resources, chat on particular topics, share experiences. complimentary briefing, you may view it and sign up for it Registration is required at http://2enewsletter.ning. at www.2enewsletter.com/briefing.htm. com/?xgi=4toIlLBA7KdKiK (link valid through the end of Twitter. We send out notices of blog posts, special July), but you may register with a screen name. Join over happenings, exceptional articles we’ve run across, etc. 500 members of the community there. We’re @2enewsletter, and we use the topic hashtag #2ekids. 2e

2e Newsletter • July/August 2011 11 www.2eNewsletter.com 2e Book Review Homeschooling Your Struggling Learner

Book by Kathy Kuhl Trying to help a child with learning Learn Differently (2009) difficulties succeed in a traditional school Reviewed by Linda C. Neumann setting may make you start to think of July, 2011 your child not just as different, but de- fective…. You can start to neglect the You don’t have to be a homeschooler to benefit from strengths that are the seeds of her suc- this comprehensive book from Kathy Kuhl, educator, cess in adulthood. Wrapped up in your speaker, consultant, and former homeschooling mom of worry about her future, you can forget to a twice-exceptional son. Her book is as much a primer on enjoy your child. parenting a child with learning challenges as it is a guide The next section of the book focuses on learning to homeschooling. problems and what to do about them. These chapters are In the early chapters of this 375-page book, Kuhl a valuable resource for any parent of a child with learn- takes the reader through the process of answering these ing difficulties. Kuhl describes different types of learning questions: problems and how to tell if they fall under the category • Is there a problem? of learning difference or learning disability. She also ad- • Can homeschooling address it? dresses the needs of children with gifts and talents. • Do I have what it takes to In a chapter entitled Evalua- homeschool my child? tion and Diagnosis, Kuhl stresses In guiding the reader to an answer the importance of getting a pro- to that last question, Kuhl works fessional diagnosis. She states, to allay the reader’s fears by “Getting a diagnosis can be a sharing her own experiences and long, complex process. It can be those of the many homeschooling expensive. But if your child has parents she interviewed for this serious learning problems, it is a book. necessary investment that pays What led Kuhl to long-term dividends.” She pro- homeschooling was what she vides a good deal of useful infor- describes as her son’s “odd mation in this chapter, discussing combination of intelligence and what types of testing a child might slowness.” She discusses his diffi- undergo and the types of profes- culties during his first few years of sionals who might administer it. public school and the issues that She quotes advice from a parent drove her and her husband to find who recommends “an occupa- an alternative. Among her obser- tional therapy (OT) evaluation as vations about bright but struggling an ideal point of entry for special learners in public school are these services because it addresses so from Chapter 1: many areas of life.” Kuhl explains that in doing an evalu- The brighter the child, the more frus- ation, an experienced OT “can recognize other needs and trated the parents can be as they con- refer you to other professionals.” Kuhl also talks about trast their child’s ability with her difficulty what kinds of evaluation results you should expect a pro- in school. And the brighter the child, the fessional to provide, how to cope with your child’s diagno- more frustrated the child can become. sis, and how to explain it to your child. Even the brightest children may con- In another chapter, Kuhl looks at how homeschooling clude: “School isn’t that hard for most parents can partner with professionals such people. I must be stupid.” as doctors, consultants, therapists, and

2e Newsletter • July/August 2011 12 www.2eNewsletter.com 2e Book Review Homeschooling Your Struggling Learner, continued social workers, to meet their children’s special needs. She specific learning challenges in math, reading, and writing. describes the types of services that various professionals Kuhl also talks about ways to meet the need for social can provide, how to find good professionals, how to build interaction for both the homeschooling child and parent, effective working relationships with individual profession- and how to meet the demands of homeschooling in high als, and how to get them to work together as a team for school. the benefit of your child. Kuhl gives readers a well organized book filled with Concluding this part of the book is a chapter on “new- useful information and strategies as well as lists of er therapies and treatments.” Here the author discusses resources and a detailed index. She offers plenty of en- how parents should approach the use of alternative treat- couragement and reassurance in her own words and in ments and therapies, providing criteria to use in carefully the words of the homeschooling parents she interviewed. evaluating these options before deciding to try them. While she doesn’t say it’s easy to homeschool your strug- The remaining chapters of the book provide how-to gling learner, she does make the reader feel that it’s information for the homeschooling parent. Included are doable; that others have done it successfully; and that chapters on planning how and what you will teach; select- you, too, with the help of this guide can probably do it as ing, adapting, and creating materials; and addressing well. 2e

