TM Twice-Exceptional Newsletter January/February, 2018 For parents, teachers, and professionals. Issue 86 Helping twice-exceptional children reach their potential. 2e Our focus for this issue — Advocating for 2e children Advocating for Twice-exceptional The way twice-exceptional students receive their Page education and support services can be affected by 3 Children all three branches of our government....However, the Quote J. Mark Bade decisions and actions from the three branches of gov- ernment can also be influenced by those of us who “We have to fight for advocate for twice-exceptional students. every person’s right to Organizing for Advocacy ...when parents of 2e kids have access to appropriate Page be different.” resources, information, and a knowledgeable commu- 7 Mara Cantarella nity of peers, and when their children are understood, —Jonathan Mooney accepted and appreciated, they can begin to find new bearings to help them navigate their parenting journey.
From Misconception to Evidence- I have always believed that twice-exceptional students Page can be one of the most difficult to work with.... The 10 Based Understanding complexity of these children — academic, social, emo- Larry Davis tional, and behavioral — requires their parents and teachers to work from a position of compassion, under- standing, and patience. Also Inside From the Publishers...... 2 ! Resources for Education Advocacy...... 12 Conference Coverage: NAGC 2017, Part 2...... 14 News from the 2e Center for Research and Professional Development...... 17 Dear Dr. Sylvia: Gifted Child Needs Challenge...... 23 Bob Seney on Books: Addressing Diversity Through Literature...... 24 News...... 26 Events...... 27 2e From the Publishers Welcome!
One of the main drivers of the 2e community is information. We all seek the information that will help us 2e: Twice-Exceptional Newsletter is a publication about twice-exception- al children, children who are gifted and who have learning difficulties that understand our twice-exceptional children, help them understand themselves, and help everyone fit nicely into go by many names, including learning disabilities, learning disorders, school and our social milieus. That’s information to help us adapt. and just plain learning differences. Our goal is to promote a holistic view
But we can use information to help adapt the schools we’re engaged with, the social structures we’re part of, 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 and the overall society we belong to. In that case, we send information the other way in acts of advocacy to bring welcome by phone, fax, or e-mail. about change to help our families — and every family in the 2e community. This issue is about advocacy. 2e: Twice-Exceptional Newsletter is published bi-monthly in January, Our lead article looks at advocacy at the federal and state levels and includes insights from NAGC’s director March, May, July, September, and November. The cost for a one-year electronic subscription is $35. Contact us for group and institutional rates. of government relations on how to make legislation serve the needs of our twice-exceptional children. In another Send changes of address to [email protected] or by mail to Glen article, the executive director of Twice Exceptional Children’s Advocacy talks about the benefits of parents orga- Ellyn Media, PO Box 11, Winfield, IL 60190. nizing for strength and mutual support. An in a third article on this topic, education advocate Larry Davis offers Linda C. Neumann, Editor; J. Mark Bade, Business Manager. Phone: 630.984.5507; Fax: 630.344.1332. Web: www.2eNewsletter.com. E-mail: parents strategies for making their advocacy efforts more successful. Also part of our featured topic are recom- [email protected]. mendations for advocacy resources and a primer on the language of 2e advocacy. Elsewhere in this issue, you’ll Editorial Advisory Board: Susan Assouline, Ed.S., Ph.D.; Susan Baum, find our usual columns and features plus the last of our conference coverage from the 2017 NAGC convention. Ph.D.; Kim Busi, M.D.; Paul Beljan, Psy.D.; Dan Peters, Ph.D.; Linda Kre- ger Silverman, Ph.D. Members Emerita: Kathi Kearney, M.A. Ed; Deirdre Knowing how to advocate is one thing. Acting on that knowledge is another. We urge you to use what you Lovecky, Ph.D.; Joan Franklin Smutny, M.A.; Marlo Payne Thurman, M.S.; read in this issue to help make things better for your family and for others in the 2e community. And let us know Meredith Warshaw, M.S.S., M.A. about your successes! The contents of 2e Newsletter are not intended to constitute medical or
Thanks for subscribing. clinical advice, which should be obtained from a licensed practitioner. The use of information from 2e Newsletter for commercial purposes is — Linda C. Neumann and J. Mark Bade prohibited without consent in writing from Glen El- February, 2018 lyn Media. Copyright © 2018 by Glen Ellyn Media, unless otherwise noted. The yellow and red 2e logo on blue is a trademark of Glen Ellyn Media.
2 www.2eNewsletter.com 2e Featured Topic Advocating for Twice-exceptional Children
By J. Mark Bade bursement from the public school district. The district’s The National Association for Gifted Children position was that Endrew had made “some” academic (NAGC) advocates for gifted children and, as part of The way twice-exceptional students (2e) receive progress, which was enough. Their position was sup- its efforts for special gifted populations, for twice- their education and support services can be affected ported in a due process hearing, a district court deci- exceptional children. In an open letter, NAGC thanked by all three branches of our government — judicial, sion, and an appellate court decision. The Supreme the DOE for upholding the Supreme Court’s standard executive (with its departments), and legislative. For Court, however, ruled that “some” was not enough. of support under IDEA and also encouraged the DOE example, the Individuals with Disabilities Education In the aftermath of the U.S. Supreme Court deci- to “further clarify that IEP teams should enable twice- Act (IDEA 2004, the most recent version) is national sion, the U.S. Department of Education (DOE) issued exceptional children to be involved in and make prog- legislation that can deeply affect how twice-exceptional guidance in the form of questions and answers. This Q ress towards above grade-level challenging objectives children are educated and, consequently, whether they & A covers family rights and local education agency ob- when appropriate.” (Find that letter at https://goo.gl/ thrive and reach their potential. IDEA is realized by the ligation, clarifying the role of the IEP team, the types of VRzkc7.) language in the legislation itself; by how the execu- goals to be put in place and monitored, and the rights William Knudsen, NAGC’s director of government tive branch administers the law; and by how courts of parents to request an IEP team meeting at any time. relations, contends that Endrew F creates a new interpret the law and adjudicate conflicts in its appli- Readers may find the Q & A athttps://goo.gl/EXjfxM . and exciting opportunity for advocates to cation. However, the decisions and actions from the three branches of government can also be influenced by those of us who advocate for twice-exceptional students.
The Courts and the Executive Branch IDEA has been reshaped within the last year by a U.S. Supreme Court decision. When the Supreme Court ruled on the Endrew F case in March of 2017, the new standard for IDEA became that an Individual- ized Education Program (IEP) formulated under IDEA must have more than a minimal impact and must impart “progress appropriate in the light of the child’s circumstance,” including exposure to “challenging objectives.” The case was brought by the parents of Endrew F, a boy on the autism spectrum who had not been mak- ing progress under his public school IEP. The parents moved their son to a private school and sought reim-
3 www.2eNewsletter.com 2e Featured Topic Advocating for Twice-exceptional Children, continued demand that public schools set higher expectations Based on his experience in the cap- Execute for 2e students. He notes that, for the first time, the itol, Knudsen thinks that 2022 is the Supreme Court has said “every child should have a earliest year for the consideration Enact chance to meet challenging objectives.” of an IDEA reauthorization. This assumes, he says, that “all of the Legislation stars align and there’s interest on Many advocates for twice-exceptional children feel Capitol Hill for IDEA to be a year-two there’s still a lot to do to make legislation truly serve goal of a new administration.” the twice-exceptional. Some of those viewpoints — spe- cifically with regard to including twice-exceptionality Advocacy at the Federal Level within IDEA — are contained elsewhere in this issue, Do we wait until 2022 to act? In terms of cur- Adjudicate in the coverage of the NAGC Convention session “The rent law, Knudsen suggests that advocates need to Next IDEA,” for example. continue to work with the DOE and Congress to make Knudsen says, “IDEA 2004 limits high and chal- sure IDEA is interpreted to align with the Supreme lenging expectations for 2e students due to the current Court’s new higher standard. Even in terms of conceptualizing and drafting interpretation that alignment with a state’s academic The legislative wheel grade-level content standards satisfies FAPE (the free reauthorization, Knudsen says, “Do it now!” He urges advocates not to wait until 2022 to start reaching and appropriate public education that is the right of • Names of additional coalition partners. out to their three federal legislators or state contacts. children with disabilities under federal law). These In addition, Knudsen emphasizes maintaining re- It’s much easier to get legislative text in a bill before academic grade-level standards often do not provide lationships with staff. They need to know, he says, that Congressional staff finish their first draft, he says “If an appropriate level of expectation or challenge to constituents genuinely care and are paying attention legislators and staff know you’re a trusted resource maximize a student’s ability to reach his or her full po- to these issues in the short and long term. To do that, with solutions, they are much more likely to reach out tential.” Knudsen says, it’s always good to have coalition part- to you for advice on bill language and so forth.” Knudsen explains the political landscape regard- ners. There is strength in numbers. How does one become a “trusted resource”? ing IDEA reauthorization this way. Washington, DC, “The organic, organized grassroots development Knudsen urges advocates, “Don’t just explain a prob- disability advocates are strongly opposed to a reautho- of constituent relationships, with both OSEP [the Office lem to a staffer, provide a solution.” That solution in- rization during the current administration. It’s unlikely, of Special Education Programs] and Hill staff, can be cludes providing clear legislative language and context he says, that any Democratic legislator would agree to powerful,” Knudsen explains. He envisions “real peo- that might consist of: a reauthorization without the support of those disabil- ple telling real stories from their communities’ points • Legislative text ity advocates. What’s more, the current administration of view”— not 20 communiques with the same talking • A one-page summary has not signaled that it is interested in pursuing IDEA points, but 20 that reflect the diversity of a given • A list of voters in the state/district who support reauthorization. community or state. the recommended policy solution(s)