Resources for Parents and Educators The Spotlight on 2e Series

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

2e Newsletter • July/August 2011 13 www.2eNewsletter.com 2e Resources A Profile of Baywood Learning Center

By Linda C. Neumann Q: What is the age range of the children you teach? A: We serve children ages 4 to 17 in any grade level that From time to time 2e Newsletter profiles schools or is appropriate for each individual. Once we had a six-year- programs that may be of interest to 2e families. In this old who needed college-level math, and he received that issue we look at the Baywood Learning Center (BLC) in at BLC without a problem. We can accommodate several Oakland, California. Located on a 17-acre estate leased grade skips in any given subject seamlessly, without hav- from a church, BLC is described on its website (www. ing a pullout program or humiliating the child in any way. baywoodlearningcenter.org) as “a non-profit, nondenomi- All BLC learners are made aware that everyone has a dif- national, educational resource center serving the unique ferent plan with different expectations. This reduces the learning needs of children with advanced cognitive abili- tendency to compare themselves to others and puts the ties.” In an edited e-mail interview Grace Neufeld, Director focus of learners on their own progress. of the Baywood Learning Center, answers questions about what the school has to offer bright children who may learn Q: How many students and educators do you have? in different ways. A: Our program is designed to serve a maximum of 40 children. We have eight Q: Can you describe BLC — Baywood how it came to be and what Learning Center mentors and numerous its philosophy and mission specialists who lead en- are? richment classes. Our staff-to-student ratio is A: I started Baywood one to five, or less. In this Learning Center out of a way, all students get the desperate need to help my special attention they daughter. I watched her suf- need. fer in the traditional school model and finally had to pull Q: What are the roles of her out to homeschool her. mentors and specialists? I found myself driving all A: Mentors are usually over the Bay Area in an at- recent college graduates tempt to satisfy her learning who exhibit a passion needs. I dreamed of a place in a central location where for learning and who themselves were identified as all the specialty classes could be offered, so that children gifted. They have experience working with children as a such as my daughter could have an education program tutor, teacher’s aide, camp counselor, or other similar customized to serve their unique individual needs. I experience. By design and necessity, they are not certified sought the advice of leaders in the field of gifted educa- teachers. They work under the close guidance of our Aca- tion such as Annemarie Roeper, Anne Beneventi, and Dr. demic Director, Kenneth Hsu, who is a fully licensed and Linda Kreger-Silverman. credentialed educator. The BLC mission is to offer an education plan unique to Mentors work each day with a small group of students, each child that allows the child to fully explore areas of called a pod, and they are responsible for knowing each strength and remediate weaker areas, using strengths of their pod members very well in order to address their and interests so that the remediation is not shaming or individual needs. The mentors create a relationship with punitive. Baywood Learning Center is a culture that sup- their students that is conducive to encouraging learn- ports children who love to learn. We believe in allowing the ing, both in areas that might not be especially fun for the children to be who they are and loved for who they are. We children and in the areas of the students’ passions and teach that it’s OK to be different, that being different does interests. not mean being broken or bad.

2e Newsletter • July/August 2011 14 www.2eNewsletter.com 2e Resources Baywood Learning Center, concluded

The specialists offer enrichment classes on subjects Q: Can you describe what a learning plan is and how it’s driven by student interest. They tend to be independent created? contractors who share their passion interests in a subject A: Learning plans are created by the learning team, which with students, and they can range from professionals, like includes parent, learner, and BLC staff members. We put college professors and doctors, to hobbyists. Because all the needs on the table — the child’s, the parents’ and specialists are so devoted to their subject, they aren’t the school’s. Together, we design a plan for the academic annoyed by the multitude of questions posed by curious year that everyone feels excited about. We meet every four learners. Rather, they’re quite pleased to know others weeks to assess the progress and adjust learning goals or share their interest, which creates a dynamic learning en- other aspects of the plan if necessary. In this way, parents vironment. are always kept in the loop and know how their child is Q: What proportion of your students are homeschoolers? progressing. A: From 30 to 50 percent of our students take part in our Q: Can you give some examples of 2e students who have hybrid home-school program. attended BLC and benefitted from what it has to offer?

Q: How does your hybrid home-school program work? A: One of our students was a child diagnosed with ex- treme AD/HD. His self-esteem was very damaged, and he A: It’s a three-day-per-week option that offers each learner thought he was attending our special school because of an opportunity to be part of a learning community with his “problems.” After I explained to him that he was here like-minded peers. The hybrid home-school program is like because he was smart, not because he was a problem, homeschooling on steroids. Our staff provides educational he began to develop self-confidence and could then move planning and content in areas where the parent needs back to a regular school. support. Parents can have three days off knowing that their child is getting a high-quality educational program, Another student we had was hyper-sensitive to noise while still maintaining all the benefits of homeschooling and odor. This six-year-old was so traumatized by regular the rest of the week. This allows families to nurture the school that, when he first came to Baywood, he was un- close relationships that are so important while still meet- able to make eye contact or even speak. His former teach- ing all the academic and social needs of their child. ers said he refused to write. We recommended that his learning program be complete respite until he could heal Q: How many of your students would you say are 2e? emotionally. After he was given a few weeks to heal, he became one of the school’s best writers, starting his own A: It’s hard to say since many of the gifted traits are con- newsletter and writing hilarious short stories, poems, and fused with pathologies. In our environment, a lot of be- Mad Libs. Although he was a very different child, he was haviors that were labeled as “bad” disappear. Gifted traits dearly loved by all, and he really soaked up the love. This include sensitivity, intensity, and a strong need for au- child also was successfully reintegrated back into regular tonomy. In addition to that, many gifted children do have school. dyslexia, dysgraphia, and sometimes sensory-integration issues. We probably have 50 percent of students with Q: Is there anything else you’d like to share with readers exceptionalities like these that make traditional schooling about Baywood Learning Center? a hardship for them. A: At BLC, we support the natural development and Q: How do you address the needs of your 2e students? uniqueness of each child in a safe environment so that the child may have building blocks of self-awareness and A: Every child has a different learning plan to accommo- self-confidence to fully self-actualize as an adult. Our hope date special needs, whether academic or social/emotion- is for children to live their own wonderful dreams, rather al. We consider the whole child. than succumb to the pressure to live out the dreams of others. 2e

2e Newsletter • July/August 2011 15 www.2eNewsletter.com 2e News NEWSbits New Book from the Drs. Eide Priced at $5.95, the book will be available by July 18 Drs. Fernette and Brock Eide have written a book at www.giftedhomeschoolers.org/ghfpress.html or at www. titled The Dyslexic Advantage: Un- createspace.com/3611314. locking the Potential of the Dyslexic Sarah Wilson is the series editor. The topic of the next Brain. The book is scheduled to book planned in the series, by Wes Beach, is teens moving be released on August 18th by the on to college and adulthood. publisher, Penguin (Hudson Street imprint). Beverly Trail’s Book Nominated for Award In the book the Eides cover Beverly Trail’s book Twice-Exceptional Gifted Children what dyslexia has meant to people (Prufrock Press, 2010), reviewed in the May, 2011, issue both ordinary and prominent. They of 2e Newsletter, has been nominated for a Legacy Book offer a new theory for the way the Award. The award honors outstanding books published in dyslexic brain works, and explain the United States that have long-term potential for posi- the strengths that may accrue with dyslexia. tively influencing the lives of gifted young people and con- Fernette Eide says that the interviews for the book tribute to the understanding, well-being, education, and were “such fun — just calling all these interesting people success of students with gifts and/or talents. and talking to them.” [That’s the way to do a book. —Ed.] The awards are administered by the Texas Association The book may be ordered at the Eide website, The for the Gifted and Talented (TAGT). The winning books are Dyslexic Advantage; at IndieBound; at Penquin; and from selected by a nationwide panel of reviewers for their excel- other resellers. Read a review at Kirkus Reviews (www. lent long-term potential for improving the lives of gifted kirkusreviews.com) or find more atAmazon . youth, categorized by audience.