4 www.2eNewsletter.com 2e Featured Topic Advocating for Twice-exceptional Children, concluded
According to Knudsen, four committees, at the points out Knudsen. These changes could take the Conclusion federal level, have the most influence on IDEA authori- form of an administration’s proposal to change IDEA To strengthen protections for twice-exceptional zation and appropriations and could serve as primary regulations or revise its guidance on the Supreme students under current and future IDEA legislation targets for advocacy efforts. The four committees are: Court’s Endrew F case. and administration, the time to act is now. We urge • The House Committee on Education & the members of the 2e community to reach out to legisla- Workforce, https://goo.gl/MbVHbL Contacts in Your State tors and administrators who can help, and to reach out • The Senate Committee on Health, Education, Those in the 2e community who establish a dialog using the tips and suggestions provided by NAGC’s Wil- Labor & Pensions, https://goo.gl/K86UHK (or even one-way communication) with state special liam Knudsen in this article and in the NAGC conven- • The House Appropriations Subcommittee for education personnel may help make sure that those tion session “The Next IDEA.” Also see the Advocacy Labor, Health and Human Services, Education, personnel are up to date on federal legislation and area of the 2e Newsletter website for additional infor- and Related Agencies, https://goo.gl/Ez9Fp7 guidance. One assessor of 2e students provides an mation, https://goo.gl/hE99gE. 2e • The Senate Appropriations Subcommittee for example of how long it can take to get the word from Labor, Health and Human Services, Education, the federal level of government down to the state level. The federal DOE sent the famous “Letter to Delisle” to and Related Agencies, https://goo.gl/5fLGRW. More Information With the DOE, it can take time for policy to change. state departments, part of which prohibited the use of For example, OSEP needs several internal Department performance “cut points” to establish eligibility for ser- Readers interested in some of the specific issues of Education offices to approve a given regulation, says vices. Nearly four years later, the assessor discovered relevant to the reauthorization of IDEA may find Knudsen. Because many of these non-special educa- that at least one school was still using those suppos- those in the document “LDA Public Policy Com- tion offices are unfamiliar with the unique needs of 2e edly obsolete cut points. [For more information on the mittee Platform for the Reauthorization of the students and families, advocates are more likely to re- Letter to Delisle, see “Clarifications of Federal Law as It Individuals with Disabilities Act.” Although the ceive a favorable outcome if they develop relationships Applies to Twice-exceptional Students,” in the Novem- document is dated 2012, the issues are likely to within these offices before there is a known issue or ber, 2016, issue of 2e Newsletter.] be still relevant. Find the document at https:// potential policy change from their political leadership. A list of personnel in state Offices of Special Edu- goo.gl/NJPszD. Advocates also need to pay attention to what is cation Programs provides contact information that happening in the government so that they can react to parents can use to communication about special edu- potential changes in a coordinated, organized, quick, cation issues as they pertain to twice-exceptional chil- and practically helpful way to reach policy objectives, dren. Find the list at https://goo.gl/gAqyJx.
5 www.2eNewsletter.com 2e Featured Topic Learning the Language of 2e Advocacy
Educational advocacy, like other areas of specialty, Individuals with Disabilities Education Act (IDEA) — has its own vocabulary. Here’s are some basic terms Legislation that provides federal funds to state and to get you started if you’re new to advocating for your local agencies to guarantee special education and re- twice-exceptional child. lated services to children with disabilities
Learning disability — A general term that refers to a 504 Plan — A plan developed under federal civil rights group of disorders that occur in people of at least aver- legislation (Section 504 of the Rehabilitation Act) for age intelligence, affecting the brain’s ability to receive, students with physical or mental impairments. In- process, store, and respond to information. This term tended to “level the playing field,” it allows students to is defined more specifically in the Individuals with Dis- get the modifications and accommodations needed to abilities Education Act. (See www.medicinenet.com/ participate fully in school and may be appropriate for learning_disability/article.htm.) those who do not meet the criteria for an IEP. Remediation — Instruction aimed at improving or Accommodations — Adaptations or modifications developing a student’s skill or ability that is weak or made to the way in which instruction is delivered and nonexistent through techniques such as one-on-one in the way a student demonstrates learning in order instruction, additional explanation, or more practice to help the student function better. Examples include Individualized Educational Program (IEP) — A writ- reduced assignments, extended time, and use of ten plan provided under federal education legisla- Response to Intervention (RTI) — A regular-education, technology. tion (IDEA) for an individual student receiving special rather than special-education, process mandated un- education services. The plan, which includes goals for der IDEA and designed to help struggling learners who Comprehensive assessment — A detailed evaluation the student and any remediation or accommodations may not have responded to regular classroom instruc- used to identify a child’s learning strengths and weak- needed, is reviewed and updated annually. To be eli- tion and who need a different approach or more indi- nesses; includes IQ and other types of educational gible for an IEP, a student must: vidual help in order to achieve at grade level. The pro- testing supported by research • Be between the ages of 3 and 21 cess, frequently used to identify students with learning FAPE — Free and appropriate public education, the • Have an identified disability that impedes learning or other disabilities, is also able to meet advanced right of children with disabilities under federal law to the point that the child needs specialized learning needs, but that use is optional. 2e instruction in order to close the gap between the child’s own academic achievement and that of his/her age peers.
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The Birth of Twice Exceptional Children’s Advocacy (TECA) Organizing for 2e Advocacy
By Mara Cantarella The Challenges Parents of 2e Children Face depression because they are keenly aware of their While every twice-exceptional child is unique, challenges, yet unable to appreciate their giftedness. It’s normal for parents to feel confused, over- exhibiting a range of different types of gifts and chal- These wide-ranging traits can be confusing to parents, whelmed, and exhausted when raising their kids — lenges, certain characteristics are common among as they often are to the children themselves. that’s why some wise person said it takes a village to 2e children. The primary hallmark is asynchronous Despite having interests more akin to those of raise a child. When parents are raising a twice-excep- development, meaning they can have the chronologi- older students, 2e learners are often less mature tional (2e) child, they may feel more like they wandered cal age of 8, for example, the intellectual capacity of than their classmates. Having interests and capaci- out of their village and took a detour into the Twilight a 16-year-old, and the emotional development of a ties misaligned with those of their peers can make it Zone. But when parents of 2e kids have access to ap- 4-year-old — all in one small package! They can be ar- hard for these children to find friends. Consequently, propriate resources, information, and a knowledgeable rogant and aloof, yet incredibly sensitive, insecure, and given that parents tend to develop friendships through community of peers, and when their children are un- compassionate. They can have hair-trigger tempers; their children, the parents of 2e kids often miss out on derstood, accepted and appreciated, they can begin to be picky eaters; or be hypersensitive to smells, tastes, the opportunity to form relationships with other find new bearings to help them navigate their parent- textures, or sounds. They often suffer from anxiety and ing journey. Although 2e children are exceptionally bright, they can have a constellation of issues that challenge them in any number of ways. Parents of neurotypical chil- dren may turn to family, friends, or their pediatrician for advice; but parents of 2e children generally have a much harder time finding resources to help them understand their child. Parents often find that conven- tional parenting wisdom does not apply to their 2e son or daughter because the development of these kids follows a different trajectory. They are brilliant in some areas but surprisingly challenged in others; they can have a hard time with social skills; their school may find it hard to keep them engaged or manage their be- havior; and it can feel to parents as though no one they consult can shed light on what is happening and why. It can be a deeply unsettling, and isolating experience.
7 www.2eNewsletter.com 2e Featured Topic Organizing for 2e Advocacy, continued parents. In addition, parents of neurotypical kids may speech therapy. However, if these providers are unfa- Fifteen years later, members of TECA find that not want their children to hang out with 2e kids — fear- miliar with twice-exceptionality, such referrals can end they still face challenges along the way, but what once ing that a 2e child may be a bad influence — or they in frustration. Even when parents get specialists on the seemed impossible is more manageable with the sup- are unwilling to risk managing a 2e child’s meltdown. case, the resulting diagnoses and treatments can miss port of a community. From the practical advantages The resulting isolation can be almost as hard on 2e the mark if the doctor or practitioner lacks knowledge to the social/emotional benefits, both children and parents as it is on their children. of twice-exceptionality. A scarcity of comprehensive families gain much from joining together with others School problems can add to the sense of isolation information about these children — for families as well who understand and appreciate twice-exceptional in- 2e parents feel. Teachers and administrators may be as for health-care providers and other professionals — dividuals. While it’s just one small part of the puzzle, well intentioned; but more often than not, they lack the can often lead parents to feel lost or inadequate, as TECA is dedicated to helping the families of 2e children time and training to figure out what makes these kids though they are failing their gifted, yet somehow off- become united and strong so that together we can tick. When a teacher has difficulty figuring out how to track, children. provide support across the spectrum of needs of these address the needs of a 2e child, the relationship be- families. tween the school and parents can become combative Turning It Around and counterproductive. The school may want parents So how can parents faced with all of these chal- Mara Cantarella is the Ex- to solve the problem because school personnel don’t lenges get the help they need? When parents feel at a ecutive Director of Twice know how to help the child succeed. loss, it may be time to create a new village — one made Exceptional Children’s Yet another source of stress can be spending time up of other parents who truly understand what they Advocacy (TECA). Since with family or friends. For many parents, family and are going through. That was the story of the founders joining the organization, friends can be a source of support; but when it comes of the organization Twice Exceptional Children’s Advo- she has worked to expand to 2e children, these important people in our lives of- cacy (TECA). As parents of 2e kids, these three moms the grassroots organiza- ten lack an understanding of the 2e child’s needs and experienced an abundance of parenting challenges tion into a vibrant online complexities. Furthermore, their offers of unsolicited firsthand. Then, in 2003 when a school social worker resource and commu- and unhelpful advice may cause parents to feel inse- introduced them, what immediately became clear was nity for parents of twice- cure or angry. Well-meaning as they may be, family and that together they could draw support, strength, and exceptional children. As the mother of a 2e child, she friends may come across as judgmental or uncaring, knowledge from one another. They felt so validated experienced firsthand both the scarcity of resources leaving parents feeling even more alone and misunder- and empowered by this experience that they became and information available to help parents raise these stood then ever. determined to start an organization that could help uniquely challenging children and the sense of isola- Before a 2e child is diagnosed, finding relevant others. tion that comes from having a differently-wired child. information to explain his or her struggles can be hard. Often the first stop is the pediatrician’s office. A prima- See the next page for more information on what TECA ry care doctor may refer the family to a developmental offers to parents. 2e pediatrician or for services such as occupational or
8 www.2eNewsletter.com 2e Featured Topic Organizing for 2e Advocacy, concluded Heads Up!
Yunasa Summer Camp What TECA Has to Offer Yunasa is a summer camp for gifted children, put on by the Institute for Educational Advancement (IEA). We As parents in the 2e community, we all start out on this twice-exceptional journey wondering what we’ve mention it here instead of our usual summer camp gotten ourselves into and how we — and our kids — are going to survive it. We feel frustrated, lonely, over- feature in the March/April issue because Yunasa has whelmed, confused, and scared that we are failing our children. We know we have to fight hard on their be- an application deadline of March 12 this year. One half, even if we don’t know how. camp session is in Sedalia, Colorado; another is in Fen- Over the years, TECA has created a range of programs and tools for parents to help them combat their ton, Michigan. IEA says this about the camps: “Yunasa isolation. Since I joined TECA as its Executive Director in 2015, the organization has focused its energy on embraces gifted children for who they are, helping finding new ways to bring parents together, regardless of where they. Among them, all atwww.teca2e.org , them understand and work with the unique joys and are: challenges that gifted children face…Yunasa supports • Discussions, an online message board for TECA members, where parents can ask questions, post the whole gifted child, encouraging growth and support resources, and even share humorous stories about their kids. Most importantly, they find a community of campers intellectually, socially, emotionally, spiritu- of parents who experience the same types of traumatic, overwhelming, or just plain odd parenting ally, and physically.” Find out more at https://goo.gl/ moments and a place where they don’t have to explain or apologize for them. YC3EXS. • Online support groups and workshops that address topics important to parental success and self-care, while providing parents with opportunities to connect with one another and share strategies. Just Out: New 2e Book • A nationwide 2e Services Directory, which lists a range of programs and services providers who have Scott Barry Kaufman’s new book is out. It’s titled experience working with 2e kids and families. All are recommended by parents who have experience with Twice Exceptional: Supporting and Educating Bright them. and Creative Students with Learning Difficulties. In an • Downloadable provider screening tools to help parents identify their child’s specific traits and needs. article at Scientific American (https://goo.gl/Sjk9Xk), Also available are guidelines for determining whether a provider would be a good fit for their child and Kaufman says the book “provides cutting-edge, evi- family. dence-based approaches to creating an environment • TECA’s Advocacy page, where parents can find basic information on their rights and definitions of where twice-exceptional students can thrive. Viewing common terms with which they will need to become familiar as they advocate for their child. Parents the 2e student as neither exclusively disabled nor ex- can also contact TECA directly for help finding additional resources, such as educational advocates and clusively gifted, but, rather, as a dynamic interaction of attorneys who can work with them locally. both, leading experts offer holistic insight into identifi- • The annual Building 2e Awareness & Community Conference, which features a full day of programming cation, social-emotional development, advocacy, and designed to provide 2e families with comprehensive information and resources. The day includes support for 2e students.” Subscribers to 2e Newsletter informative workshops and panel discussions, community-building activities, and networking will recognize many chapter authors. Find out more at opportunities. Psychologists, therapists, educators, lawyers, and advocates share insights and expertise Amazon, http://amzn.to/2GjNaXV. 2e on topics such as identification, evaluations, talent development, advocacy, programs, home/school connections, interventions, and assistive technology.
9 www.2eNewsletter.com 2e Featured Topic
Advocating for 2e Kids Moving from Misconception to Evidence-based Understanding
By Larry Davis comprehension was “meeting standard” and that he enabled him to compensate and read at the same was reading “at grade level.” However, looking deeper level as his age peers. When he heard a word and saw Attitudes Toward the Gifted into his profile, we discovered that his ability to decode a visual representation, he could memorize it and im- The very notion of gifted education presents a phonetic symbols and truly read new words was more mediately apply his recognition of this new sight word seeming conflict of equity. Labeling one group of chil- than 49 points below his verbal comprehension IQ as he came across it in his reading. dren as gifted sets up the premise that all the others scores. This gap is considered a severe discrepancy The challenge for Andrew, however, came when are not. In my role as an education consultant, here’s between one’s ability and achievement, with the de- he encountered new words on the page without hear- how I often see this system of “haves” and “have nots” coding score considered to be in the very low-average ing them first. His sound/symbol recognition skills play out in the public schools. range. were way below his age and grade level, leaving him To balance out the conflict, many inside the sys- Andrew’s extraordinary sight-word vocabulary, the with minimal encoding skills and poor reading tem tend to minimize the disparity between various result of his memory and verbal comprehension skills, fluency (speed, accuracy, and proper skill levels, marginalizing the extraordinary nature of our gifted students’ abilities. As a result, many myths Five Levels of Giftedness about giftedness go unchallenged, myths such as: • All children are gifted. By Eleanor Munson, Ph.D., January 30, 2011. Adapted here with permission • Gifted is a subjective term. The label of ‘gifted’ is assigned once a psychologist — or other person who is qualified to administer and • By focusing on the gifted students, we may lose interpret IQ tests — has evaluated a child with an intelligence test, most commonly one the Wechsler tests touch with those who need us the most. (WPPSI, WISC, or WAIS). IQ scores for our population fall along a bell-shaped curve, meaning that 50% of Perpetuating such myths diminishes the impor- the population scores around the average (IQ scores of 90-109) and as the curve drops on either end, the tance of meeting the needs of gifted students as well percentage of people scoring in that range gets smaller and smaller. as the needs of the rest of the student body. Deborah Ruf, Ph.D., has spent her career focused on that small area at the far right end, or tail, of the Parents who raise concerns over learning challeng- curve; the individuals that make up the most intellectually gifted of our society. One might think that the es their highly capable children may face are often met individuals who score in this area are more similar than not, but through her research Dr. Ruf has discov- with a dismissive response. Recently, I was helping ered and defined five distinctively different levels of giftedness. The differences between the levels are quite a parent navigate the IEP (Individualized Education striking and have significant implications for a child’s home and school life. A summary of each of Dr. Ruf’s Program) process. Her son, Andrew, has a reading dis- levels follows. For additional details, see Munson’s website: https://goo.gl/Wafvej. ability coupled with a cognitive IQ score of over 140. A score at this level is relatively rare, placing the child Level One: Moderately Gifted to Gifted IQ scores of 120-129 In the 90th-98th percentiles in a group of students that comprise approximately a Level Two: Highly Gifted IQ scores of 130-135 Approximately 98th-9th percentiles fourth of one percent of the student population. [See Level Three: Exceptionally Gifted IQ scores of 136-140 Approximately 98th-99th percentiles the sidebar for information on levels of giftedness.] Levels Four and Five: Exceptionally to IQ scores above 140 In the 99th percentile A formal evaluation showed that Andrew’s reading Profoundly Gifted