GHF: New Imprint, New Book Prufrock Book on AT This month the Gifted Homeschoolers Forum is in- According to Lacy Compton at Prufrock Press, one of troducing its own imprint, GHF Press, for the purpose of that publishing company’s fastest- publishing a book series called “Perspectives in Gifted selling special needs books has been Homeschooling.” Each book in the series is planned to The Ultimate Guide to Assistive Tech- be approximately 100 pages in a 6- by 9-inch format for nology in Special Education, a compi- distribution primarily as ebooks, although GHF says that lation of the best assistive technolo- print versions will be available. Each book in the series will gy tools for students with a variety of focus on a very specific gifted homeschooling topic. education needs. The book’s author, The first book from GHF Press, speech and language pathologist with a release date of mid-July, is Joan L. Green, recently presented on called Making the Choice: When the topic at the ASHA Schools Confer- Typical School Doesn’t Work for ence in National Harbor, Maryland. Your Atypical Child, by Mika Gus- tavson and Corin Goodwin. The GPP Book on Parenting the Gifted book covers: In a new book from Great Potential Press, 10 Things • How giftedness and twice ex- NOT to Say to Your Gifted Child: One Family’s Perspective, ceptionality might affect the author Nancy N. Heilbronner, Ph.D., discusses some com- educational needs of a child mon mistakes that parents of gifted children make. Avail- • A variety of options regarding able August 1, the book reflects the author’s belief in: educational choices and strat- 1. The importance of unconditional love and a secure egies for making them environment • Questions and answers intended to help parents 2. Respect for each child’s uniqueness make their way along the homeschooling path. 3. Support and nurturance of children’s talents.

2e Newsletter • July/August 2011 16 www.2eNewsletter.com 2e News NEWSbits, continued

Ten chapters offer stories, insights, and examples guide to practitioners who may be helpful to children and from the author’s own family, in- families in the 2e community facing mental health issues, cluding some mistakes she made, along with pointers to additional resources. The 40-page and comments at the end of booklet, priced at $11 for newsletter subscribers and chapters from her three now-adult $12.95 for non-subscribers, will be out soon, and readers children. can be certain we’ll let them know when it’s available. An assistant professor of in- structional leadership at Western Amy Price Leaves SENG Connecticut State University, Dr. Executive Director Amy Price has left SENG for an- Heilbronner teaches and advises other non-profit opportunity. Price was SENG’s first execu- in doctoral-level courses in tal- tive director and, in our opinion, brought lots of energy, ent development, creativity, and creativity, and out-reach to the organization. We wish her statistics. She is on the board of the best of luck in her new position. the Connecticut Association for Gifted Children and also serves on committees for the National Association for 2012 Davidson Fellows Scholarships Gifted Children. Students 18 or younger as of Oct. 10, 2012, and who are working on a graduate-level project in any field Free E-book from SENG of study, are encouraged to apply for the 2012 Davidson In honor of National Parenting Gifted Children Week Fellows scholarship. The Davidson Institute for Talent De- (July 17-23), SENG has released velopment offers high-achieving young people across the a free e-book called The Joy and country the opportunity to be named a 2012 Davidson the Challenge: Parenting Gifted Fellow, an honor accompanied by a $50,000, $25,000, or Children. Among the authors of the $10,000 scholarship in recognition of a significant piece various sections of the book, you’ll of work in science, technology, mathematics, music, lit- find some familiar to readers of erature, philosophy, or outside the box. 2e: Twice-Exceptional Newsletter, including Editor Linda Neumann. And Yes, Some Davidson Young Scholars Her contribution: “Don’t Get Caught Are 2e in the Lazy Trap.” Go to www. The national Davidson Young Scholars program helps smashwords.com/books/view/71933 to read the book profoundly gifted students discover others with similar online or to download it. interests and abilities, utilizing their unique skills and talents to maximize their educational potential and make New Publication from Glen Ellyn Media a difference in the lives of others. Parents collaborate Not to be outdone by Prufrock, Great Potential Press, with a skilled team of family consultants who provide indi- GHF Press, SENG, and the Eides, 2e Newsletter Editor vidualized services based on each family’s unique needs, Linda Neumann is putting the finishing touches on a such as in the areas of educational advocacy, social and new offering in Glen Ellyn Me- emotional development, and talent development. With a dia’s “Spotlight on 2e” series of deadline of the first of each month, the Davidson Young booklets. This one, titled Caring Scholar application can be found at www.DavidsonGifted. for the Mental Health of the org/YoungScholars. Also on the website are Young Schol- Twice-exceptional Child, provides ar success stories about how the Young Scholars program introductory information on has helped make a difference in students’ lives. giftedness, twice-exceptionality, and three of the most common That’s It! mental issues faced by 2e kids More news in the fall. 2e — anxiety, depression, and low self-esteem. It also provides a 2e Newsletter • July/August 2011 17 www.2eNewsletter.com 2e Bob Seney on Books Mockingbird