10 www.2eNewsletter.com 2e Featured Topic Evidence-based Understanding, continued expression). All this was uncovered with the formal that your child is gifted. High scores in the and is more easily overwhelmed when evaluation. area of verbal comprehension are especially in a highly stimulating environment. advantageous due to the emphasis in academic (For additional information on HSPs, visit: Isn’t Grade-level Achievement Good Enough? work on reading and writing. http://hsperson.com/about-dr-elaine-aron.) Andrew’s situation is a perfect example of what • Collect data relevant to your areas of concern. For As a result of being overwhelmed, many of our many parents face when their gifted children display example, if your son or daughter struggles with gifted students experience stress, anxiety, worry, and at-grade-level achievement, while having potential writing, show the teacher samples of your child’s agitation. This emotional combination often leads to that is so much greater. For years, Andrew’s mother written work. In discussing these samples, ask “flight or fight” behaviors, or to behaviors associated told his teachers that she was concerned about his these questions: with oppositional defiance or anxiety. reading skills. Their response was always the same: − How do these work samples compare to work The presence of these kinds of behaviors — sen- “He’s keeping up with his class and doesn’t seem to by others in my child’s class? sitivity and anxiety/stress — can make students on struggle.” − How do the samples compare to work by the gifted spectrum highly inconvenient to classroom What does that response really mean? They were someone with my child’s cognitive profile; teachers. Furthermore, they can make gifted students saying that meeting standard achievement is the would you expect more than what my child is seem difficult and confrontational. An agitated target; anything above that is icing on the cake. From producing? student, especially one armed with critical the teachers’ perspective, Andrew was presenting • Be specific. When discussing an academic area, neither reading challenges nor behavior problems; so go beyond generalities. Focus on specific skills, Academic Area Formal Assessment Achievement why focus on his issues when there are others with far such as the examples in the table to the right. Skills greater needs? • Focus on strengths. When a child is viewed as Most teachers are overwhelmed, understandably being just like all the rest, we lose sight of the Reading • Phonological awareness so. Many are so focused on their students’ achieve- child’s individuality. What works instead is to • Decoding ment standards and ability to meet grade level, that focus on his or her strengths — on interests and • Fluency the notion of “gifted” is just too far off the radar. So successes, especially those outside of school. • Comprehension what can parents do to get their gifted or twice-excep- When the conversation turns toward a child’s Math • Number sense tional children on the radar? It takes evidence. Parents deficits, it’s important for parents to redirect it • Calculations can use assessments, classroom performance, and toward the child’s areas of strength. • Computations other forms of recorded achievement to both present Taking an evidence-based approach is as impor- • Math reasoning their concerns to educators and serve as a foundation tant when addressing behavior issues as it is with Writing • Spelling for bringing about positive change for their children. academic issues. In my experience, gifted students are • Sentence development often, by nature, highly sensitive. Dr. Elizabeth Aron, an • Written expression (including Taking an Evidence-based Approach expert on this topic, explains it this way: initiation, idea development, Here are some strategies that parents can use The highly sensitive person (HSP) has and organization) when advocating for their children at school. a sensitive nervous system, is aware Communication • Receptive language • Provide documentation to back up your claim of subtleties in his/her surroundings, • Expressive language 11 www.2eNewsletter.com 2e Resources Resources for Education Advocacy
The authors of a study titled “The Advo- COPAA In fulfilling that mission, COPAA does the following: cacy Experiences of Parents of 2e children,” (Gift- COPAA (www.copaa.org.) is short for the Council of • Provides opportunities for members to network ed Child Quarterly, Vol 59, No 2, April 2015), found Parent Attorneys and Advocates, Inc. According to its and share resources that “For many parents, successfully advocating for website, this national, independent, nonprofit organiza- • Maintains a website directory of advocates, their twice-exceptional child can be intimidating and tion was founded on the premise that every child has attorneys, and related professionals overwhelming….Only after parents acquired profes- the right to high-quality education and an equal oppor- • Provides professional training for attorneys on sional knowledge about educational terminology and tunity to achieve his or her full academic potential. The legal practice official policies, were they able to become successful stated mission of the organization is: • Offers education on special education advocacy advocates.” With these findings in mind, we offer some To protect and enforce the legal and and conflict resolution through webinars, an resources that can help parents, as well as others who civil rights of students with disabilities annual conference, attorney online training, and a work with and care for 2e children, feel better informed and their families. Our primary goal training program for special education advocates and better prepared to advocate for them. is to secure high quality educational (described as “the only nationally developed services and to promote excellence in and recognized year-long course that provides advocacy. participants with training to become a special education advocate”)
Evidence-based Understanding, concluded thinking, problem solving, and deep analysis skills, can Conclusion Larry Davis is an education be highly oppositional when placed in a position of anx- From an education advocate’s perspective, I have consultant/advocate, author, iety or stress. Behavior of this nature is unlikely to elicit always believed that twice-exceptional students can and educator. His in-depth ex- compassion or a willingness for collaboration from be one of the most difficult to work with, from a par- perience with gifted education, school personnel unless there is a true understanding enting or school perspective. The complexity of these as well as special education of the basis of the behavior. children — academic, social, emotional, and behavioral advocacy, have led to his work Therefore, I strongly advise parents to work with a — requires their parents and teachers to work from a with twice-exceptional program clinical psychologist or other mental health provider to position of compassion, understanding, and patience. development. He is currently get a diagnosis for their child, if appropriate. It is im- Collaboration between school and home often takes serving families through direct perative for a child’s success to shift the conversation an evidence-based approach to cut through the emo- advocacy in addition to working from a position that is subjective and often emotional tions and frustrations associated with this complexity. as the social-emotional learning specialist for a school to an evidence-based discussion of the child’s behav- Then, once the two sides have created a platform for district in his hometown. For more information, visit ior, highlighting any evaluation work presented by out- mutual understanding, compassion, collaboration, and his website, www.specialeducationadvocacy.org, or side professionals. partnership often develop. read his book, Love, Understanding, and Other Best Practices: The New School of Thought on IEP & 504 Plans. 2e 12 www.2eNewsletter.com 2e Resources Resources for Education Advocacy, concluded
In addition, COPAA takes an active role in advocacy by national recognition when he argued a case before Also while you’re there, you can post questions or filing friend-of-the-court briefs in what they describe as the Supreme Court and won. The case concerned the offer answers on the Community Help Line, a moder- “cases of national significance” and engages in lobby- right of parents to secure a private education at public ated Q & A forum. Plus you can read a blog, sign up for ing efforts at both national and local levels of govern- expense for a learning-disabled child. The court agreed a free online newsletter, and search for resources by ment. The focus in these efforts is upholding the rights that public schools are responsible for paying the tu- state in the Yellow Pages for Kids with Disabilities. of students who are eligible for special education ser- ition if they are unable to provide an adequate educa- vices and supports under federal laws (e.g., IDEA, Sec- tional program for children with disabilities. Some Resources on the Gifted Side tion 504, and ADA) and under state disability-related Pamela Wright is a psychotherapist with a back- As with all aspects of giftedness, Hoagies Gifted laws that affect a student’s education. ground in clinical psychology and clinical social work. Education Page has plenty to offer on the topic of ad- The organization’s over 2,000 members include Her focus has been on raising, educating, and advocat- vocating for gifted children. See the extensive listing of attorneys, advocates, and related professionals along ing for children with disabilities. articles, books, and websites: www.hoagiesgifted.org/ with special education family members. Annual mem- First-time visitors to the extensive site should start advocacy.htm. bership fees vary, depending on the type of member- with the introductory video. In it, Peter Wright provides The National Association for Gifted Children ship. Parents and students pay lower fees than attor- a tour of the website and explains how to find answers (NAGC) has put together what they call an Advocacy ney and advocate members, and military parents pay to questions. Site features to look for are: Toolkit to, as the organization describes it on their the least. COPAA offers free guest accounts that pro- • Special Education and Legal Terms Glossary website, “support individuals and groups working to vide access to the COPAA Weekly News and Announce- • Special Education Case Law Library improve gifted education programs and services.” This ments as well as enable non-members to register for • Advocacy Library support takes the form of information for building a COPAA events, submit conference proposals, and pur- • A section of the website devoted to twice case to support gifted education, strategies to increase chase items from the COPAA store. exceptional. effectiveness as advocates, and ways of bringing local media attention to the needs of gifted students. Wrightslaw You can findout how NAGC is advocating for gifted On the Wrightslaw website (www.wrightslaw.com), students as an organization here: www.nagc.org/ you’ll find 20 years’ worth of special education law and get-involved/advocate-high-ability-learners/nagc- advocacy information for parents, advocates, educa- advocacy. tors, and other professionals. The site is the work of two prominent advocates for special education, Peter The 2e Newsletter Website and Pamela Wright, a husband-and-wife team. In ad- If you haven’t noticed, the 2e Newsletter website dition to their website, the Wrights present special (www.2enewsletter.com) now has an advocacy area. education advocacy training, publish books, and offer There you’ll find past articles on 2e advocacy from the videos on advocacy and special education topics. newsletter along with resource listings and advocacy Peter Wright is an attorney who was drawn to spe- news items. Check back often to see what’s new. 2e cial education law by his own experiences as a child with dyslexia, dysgraphia, and AD/HD. He achieved Peter Wright Pamela Wright 13 www.2eNewsletter.com 2e Conference Coverage NAGC 2017, Part 2
This concludes our coverage of the annual convention of the National Association for Gifted Children on November 9-12 in Charlotte, North Carolina. Next year’s convention is November 15-18 in Minneapolis.