I am always on the lookout for novels that address develop social skills that are most difficult for her; and to twice exceptionality (and not just for this column). I also “mind her manners,” a bit which provides humor. In ad- keep my eye on the major award winner lists. So you dition, Caitlin struggles with the fact that there are few in can imagine my delight when I find titles that meet both her life “Who Get It” or “Look at The Person.” The novel criteria! Out of My Mind (2010, Atheneum) by Sharon M. will help you understand both phrases and why they are in Draper, reviewed in the March issue of 2e Newsletter, is capital letters. one such example. It has won at least three awards! And In the Author’s Notes, Erskine says “…I hope that now we have Mockingbird (2010, Philomel) by Kathryn readers will see that, by getting inside someone’s head, Erskine. really understanding that person, so many misunderstand- Mockingbird is truly an amaz- ings and problems can be avoided ing novel. The adjectives used in the — misunderstandings and problems reviews are really quite exuberant that can lead to mounting frustration and, in my opinion, the book deserves and, sometimes, even violence.” One these rich accolades. I would consider of the amazing aspects of this novel Mockingbird to be important and sig- is that we do get inside Caitlin’s head, nificant even if it hadn’t won all these and this does move us to a greater honors: the prestigious 2010 National understanding and acceptance of Book Award for Young People’s Lit- Asperger’s. erature, 2011 YALSA Best Fiction for For me, perhaps, the most remark- Young Adults, and a Goodreaders’ able aspect of this novel is how Erskine 2010 Choice Award for Middle School has portrayed the thought processes and Children’s Literature. Not surpris- of an individual with Asperger’s. Cait- ing at all! lin’s world view is sometimes so much The novel’s main character is more positive than what is really out Caitlin, a gifted artist and a remark- there. Then, too, we find that her ex- able, bright ten-year-old girl whose tremely literal interpretations unveil world is all black and white. For her, the contradictions and hypocrisy in everything is either good or bad. Anything else is confus- the so-called “real” world. “The longer readers spend in ing. Catlin lives in this world with her own special, literal [Caitlin’s] world,” says Faith Brautigam in School Library logic. She has Asperger Syndrome. Journal, “the more understandable her entirely literal and Devon, Caitlin’s older brother, has always been her dispassionate interpretations are.” buffer to the larger world, her guide and her support. Mockingbird is another one of those novels that Then, tragically, Devon is shot and killed at the middle makes me want to tell too much! But I will not deny you school. This tragedy affects the whole community, and the opportunity, the wonder, and the beauty of discovery each of the novel’s significant characters is attempting to in your own reading. However, I must mention that there deal with the death of this remarkable young man. When are several significant “symbols” that enrich this novel. Caitlin continually hears about closure from all those The first, and perhaps most significant, is Devon’s unfin- around her, she turns to her “best” friend, her dictionary, ished chest that he was building with his father. It plays and decides that closure is what she and her Dad both an important role in several ways — but enough said, Bob. need. (Caitlin’s mother has died before the story begins.) Then there are colors. As mentioned earlier, Caitlin’s world The novel, then, is the story of Caitlin’s quest to find is all black and white. She even draws and paints only in and to bring closure to others. This becomes an amazing black and white. At the very end of the novel, Mr. Wallace trip as she seeks to deal with her loss and her father’s (Who Gets It!) gives her a sketch book and a box of col- deep grief. Important in this quest is her compassionate, ored pencils. Caitlin’s acceptance of these colors marks sympathetic, and understanding school counselor, Mrs. a turning point, both in her life and in the Brooks, who helps Caitlin learn to deal with the world; to novel. The third set of significant “symbols”

2e Newsletter • July/August 2011 18 www.2eNewsletter.com 2e Conference Coverage 2e Forum Held in Sydney, Australia

By Helen Dudeney of the 2e journey in NSW and the importance of valuing and responding equally to all the “e’s.” This message On May 14, 2011, about 140 members of the continued throughout the day — the importance of seeing Australian 2e community attended the first 2e Forum in the needs of the whole child rather than focusing only the Sydney, Australia. This Forum was designed and presented giftedness and missing the weaknesses; or, conversely, by a subcommittee of the New South Wales (NSW) focusing only the weaknesses and missing the strengths. Association for Gifted and Talented Children, including The second panel included four allied health members of the association’s GLD support group. In professionals who work with 2e children, including a operation since the early 1990s, the GLD support group behavioural optometrist, speech therapist, occupational functions as both a face-to-face meeting group and as a therapist and Irlen Syndrome practitioner. Members of closed e-mail forum. The support offered by this group this panel gave insights into how their practices are able has had a significant impact on families with 2e children to address some of the challenges and weaknesses that over the past two decades, and the group’s efforts have affect this population. increased general awareness of this population of gifted Also part of the 2e Forum was the opportunity to students. network and debrief. Attendees could go to a “chill out The 2e Forum, aimed at parents, teachers, and room” where parents experienced in raising 2e children administrators, was designed to meet these goals: were ready to lend an ear, a tissue, or a hug. In this room • Inform and support parents and teachers attendees could express the emotions — relief, guilt, • Provide a networking opportunity belonging, or emotional overload — that often accompany • Collect data that would form the basis of an the duty of raising or teaching those wonderful, association submission to relevant government and challenging, 2e kids. education authorities on the needs of 2e students. Forum feedback confirmed that the day was a The day included keynote presentations, panel success. Many attendees requested that it become an presentations, concurrent sessions, and a round-table annual event, so organizers are in the process of planning think-tank session. The opening panel was made up of the next 2e Forum for 2012, most likely in Canberra, four highly experienced presenters, all members of the Australia’s capital city. GLD support group and with over 80 years of collective See coverage of a keynote address on the next experience in working with and for 2e children. The page. 2e panel set the scene for the day by reviewing the history

Mockingbird, concluded are the many literary allusions to Harper Lee’s To Kill a started my second read of this amazing and important Mockingbird, a Pulitzer Prize-winning novel originally pub- little novel. lished in 1960. Among other things, Devon’s nickname for Happy Reading! Caitlin was Scout. I enjoyed Mockingbird so very much and on so many Professor Emeritus Bob Seney is different levels, and I’m in good company. Booklist called retired from teaching in the Mas- it “a fine addition to the recent group of books with au- ters of Gifted Studies Program at tistic narrators”; Horn Book described it as “a strong and Mississippi University for Women. complex character study”; and School Library Journal At conferences, he often presents claims it to be “a valuable book.” a session titled “What’s New in Mockingbird not only helps us to understand Caitlin’s Young Adult Literature.” Reach him world, but the world of Asperger’s and the struggles we at [email protected]. 2e all have in the loss of someone we love. I have already