The Next IDEA
Presenters: Barbara Gilman, Gifted Development Center; Kathi According to Gilman, the 2004 revisions to IDEA not optimal for identifying and serving twice- Kearney, Maine School Administrative District 51; William made it harder for 2e children to be identified for ser- exceptional students — became the go-to method. Knudsen, NAGC; Megan Foley Nicpon, University of Iowa; Mi- vices for these reasons: For the 2e child, all of this resulted in later identi- chael Postma, SENG; Sylvia Rimm, Family Achievement Clinic • Eligibility emphasized performance below grade fication, less of a chance for early intervention, and a level while many, if not most, 2e students are greater opportunity for failure. In addition, said Gilman, Kathi Kearney of Maine School Administrative Dis- capable of performing at or above grade level. without a comprehensive assessment, parents, educa- trict 51 set the stage. She noted the session was the • The discrepancy model was de-emphasized. tors, and service providers have much less information beginning of a conversation on how to fix to problems • The availability of comprehensive evaluations on which to base interventions and services. with the way the Individuals with Disabilities Education became more limited. Michael Postma, Executive Director of SENG, Act (IDEA) serves twice-exceptional students. Ironically, • The Response to Intervention (RTI) approach agreed that comprehensive assessment and discrep- some of those problems stem from the most recent to identifying learning problems — which is ancy scoring are key and suggested moving forward revision to IDEA in 2004. Until 2004, according to Barbara “Bobbie” Gilman, Associate Director of Denver’s Gifted Development Center, children suspected of having a learning disabil- ity were referred for a comprehensive assessment, the Panelists before “The results of which would determine eligibility for services. Next IDEA.” L-R, Susan One criterion for flagging students for this type of eval- Assouline (just visiting), uation was “unexpected academic underachievement” Megan Foley Nicpon, Michael Postma, Bobbie — students performing below the levels of achievement Gilman, Kathi Kearney, they were thought to be capable of. This method for and Sylvia Rimm. Not pic- identifying learning disabilities is known as the discrep- tured: William Knudsen. ancy model and is useful for identifying 2e students.
14 www.2eNewsletter.com 2e Conference Coverage
NAGC 2017 The Next IDEA, concluded with a comprehensive assessment for all children and diagnostic tests in all areas of suspected In addition, Knudsen offered these tips for advo- suspected of having learning challenges. He noted disability. cating for changes in IDEA: that non-traditional populations are largely ignored by • Designate twice-exceptional learners as a category • Provide specific examples and do it in a bipartisan existing policy, and that we need to determine how to in IDEA, stating that these are gifted learners with way. identify them. one or more SLDs • One-pagers (high-level overviews or synopses) are Megan Foley Nicpon, a clinician and professor at • Inform parents of the right to request a special important. the University of Iowa, recommended using both RTI education evaluation or 504 Plan evaluation at • Develop relationships with your three federal and a comprehensive assessment to identify twice- their school at any time, regardless of whether the legislators and your state contacts in the Office of exceptional students. However, she observed, access child has been located by RTI or is receiving RTI Special Education Programs (OSEP). [See page 5 to providers and the cost of a comprehensive assess- intervention for these contacts.] ment can be obstacles for families of 2e children, • Require states to be compliant with IDEA • Legislative language is more likely to be accepted causing us to miss students, especially those of color legislation concerning 2e students if it’s backed by research and is detailed and clear. and those from low-income families. Foley Nicpon also • Provide assessment of high school students • Work with career and political staff at the federal recommended eliminating the grade-level criterion for to enable them to continue receiving and state levels. identifying 2e students because it doesn’t apply to accommodations in college or vocational • Be proactive by regularly updating policymakers them. programs. and staff regarding the needs of 2e students. Psychologist Sylvia Rimm said she sees issues • Become a trusted resource and provide practical with identification in the clinic she works in, and agrees The Next IDEA: What Can We Do? solutions to advance your policy objectives. with the need for 2e-specific legislation. In the absence The opinion of William Knudsen, NAGC’s director • Work with others who share your objectives. There of such legislation, she suggested using 504 Plans to of government relations, is that reauthorization of IDEA is strength in numbers. secure simple accommodations. Rimm also observed might not happen in this administration, but rather in • Do not complain without offering a solution. that she would like to see a definition of giftedness 2021. He noted, however, that advocates for 2e chil- that doesn’t equate the label with talent in all areas. dren can gain strength by starting early and communi- See more of Knudsen’s thoughts on IDEA reautho- Panelists had some very specific thoughts about cating with legislators; and he provided some general rization on page 3 of this issue. 2e what needs to be done when IDEA is reauthorized: insights into how to communicate effectively: • Maintain the current statutory definition of specific • Federal and state staff need to be informed about learning disabilities (SLDs) the issues facing 2e students and their families. • Do comprehensive assessments for children • Be aware that many people believe myths about performing at grade level academically as well as giftedness, such as gifted children do not need for children with high intellectual potential. Such help. assessments would include a comprehensive • Staffers read tweets, so do not be divisive in your individual IQ test, an individual achievement test, advocacy.
2e Newsletter • January/February 2018 15 www.2eNewsletter.com 2e Conference Coverage
NAGC 2017 Feniks: A Drop-Out Center for Twice-exceptional Students
Presenters: Tijl Koenderink and Femke Hovinga from Take on make the school system” itch” and take action to fix Talents flaws in the Dutch school system. To help individual drop-outs, Feniks has a six- Have you known 2e high-schoolers who have phase “Talent Guidance Model”: “crashed and burned,” and have you wished there 1. The student must recover and stabilize to be ready were resources to help them reestablish themselves, for the remaining phases. to rise from their ashes? There’s a program for that — 2. The student “activates” to get over the “I can’t” in the Netherlands. It’s spelled Feniks (Phoenix to us), posture and, in the words of the presenters, to “get and it’s a drop-out center for twice-exceptional high off the sofa.” This may happen through activities Koenderink (L) and Hovinga school students. such as drama, flying a drone, or woodwork. The purpose of Feniks is to both prevent drop-outs 3. The student participates in activities and learns a business and continuing a vocational program, and to get those who do drop out back into society. At to connect with others with the help of a personal or preparing to re-enter the regular school system. worst, the young people are completely demotivated, mentor and instruction in positive psychology. 6. The student reaches “the final phase, Flying out” bored, burnt-out, and withdrawn from the world. They 4. The student spends time deciding what he or she on his or her own. may engage in self-harm or be suicidal. While intel- might want to do in terms of learning and talent This was a fascinating session that drew far too ligent, they are likely to be diagnosed with ADHD, ASD, development. This includes learning about one’s few attendees. It highlighted cross-cultural differences anxiety, or specific learning disabilities. According to own learning style and talents. between the Netherlands and the United States, as the presenters, 30 percent of students with IQs be- 5. During the exploration phase, the student well as differences in educational systems. Both sets tween 130 and 140 drop out, and 60 percent of those re-enters the outside world, perhaps working with of differences begged an entire range of “why not do with IQs over 140. . this” questions. One The presenters highlighted the individual and soci- The Role of Feniks of the presenters, Tijl etal costs of dropping out and curtailing one’s education: Koenderink, said that • A lower quality of life for the dropout he plans to be in the • Costs of care and support for the society United States, touring • A loss of production and talent to society. and consulting until well They explained that they know what not fitting into into 2018. If you get the educational system is like. Tijl Koenderink said a chance to hear him he went to three different high schools and spent two speak, we suggest that extra years. Femke Hovinga’s story involved feeling you take it. 2e left out and bullied in high school and almost dropping out. Today, the two speakers say that, besides helping individual students, they want to be “mosquitoes” to Graphic courtesy of the presenters 2e Newsletter • January/February 2018 16 www.2eNewsletter.com 2e From the 2e Center Master Classes in 2e Education
The Center is proud to announce “Master Classes explore practical strategies in strength-based instruc- student success. in 2e Education.” This six-day professional develop- tion, multimodal curriculum, literacy development, and Enrollment is limited. Please see the information ment experience is an opportunity for educators to mathematics through understanding. A seminar series below. Find the registration form at https://goo.gl/ refine and expand expertise in 2e education. By study- in academic and emotional regulation and in executive forms/ki75bf07pR26aDJ32. 2e ing and learning from the masters, participants will function will provide insight and unique approaches for
17 www.2eNewsletter.com 2e From the 2e Center Twice Exceptional: Students with Unique Brain Wiring