2e Newsletter • July/August 2011 19 www.2eNewsletter.com 2e Conference Coverage 2e Forum Keynote Address

In his keynote address, Dr. Mark Selikowitz, a made points regarding both identification and treatment. developmental pediatrician and partner in the Sydney For identification: Developmental Center, stressed that gifted children with • Diagnosis needs to be via comprehensive AD/HD have a greater susceptibility to other problems. assessment. By way of example, Dr. Selikowitz compared a Ferrari to • Each child needs an individualised treatment plan, a Holden, a line of vehicles manufactured in Australia. which must be managed via ongoing review. He explained that all of the parts of a Ferrari are highly • AD/HD diagnoses in gifted children should include an specialised and finely tuned. Weakness in any one part examination of the following traits or behaviours. will have a major impact on the performance of the − Boredom, which can be caused by many things, Ferrari. For example, he stated, fitting a Ferrari with a not just unchallenging work Holden wheel would impair the Ferrari’s performance. − Overexcitabilities, which Dr. Selikowitz sees as A Holden fitted with a Holden wheel, on the other hand, traits and not a diagnosis would operate just fine, thank you. − Processing problems, a term he feels is too The keynoter pointed out that attention deficit is a general, offering the analogy that it would not be confusing name for the condition. AD/HD, he explained, acceptable for a parent to accept a diagnosis of is a problem with cognitive control rather than with “engine problems” from an auto mechanic. attention. He highlighted a dual processing system that Dr. Selikowitz said that treatment for AD/HD can exists in humans, made up of: include: • The automatic, stimulus-driven brain, which results in 1. Changing the environment at home, in the classroom, an immediate reward and on the playground by creating routines along with • The executive system, which requires cognitive clear expectations and consequences control and effortful override to both block out 2. Assessing how others respond to the child. Children distractions and to engage in activities that provide who appear socially clumsy may get on with older neither immediate reward nor satisfaction but are an children (who tolerate them) or younger children investment in the future. (Dr. Selikowitz contends that (who don’t notice their clumsiness) instead of their executive functioning is not working memory nor is it age peers, and they may be targets for bullying. attention.) Part of treatment can be assistance in developing Tasks like eating, reading, and computer games appropriate emotional regulation skills. provide the brain with immediate rewards and, therefore, 3. Helping gifted children with AD/HD to bypass their do not require the executive system to block out difficulties by strength-based skill development. For distractions. Writing, however, is an example of a tedious, weaknesses, remediation should be one-to-one and unrewarding task that requires greater persistence and structured. greater cognitive control. As a child with AD/HD matures, 4. Medication, which works directly on the appropriate Dr. Selikowitz explained, his or her executive ability to part of the brain to improve learning, allows the child override the automatic brain should increase. to stop and think, and helps other interventions be In terms of the management of AD/HD, the keynoter more effective. Medication keeps the frontal lobe functioning until it matures. —HD

2e Newsletter • July/August 2011 20 www.2eNewsletter.com 2e Dear Dr. Sylvia Daughter Acts Like 6... or 25... Sometimes 2