By Susan Baum, Laura Bahr, Carmen Sevilla, Kim Vargas, Maria him that he often refuses to try. This behavior is not In Steve, these traits show up as a love of the hu- Kennedy, and Caroline Maxwell at all uncommon among people with dyslexia. On the manities, an area of study in which he can pursue his other hand, Steve has many talents, also a common interests in building, architecture, and art. At home, The idea that strengths are associated with preva- trait among dyslexics. [See the sidebar on challenges he has a professional workshop with all his tools ar- lent diagnoses, such as dyslexia or attention deficit and strengths of dyslexic minds.] ranged by frequency of use. Steve spends hours alone, disorders, is becoming popular and relevant (Eide Individuals with dyslexia often display extraor- building furniture and sets for & Eide, 2000; Armstrong, 2010). With this thinking dinary spatial and kinesthetic talents, predisposing plays put on by his family. comes the increased recognition that neurodiversity them to success in certain kinds of professions. These Steve is also strong in and cognitive diversity are assets to be nurtured, not predispositions may be seen as a “dyslexic advantage” Gardner’s naturalist intelli- disabilities to be “fixed,”and that individuals who have (Eide & Eide, 2011). Fernette Eide argues that many gence, enjoying the outdoors, extraordinary gifts and talents along with cognitive and dyslexics have the kinds of spatial “strengths that en- camping, and taking care behavioral challenges have minds that are “wired dif- gineers and architects show when they imagine how of animals. His enrichment ferently.” These individuals are frequently described as they can best adapt a design to a landscape…or the activities of choice in school being twice exceptional (2e). strengths someone sailing a boat shows in factoring often include horticulture The focus of this column and the following two will winds and waves and currents to chart a course...or and animals. In fact, he has be on how individual patterns of strengths and chal- the strengths a paleontologist shows in reconstructing become the expert on the Steve and friends lenges within the unique population of 2e students an animal skeleton, or recognizing fossilized bones in a chickens that reside on the offer information about how best to meet their needs. rock quarry.” (retrieved November 16, 2017). Bridges campus. Among his accomplishments Specifically, in the three columns we will look at gifted students with dyslexia, with ADHD, and with autism Challenges and Strengths of the Dyslexic Mind spectrum disorders. Through case studies, we will examine each group of students’ strengths and weak- Challenges Dyslexics Face Strengths Dyslexics Display nesses, and provide practical suggestions for meeting Trouble decoding written language • Can be metaphorical thinkers their needs. • Can see things others miss due to their ability to make connections between and among Steve’s Story disciplines What does a tortoise have to do with dyslexia? Poor spelling and handwriting • Often find it easy to see 3D spatial For Steve, everything! Indeed, after several attempts, perspectives he successfully negotiated the deal of a lifetime, the • May think like architects, engineers, or affordable purchase of tortoises for his school. His abil- builders ity to see the big picture, to defend an argument, and to stay in the struggle helped him in his quest. Difficulty with remembering details • Have excellent narrative reasoning skills (e.g., Steve has not always been successful. He is se- and rote memorization of facts recalling stories, episodes, and concepts) verely dyslexic. Reading and writing are so difficult for • Profit from experiential learning
18 www.2eNewsletter.com 2e From the 2e Center Students with Unique Brain Wiring, continued are organizing a chicken leadership group, writing a support for Steve came when his humanities teacher Talent Development handbook on chicken care, and crafting a proposal for initiated writing assignments with oral activities. For A critical part of Steve’s program was talent devel- the purchase of more chickens. instance, she would put students into opinion groups opment, which can take the form of independent stud- where they could talk with others who shared their ies and special projects outside of the core curriculum. Dyslexia in the Classroom perspective on an issue. As a result, the students were Currently, Steve is taking an independent study course Like many students with dyslexic brains, however, better able to develop sound arguments to use later in in technical drawing. The middle school director de- Steve’s production in traditional kinds of learning is a persuasive writing assignment. signed this course for Steve with her knowledge of and limited. Rather than trying to get him to learn like oth- Another example of how Steve’s abilities were experience in engineering and architectural studies. ers, his teachers explore ways in which learning experi- valued and talents incorporated into the curriculum She felt this opportunity would not only engage him in ences can mirror the way Steve’s brain works. What’s occurred in physical science. During a unit on bridge challenging and complex learning in a strength area, important, as suggested by Fernette Eide (2017), is design, his science teacher, acknowledging Steve’s but also support growth in areas of challenge. thinking of Steve as “spatially talented; not verbally advanced skills in design and carpentry, excused him Success in the technical drawing class, the direc- challenged.” from building the simple dry-spaghetti-and-glue bridge tor explained, requires Steve to demonstrate the skills With that in mind, Steve’s teachers often work at assigned to the other students. Instead, the teacher al- in the table below. The right-hand column lists learning engaging him in learning and producing by leveraging lowed him to create his own scaled model of a stadium experiences the middle school director devised for his strengths for skill development and incorporating out of balsa wood. Steve to be able to demonstrate skill mastery. his talents and interests in his learning experiences. For instance, the humanities curriculum in the middle Skills to Demonstrate Ways of Demonstrating Mastery school at Bridges Academy is delivered from a variety Mentally shift from one task to Being able to manage more than one assignment at a time of perspectives, allowing students to select the way another they would like to engage in the curriculum. Steve • chose the section of the course that uses arts and Executive functioning skills Following directions • architecture as an entry point to explore a period of Persevering through challenging tasks history. The methods used in this section would enable Reading fluency and • Reading a book orally with the director and discussing it (507 Steve to apply his building talents to create projects comprehension Mechanical Movements, which explains the transmission of motion and that demonstrate his understanding. Additionally, power) course content, delivered visually through art history • Exploring how and when to apply each mechanical movement using a and lecture, would make it easier for Steve to access website that has the movements animated information. • Practice note-taking skills while reading the Basic Technical Drawing With such spatially-oriented experiences serv- Textbook and outlining chapters using the software Inspiration ing as entry points for Steve, reading from the text Problem-solving and critical- Building models and creating designs for additional content was much easier. The learning thinking skills experiences also provided him with background knowl- Using computer-aided design Using 3D modeling software to enhance Steve’s design skills and help him edge helpful in putting his ideas in writing. Additional software with proficiency find patterns and details within the program to apply to his various projects
19 www.2eNewsletter.com 2e From the 2e Center Students with Unique Brain Wiring, continued
Note how talent development encompasses lead the project. An exciting way to direct his learning “Where else can we get tortoises?” she asked him. Steve’s dual sets of needs, ranging from his gifts and evolved! Helping Steve see that he could look for other options talents to his learning difference. The design of this The first step was for Steve to find out what was transformed his frustration into a willingness to con- independent study class not only appealed to Steve’s needed for this project. He researched different types tinue. It was back to the research, back to the synthe- interests and talents but also enabled him to do the of tortoises as well as their habitats. His leadership sis, and back to the planning. Steve found a breeder following: role in the project, and his passion for it, overcame with whom he negotiated a reasonable price for two • Use the language of the discipline of technical Steve’s reluctance to read and synthesize information tortoises. “Wow, I did it!” he exclaimed. drawing into a written format. Next, in order to get permission “He could barely contain his excitement when the • Identify specific functions of technical drawing to go ahead with the project, he pitched his idea to tortoises were delivered,” the division director said. • Become familiar with the tools and materials used the head of school in a formal presentation. Steve was “He ran into my office screaming with joy when they in technical drawing able to compellingly discuss sustainability and cost, arrived.” • Demonstrate freehand sketching skills and to justify the importance of the tortoise as an edu- • Use proper scale cational asset. Conclusion • Describe the process for problem solving during The project was approved, and Steve moved for- When schools can both accommodate for design. ward with creating the habitat. Accompanied by the di- strengths and interests within the regular curriculum In addition to learning and applying essential skills, vision director, Steve went to a local outlet of a nation- and provide other opportunities for more authentic, Steve was also able to experience the joy of staying in wide pet supplies company to meet with the manager, purposeful learning, students who learn differently can the struggle and completing challenging tasks — all providing written information about the school and the demonstrate mastery of skills and academic growth. confidence builders! worth of the project to its students. Steve’s impressive Aligning instruction to how their brains are wired is presentation resulted in his being referred to a differ- a key to success. As argued by Duranovic, Dedeic, & Getting Back to the Tortoises ent manager, then another, up the company’s chain of Gavric (2014): Because Bridges Academy prides itself on look- command. Finally, he ended up negotiating an almost Connecting dyslexia to talent leads us ing first at what students can do, administrators and 50% discount on the tortoises and additional discounts in a more optimistic direction than only faculty are well aware of students’ strengths, talents, on habitat materials. Through Steve’s research and ef- associating dyslexia with a deficit....The and interests. Therefore, from time to time, school per- forts, it looked like he would save the school hundreds revelation of talent in individuals with sonnel have asked Steve for help in creative projects. of dollars. dyslexia opens a door to more effective For instance, the division director of the elementary However, when it was time to pick up the tortoises, educational strategies and for choos- program often chatted with Steve about their common the store refused to honor the discount that Steve had ing professions in which individuals interests. Through one of these conversations, they negotiated. He was devastated and ready to give up with dyslexia can be successful. discovered their mutual love of tortoises. Steve even entirely. Using what she knew about his learning pro- suggested that purchasing tortoises would benefit the file, the division director helped him turn this defeat students in the elementary program and offered to into a successful learning opportunity.