My daughter is 6 2-year-old, complete with but she can wait until you their age and emotionally years old and has kicking and screaming be- take her to the library to at their age, it’s important Q been identified cause we wouldn’t take her follow up about her phys- to keep in mind that gifted by her school as gifted. that very minute. ics interest. She’d probably children are primarily chil- She’s bright, highly sensi- This is a daily occurrence love a set of encyclopedias dren and only secondarily tive, and wants to know in our home. One minute or books that she could are they gifted. They can everything. She’s bored we deal with a 6-year-old search through for her trap you into thinking of with school and begs to who wants to have a friend interests. As she learns to them as being much more be homeschooled, but she sleep over. Then we deal use the computer, she’ll adultlike because of their wants to be homeschooled with a 25-year-old who be able to pursue websites advanced vocabulary or after going to “real school” wants to purchase some more independently on the knowledge. Don’t let that all day to socialize. I have new books so that she can Internet. Encouraging her fool you. Your daughter two younger children be homeschooled, but real- independent learning will needs to be parented and (3 and 1) and my hus- izes that the budget just certainly help. needs limits like all children band and I would like to won’t stretch that far. With- Related to her speed and do. Her curiosity and inter- have a fourth child, so in minutes, our 6-year-old carelessness in school, est in learning should be homeschooling seems like as 2-year-old returns with you should explain that the encouraged, but she can a very big challenge to me! a screaming fit if I leave quality of her work is more learn to be patient. I would My daughter is a sponge at her alone in the room, and important than the quan- suggest my books How to school, but often doesn’t she says, “What if someone tity, and that she needs to Parent So Children Will finish work or hurries to fin- had tried to steal me?” take pride in the papers Learn and Keys to Parent- ing the Gifted Child. ish assignments because Please, where do we be- she completes. she’s been so busy watch- gin? What books should It’s all right to tell ing or listening. She has we be reading? What dis- your daughter that Dr. Sylvia many different interests, cipline techniques should homeschooling is simply Rimm is but keeping her on one we be trying? Should we out of the question. Hope- a child subject for more than a homeschool? How do I fully, the school that has psycholo- few minutes is a challenge teach her to be a child? identified her giftedness gist and unless she’s interested in What in the world do I do will also provide appro- clinical a topic. Then she can sit to maintain my own sanity priately challenging cur- profes- and absorb the material and the sanity of her sib- riculum for her. It would be sor at Case University for hours. I observed her lings and father? good if you could spend a School of Medicine, author, watching a program on little time reading and shar- newspaper and magazine PBS about physics for an ing interests with her every columnist, and radio/TV hour, and then she said, Your gifted daugh- ter is obviously day when the other children personality. For free news- “That is what I want to letters on gifted children, very intense and are asleep. Some of her learn at school. Did you A moodiness and demands send a self-addressed, strong-willed. She has see him make that pipe stamped envelope to P.O. much to learn about being may only represent her sing by heating it up? That Box 32, Watertown, WI, patient. I wonder if you feel search for attention after was amazing. Can we get 53094. Read Dr. Rimm’s intimidated by her gifted- being dethroned by two a book on physics at the “Articles for Parents and ness and find it difficult to other siblings. library?” I offered to find Teachers” and submit fam- say no to her, only because Although some gifted a book during our weekly ily questions online at www. she’s so bright. children have uneven trip to the library, but that sylviarimm.com. All ques- development, that is they wasn’t soon enough for It’s wonderful to have a tions are answered. 2e her. She dissolved into a child wish to learn so much, may be intellectual beyond

2e Newsletter • July/August 2011 21 www.2eNewsletter.com 2e Events July 24-29, 15th Annual Edufest, Boise, Idaho. For educa- October 13-15, New England Conference on Gifted and tors of the gifted and talented. More information at www. Talented Education (NECGT), Burlington, Vermont. More edufest.org. information at www.necgt.org.

August 2-5, “Neuroscience and the Classroom: Strategies November 3-6, 2011, NAGC Convention, New Orleans, for Maximizing Students’ Engagement, Memory & Poten- Louisiana. For educators and other professionals; in- tial,” Santa Barbara, California. By Learning & the Brain, cludes a parents’ day. More information at www.nagc.org. featuring Judy Willis. For educators and education profes- November 30-December 2, 2011, Texas Association for sionals. More information at www.learningandthebrain. the Gifted and Talented Professional Development Confer- com. ence, Austin, Texas. For educators, parents. More informa- August 8-12, 19th World Conference for Gifted and Tal- tion at http://txgifted.org/tagt. ented Children, Prague, Czech Republic (new location). Please note: For state association conferences relating to For educators, researchers; includes programs for parents giftedness, see Hoagies’ website, www.hoagiesgifted.org. and kids. More information at www.worldconference2011. For additional conferences on learning differences, see org. the website of the Council for Exceptional Children, www.

cec.sped.org. 2e

Years Past in 2e: Twice-Exceptional Newsletter

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2e Newsletter • July/August 2011 22 www.2eNewsletter.com