20 www.2eNewsletter.com 2e From the 2e Center Students with Unique Brain Wiring, continued
Strategies for Success for Dyslexic 2e Students Apparent in Steve’s story is how motivation and a sense of purpose undergird his willingness to Spotlight on 2e Series: tackle tasks difficult for him. With this in mind, we offer the following strategies. Booklets for Parents and Educators
Strategy How it Applied to Steve 1. Appeal to dyslexic 2e students’ high need for visual/spatial Steve embraced the humanities cur- activities and conceptual thinking. riculum, in which visual entry points and building models played integral parts. 2. Give assignments that are in an area of interest and/or Consider Steve’s willingness to write strength and are purposeful. when it was for a real-world purpose. 3. Offer multiple ways to access information other than For Steve, this included interviewing ex- reading (e.g., video clips, websites, speakers who use perts and consulting websites. visual representations, field trips, podcasts, audio books, and visual representations, such as works of art and photographic essays). ► 4. Provide students with a wide range of options for Steve was able to build a complex model Parenting Your Twice-exceptional Child (2nd Ed.) ► demonstrating understanding (e.g., 3D models, murals, to show his understanding of principles Understanding Your Twice-exceptional Student
caricatures, political cartoons, charts, graphs, photographs, of physics and build a model of the Col- (2nd Ed.) ► and podcasts). osseum to explain the role of athletics in Writing and the 2e Learner: Issues and Strategies ► ancient Rome. The Gifted Child with Attention Deficit ► The Twice-exceptional Child with Asperger 5. Use prewriting activities (e.g., building or drawing the Steve often sketched out ideas to help Syndrome setting of a story, or using storyboarding) to help big-picture him plan and produce. He would then ► The Twice-exceptional Child with Dyslexia spatial thinkers unleash ideas and organize them in a create a storyboard much like a film- ► Caring for the Mental Health of the linear fashion. maker does when beginning a new Twice-exceptional Child project. ► The Mythology of Learning: Understanding 6. Use resources with highly sophisticated visual content or For Steve, learning from websites and Common Myths about 2e Learners limited words on a page. (Picture books of poetry, graphic illustrations during his independent ► The 2e Reading Guide: Essential Books for novels, and TedTalks are examples that respect both study not only kept him focused but al- Understanding the Twice-exceptional Child the intelligence of the learner and provide a scaffold for lowed him to comprehend the advanced ► Guiding the Twice-Exceptional Child: reading and comprehending.) material. A Collection of Columns by Meredith Warshaw ► Bob Seney on Books: A Collection of Columns www.2enewsletter.com/topic_store_spotlight.html 21 www.2eNewsletter.com 2e From the 2e Center Students with Unique Brain Wiring, concluded
Authors Caroline Maxwell teaches studio References Susan Baum, Ph.D., is the Direc- art, photography, and art history Armstrong, T. (2010) The Power of Neurodiversity: Un- tor of the 2e Center for Research to middle school, high school, and leashing the Advantages of Your Differently Wired and Professional Development at college students. She is also a prac- Brain. Cambridge, MA: Pegasus Press. Bridges Academy. She has been ticing artist and has exhibited her Duranovic, M., Dedeic, M., & Gavrić, M. (2014). conducting research and advocat- work internationally. She spends Dyslexia and Visual-Spatial Talents Current Psy- ing for bright students with learn- her days at Bridges Academy, her chology, 34(2), 207-222. ing differences for over 30 years. evenings at Rio Hondo College, and her weekends on Eide, B. and Eide, F. (2011) The dyslexic advantage: a soccer field. Unlocking the hidden potential of the dyslexic Laura Bahr has been a teacher brain. New York: Penguin Press. at Bridges Academy since 2007, Carmen Sevilla has been a teacher Eide, F. (2017). Recognizing dyslexia’s strengths in the teaching everything from math- at Bridges Academy and is now di- classroom. Educational Leadership 74 (7). ematics to performing arts. A rector of the middle school. She has published author, film producer, many areas of interest, including a and actor, she loves literature, film, specialty in technology and instruc- The 2e Center for Research and Professional De- theater, music, and is a full-time tion. When not at Bridges, she en- velopment is located on the campus of Bridges student of life. joys time with her three sons. Academy in Studio City, California. In this column, Maria Kennedy works in the Kim Vargas is a specialist in both we share what’s happening at our center and Phoenix program at Bridges Acad- special education and education of report research findings, teaching ideas, and par- emy. Born in England, Maria has the gifted and talented. Her many enting suggestions we have found to be success- both a bachelor’s and master’s roles at Bridges Academy encom- ful in helping 2e kids thrive. degree in education. She enjoys pass admissions, outreach, and — Susan Baum, Director teaching all subjects to students student support. In addition, she from kindergarten to 6th grade serves as associate administra- and has done so in several coun- tor of the 2e Center for Research and Professional tries around the world. Her passion is devising educa- Development. tional programs for students that enable them to reach their full potential.
22 www.2eNewsletter.com 2e Dear Dr. Sylvia Gifted Child Needs Challenge
I am the mother of an 8½-year-old, the oldest I don’t know what action to take now. She’s in third In any case, a psychoeducational evaluation by a of three girls. From an early age, she was very grade and isn’t ready emotionally to be pushed ahead school or private psychologist familiar with the needs Q perceptive. She learned to read before kinder- academically. My daughter is a sweet, sensitive child of gifted children can shed further light on whether she garten and was playing classical piano by ear at the who tries so hard and seeks acceptance on all levels. needs a grade skip or not. What appears to be emo- age of 4. She now takes lessons and also plays soccer We’ve been told she’s brilliant but a bit immature so- tional immaturity may only be boredom. There’s con- and loves it. cially. I’m frustrated because the school system caters siderable research that indicates that grade skipping Her second-grade teacher confided that my daughter’s to the less fortunate and ignores the child who’s obvi- helps gifted children, both academically and emotion- score on her skills test was so above and beyond the ously advanced in her studies. Any advice or reading ally. Learning to cope with challenge will enhance her rest of the class that the principal told the teacher to recommendations would be greatly appreciated. self-confidence. downplay it because, in that school, there was no way to challenge her. The only option at the school, accord- Your gifted child has undoubtedly been Dr. Sylvia Rimm is a child psychologist and clinical pro- ing to the teacher, was pushing her ahead a grade. unchallenged at school for several years. fessor at Case University School of Medicine, author, We recently received a letter from the teacher stating A Perhaps this is the first year she’s confront- newspaper and magazine columnist, that our daughter is drawing on her book covers and ing something difficult. Because she assumes that and radio/TV personality. For a free scrap paper, daydreaming, and acting inappropriately everything should be easy, a small challenge may newsletter entitled So Your Child in class. One day she came home crying and finally have frightened her and caused her to back away and is Gifted!, send a self-addressed, broke down over the dinner table, stating that her appear lazy. That “lazy” label would, of course, embar- stamped envelope and a note with teacher called her lazy and irresponsible. She refused rass her. She probably wants very much to please her your topic request to P.O. Box 32, to go to school the next day. This is a girl who loves teacher and is sad that her teacher appears not to like Watertown, WI, 53094. Read Dr. school and has missed only one day in 4 years. her. Rimm’s articles for parents and teachers, and submit family questions online at www.sylviarimm.com. All questions are answered. 2e
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23 www.2eNewsletter.com 2e Bob Seney on Books Addressing Diversity Through Literature
In February, I will be presenting a session at the Three of the picture books I will be sharing are: This image beautifully matches and enhances the text: University of Denver’s Morgridge College of Educa- • It’s Okay to Be Different (2001, Little, Brown & What a wonderful world! tion’s Gifted Conference. My topic is “Exploring Diver- Co), written and illustrated by Todd Parr Such a hullabaloo — sity through Books.” As I was trying to select a book • Happy in Our Skin (2015, Candlewick Press), with all of us in it! to review for this issue, my mind kept returning to the written by Fran Manushkin and illustrated by See the splendid view; books I’ll be sharing at the conference. We’re all aware Lauren Tobia bouquets of people, that diversity in our classrooms is now the norm, not • One Family (2015, Frances Foster Books), written blooming and boisterous, the exception. Our own 2e students are part of this by George Shannon and illustrated by Blanca brawny and thin, diversity. Therefore, some questions we must address Gomez. loving each day … Happy in our skin! are these: All three celebrate who we are and the differences This duo of Manushkin and Tobia has delivered • How do we build empathy and understanding in a among us. a happy book that presents its message clearly and world in which diversity is now the norm? The first book, It’s Okay to be Different, was strongly. Here again, we find the importance of closely • How do we help our learners walk in someone briefly reviewed in this column last spring. It has bright investigating the illustrations. Much of the charm and else’s shoes? primary-color illustrations done in a child-like artistic the theme of this delightful text are enhanced by the • How do we help our students learn about the style. The book’s jacket presents its theme: images. cultures/situations of classmates who are not like It’s okay to be a different color The third book is One Family. This wonderful little them? It’s okay to dance by yourself. picture book, with its simple text, could be considered These are just the start of the questions we must all It’s okay to wear glasses. a counting book; but there is so much more here. address if we are to seriously consider the diversity It’s okay to have a pet worm… One Family celebrates diversity through depicting in our schools, in our cities, in our nation, and in our It’s okay to be different. the many forms in which we find family units. We see world. Throughout the book, the author identifies, ad- “traditional” families; mixed-race families; families Addressing diversity is even more important for dresses, and celebrates various forms of diversity. At with same-gender parents; and more. This is also a our gifted learners. Due to their heightened sensitivi- the end, he offers readers this note: It’s okay to be dif- “search” book. In each double-page illustration, the ties, these children genuinely feel the inequities and ferent. You are special and important just because of book’s creators have placed a “hidden” visual clue and injustices that often result from a lack of understand- being who you are. Love Todd. presentation of the number under consideration. For ing of diversity. This book is a wonderful presentation of diversity younger readers, there’s a visual guide to these clues Readers will not be surprised, then, by my stance in all its forms. Readers of all ages will find it easy to at the end of the book. regarding literature as a safe and highly appropriate relate to and love. What’s really fun in this book is the author’s and vehicle for exploring diversity in all its forms. By using a The second book, Happy in Our Skin, has a similar illustrator’s use of the end pages, both front and back. strength of most gifted learners, reading, we can bring theme. Manushkin’s upbeat and rolling text in rhyme Be sure to compare them. Here again, you’ll find the the world into the classroom and address the issues of addresses our differences through skin tones. At the book’s theme presented, supported, and celebrated. diversity through literature. This will be the focus of my climax of the story, Tobia presents a delightful illustra- At the upcoming conference, I will be shar- session at the conference. tion of a block party, depicting diversity in many forms. ing novels as well. Two of them address
24 www.2eNewsletter.com 2e Bob Seney on Books The Incredible Magic of Being, concluded twice-exceptionality and have been reviewed in this is empathy. What better way is there to foster empathy column in the past: than through books? ● Wonder (2012, Knopf), by P. J. Palacio, reviewed A Note to Readers: Hearing your views on diversity July, 2012. There is now a picture-book version of would be most interesting. Send your comments to: Wonder entitled: We’re All Wonders (2017, Knopf), [email protected]. written and illustrated by P. J. Palacio. ● El Deafo (2014, Abrams), by Cece Bell, reviewed Professor Emeritus Bob Seney is November, 2015. retired from teaching in the Mas- [Both of these reviews are contained in Professor ters of Gifted Studies Program at Seney’s Spotlight on 2e Series booklet, Bob Seney: On Mississippi University for Women. Books.] At conferences, he often presents Diversity is a seriously important, contemporary a session titled “What’s New in issue; and we must address it in our homes and in our Young Adult Literature.” Reach classrooms. One major element in discussing diversity him at [email protected]. 2e
The newest addition to our “Spotlight on 2e” Bob Seney’s Annual Book List series of booklets is a collection of columns by Professor Robert Seney in which he guides Throughout the year, Bob Seney reads exten- parents and teachers in selecting books for sively, searching for books for gifted readers. Books gifted and twice-exceptional children — books meeting his criteria are placed on his annual book with ideas and characters these children can list, which then goes out all over the United States relate to. and even internationally to parents, teachers, and His selections address exceptionalities, so- librarians. Interested readers may find the list on the cial issues, and other relevant topics. What’s 2e Newsletter website at www.2enewsletter.com/ more, he explains his philosophy on and guide- topic_resources_SeneyBooklist-2017.html. lines for books appropriate for gifted and 2e readers. The booklet is currently available on our web- site at an introductory price of $10 for newslet- ter subscribers, plus shipping. Find out more at https://goo.gl/rPdJed.
25 www.2eNewsletter.com 2e News In Case You Missed These in Our Blog and Briefing
EQUITY IN GIFTED ED. The Fordham Institute released DYSLEXIC ACHIEVER. An alert reader noticed in an obit- THEY GRADUATE HIGH SCHOOL, but then a third of top- a report recently calling for universal screening for gift- uary of Ikea’s founder that he was dyslexic... and also performing students don’t finish college, according to edness in children to ensure equitable access to gifted a somewhat unusual person. Thanks to Nancy M for Education Dive. The reasons listed vary, but twice-ex- ed for children in varying demographics. NAGC, which bringing this to our attention. From the obit: “He grew ceptionality and lack of support could certainly impede has its own initiatives for equity, praised the release up on a farm in the lake-dotted province of Smaland, in progress for our students. The article also points to a of the report. In NAGC’s comments, you can find more southern Sweden, a dyslexic boy who milked cows and video news release about the report that is the basis about the report — and a link to the report itself. (And found it hard to concentrate in school. His family was for the findings mentioned.https://goo.gl/bYDkqn such universal screening would also presumably reveal poor, and he earned money selling matches and pen- you-know-what.) https://goo.gl/8uiWLE cils in villages.” https://goo.gl/3ynKwr GIFTED (AND 2e) ED IN OHIO now comes under new operating standards, according to an article at Akron. MORE READING. IDEA mavens can findThe 39th An- SEEING AND SUPPORTING TWICE-EXCEPTIONAL com. The new standards provide for automatic screen- nual Report to Congress on the Implementation of LEARNERS is the title of an academic paper just ing for giftedness twice during elementary school, but the Individuals with Disabilities Education Act (IDEA) published in the journal The Educational Forum. Au- also allow parents, teachers, or students to request online. The Council of Parent Advocates and Attorneys thored by Chin-Wen Lee and Jennifer Ritchotte, of the screening at any time. Twice-exceptional students (COPAA), which pointed us to the report, says, “The University of Louisville and the University of Northern are recognized as, well, under-recognized. The article report describes our nation’s progress in (1) providing Colorado, respectively, the article lays out four topics, points out that while students with disabilities must a free appropriate public education (FAPE) for children according to its abstract: “Part 1 delineates the evolu- receive services, there is no such mandate for schools with disabilities under IDEA, Part B, and early interven- tion of the legislative acts and professional initiatives to provide services especially for the gifted. So the tion services to infants and toddlers with disabilities regarding twice exceptionality. Part 2 discusses the catch is: schools are required to identify gifted stu- and their families under IDEA, Part C; (2) ensuring that educational rights of twice-exceptional learners. Part 3 dents — but not to provide services for them. https:// the rights of these children with disabilities and their presents challenges to understanding and supporting goo.gl/11gbzv parents are protected; (3) assisting states and locali- this student population, followed by a call for ongoing ties in providing for the education of all children with personnel training in Part 4.” https://goo.gl/ZDAEPJ NEW RESEARCH shows that programs aimed at enrich- disabilities; and (4) assessing the effectiveness of ef- ing the curriculum and challenging gifted students forts to educate children with disabilities.” https://goo. LAW AND POLICY. There’s some good news in the re- have tangible, quantifiable payoffs. The German gl/J5zp9J vised tax plan for those parents in the 2e community research “examined whether the [gifted-specific] pro- trying to afford private schools. The 529 education gram has effects on children’s cognitive skills, aca- THE CHRONICLE OF HIGHER EDUCATION interviewed savings plans will now apply to elementary and high demic achievement, epistemic curiosity, creativity, self- Peter Eden, president of Landmark College, where all school education. The catch: having enough money control or social competencies.” All of us here go “duh” students are “neurodiverse.” Eden covers the college’s in the first place to afford a private school for that 2e to the conclusion, but evidently there hasn’t been approach to instruction, including universal design; kiddo — but maybe the tax provisions will help. https:// much research to support what we believe is obvious how there’s been a culture change regarding learning nyti.ms/2DqqN1d -- and “evidence-based” is always good, right? @NAGC- differences over the past decades; and his own career GIFTED is mentioned in the study write-up. https:// path from molecular biologist to college president. goo.gl/1tNWhd 2e https://goo.gl/q3xNmL 26 www.2eNewsletter.com 2e Events
Council for Exceptional Feb Beyond IQ, Boston, for Please note: For more state associa- Children 2018 Convention, Apr 7-10 and about highly/pro- tion conferences relating to gifted- Tampa, Florida. More infor- 27-29 foundly gifted children. ness, see Hoagies’ website (www. mation at www.cecconvention.org. More information at http://beyondiq. hoagiesgifted.org/conferences.htm). camp9.org.
Learning Disabilities Feb We frequently publish a listing Association of America The Wallace Research 21-24 Apr on Facebook of upcoming lo- annual conference, Symposium, Baltimore, 29 to cal and regional events on our Atlanta, Georgia. More information at Maryland. More information May 1 Facebook page, www.facebook. https://goo.gl/ZRgviL. at https://goo.gl/cc5LSE. com/2eNewsletter. Let us know of events we should list! May Fourth annual “Break- Annual Conference of 10-12 throughs in Twice Mar Exceptional Education” 2-4 the California Asso- We Respectfully Request... ciation for the Gifted, conference, New York City. More San Diego. More information at information at www.quadprep.org/ ...that you honor the rights of https://cagifted.org. nyc-2e-conference. authorship and copyright of 2e: Twice-Exceptional Newsletter and our contributors by refraining from SENG Annual Conference, posting PDF copies of our issues on Jul websites viewable by those without COPAA’s 20th Annual San Diego, California. Mar 20-22 a subscription to the newsletter. Conference, Monterrey, Cal- More information at 8-11 Likewise, copying, printing, and ifornia. More information at www.sengifted.org. reproducing content from the www.copaa.org/?Conference. newsletter other than that defined as “fair use” under copyright law is illegal. We are happy to arrange for permission 65th Annual Convention of Nov for the reuse of individual articles in 15-18 the National Association many circumstances, and we offer very Mar Conference by the New for Gifted Children, Minne- Zealand Association for reasonable rates on group subscriptions; 16-18 apolis, Minnesota. More information Gifted Children, Auck- please inquire. Thanks for subscribing! (when available) at www.nagc.org. land. More information at www. giftedchildren.org.nz.
27 www.2eNewsletter.com