Twice-Exceptional Newsletter November/December, 2017 for Parents, Teachers, and Professionals

TM Twice-Exceptional Newsletter November/December, 2017 For parents, teachers, and professionals. Issue 85 Helping twice-exceptional children reach their potential. 2e Our focus for this issue — Relationships in the lives of 2e children The Importance of Good Relation- A good relationship with even one caring teacher can Page literally change a student’s life. We shouldn’t rely on 3 ships between Student, Teacher chance and hope that such a relationship will develop Quote Devon MacEachron, Ph.D. spontaneously, but rather can set the stage and take proactive steps to try to help it to happen. “When you raise a

child like this, you’re Roadmap for a Successful Parent/ What I observe is that if parents and educators agree Page affected for life.” on a goal with specific action items, the chance for 6 Teacher Relationship success increases dramatically. This formula, goal —Sally Reis Julie Skolnick, M.A., J.D. followed by action items, helps focus the conversa- (See page 20) tion and temper emotions that, if left unchecked, may interfere with meaningful progress in the parent/ educator relationship. Getting 2e Kids Past the Wall and From the time these bright kids begin learning lan- Page guage, and continuing throughout their early school- 10 Back on the Path to Success ing, they’re likely to hear comments like “You’re so Scott Lutostanski smart....” [It’s] not difficult to imagine the type of expectations they might develop for themselves. Then they “hit the wall....” Also Inside From the Publishers...... 2 ! Book Review: To Be Gifted and Learning Disabled, 3rd Ed...... 11 Conference Coverage: NAGC 2017...... 14 News from the 2e Center for Research and Professional Development...... 19 Dear Dr. Sylvia: Some Highly Gifted Children Are Obsessive...... 23 Bob Seney on Books: The Incredible Magic of Being...... 24 News...... 26 Events...... 27 2e From the Publishers Welcome!

Welcome to our last issue of 2017. The topic this time is relationships. As many of our readers probably 2e: Twice-Exceptional Newsletter is a publication about twice-exceptional children, children who are gifted and who have learning difficulties that know, our 2e kids thrive when they have strong bonds at school — relationship is everything. Speaking from per- go by many names, including learning disabilities, learning disorders, sonal experience, we were in for a good school year if our boys had a good relationship with their teachers and a and just plain learning differences. Our goal is to promote a holistic view bad school year if they didn’t. 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 In this issue our authors look at different aspects of the role that relationship plays for 2e students, their welcome by phone, fax, or e-mail. teachers, and their families. Psychologist Devon MacEachron focuses on building a strong bond between student 2e: Twice-Exceptional Newsletter is published bi-monthly in January, and teacher. Consultant Julie Skolnick offers strategies for building a successful parent/educator relationship; March, May, July, September, and November. The cost for a one-year and educator and counselor Scott Lutostanski stresses the need to shift the focus from fixing our 2e kids to electronic subscription is $35. Contact us for group and institutional rates. Send changes of address to [email protected] or by mail to Glen building supportive and collaborative relationships with them. Ellyn Media, PO Box 11, Winfield, IL 60190. As always, you’ll find our regular columns and features in this issue as well as a review of a new edition of Linda C. Neumann, Editor; J. Mark Bade, Business Manager. Phone: a classic book in the 2e field:To Be Gifted and Learning Disabled. Also in this issue is the start of our coverage 630.984.5507; Fax: 630.344.1332. Web: www.2eNewsletter.com. E-mail: of two events that took place this fall: the biennial symposium of the 2e Center for Research and Professional [email protected]. Development entitled Vision and Leadership in 2e Education, and the 2017 annual convention of the National Editorial Advisory Board: Susan Assouline, Ed.S., Ph.D.; Susan Baum, Ph.D.; Kim Busi, M.D.; Paul Beljan, Psy.D.; Dan Peters, Ph.D.; Linda Kre- Association for Gifted Children (NAGC). Coverage will continue on our website and in the January issue. ger Silverman, Ph.D. Members Emerita: Kathi Kearney, M.A. Ed; Deirdre As the year draws to a close, we wish you a happy holiday season and the best of wishes for a happy and Lovecky, Ph.D.; Joan Franklin Smutny, M.A.; Marlo Payne Thurman, M.S.; healthy new year. Thank you for subscribing! Meredith Warshaw, M.S.S., M.A. — Linda C. Neumann and J. Mark Bade The contents of 2e Newsletter are not intended to constitute medical or clinical advice, which should be obtained from a licensed practitioner. December, 2017 The use of information from 2e Newsletter for commercial purposes is prohibited without consent in writing from Glen El- lyn Media. Copyright © 2017 by Glen Ellyn Media, unless otherwise noted. The yellow and red 2e logo on blue is a trademark of Glen Ellyn Media.

2e Newsletter • November/December 2017 2 www.2eNewsletter.com 2e Featured Topic The Importance of Good Relationships between Student, Teacher

By Devon MacEachron, Ph.D. teacher who doesn’t. Strong student/teacher relation- your classroom is very shy and appears engaged, but ships have been shown to increase student motivation, never raises his hand to answer questions, you might One of the most deeply inspirational relationships grades, social outcomes, and emotional well-being assess his level of understanding of a concept in a is that of a devoted teacher and a willing student. at every stage in the student’s development, from one-on-one conversation at the end of class. Almost everyone has had a favorite teacher and, unfor- early elementary school through college and graduate Try to spend at least some time individually with the tunately, most of us have also had those we liked far school. student. Doing so is important, not just to get to know less. My 2e daughter adored the teacher who, noting A good relationship with even one caring teacher the student, but also to establish and maintain trust her skill at public speaking and love of reading, invited can literally change a student’s life. We shouldn’t rely and respect. Things that could embarrass the child her to give a speech introducing a favorite author at a on chance and hope that such a relationship will de- should always be discussed in private rather than in reading conference. My 2e son appreciated the teach- velop spontaneously, but rather can set the stage and front of the class. One teacher I know met privately er who talked with him as an equal, shared his own take proactive steps to try to help it to happen. with a student who had ADHD to brainstorm how to abundant enthusiasm for the subject, and made him There are three key players in the dynamic: help her be less impulsive in class. They decided on a feel they were peers in learning. Both children had oth- teacher, student, and parent(s). All can influence the “secret signal” the teacher would subtly employ when er teachers who found their inattentiveness frustrating, development of a positive bond between student and appropriate. their constant questions to be off-topic, and their poor teacher. spelling and handwriting to be migraine-inducing. Un- Show that you care. Demonstrating concern and fortunately my children remember them as well. What Teachers Can Do interest is one of the most powerful ways to build a What causes us to harbor such powerful senti- Here are steps teachers can take to help develop a positive relationship. In most cases, teachers do care, ments of respect and affection (or lasting dislike)? The positive relationship with their 2e students. but sometimes they fail to find ways to effectively answer is simple. It’s the quality of the student-teacher communicate this message. Ways to demonstrate Share some personal information. Talk about your caring include: relationship. own background (including academic and even social While positive student/teacher relationships are ●● Show an interest in the student’s personal life. challenges you may have faced as a student), hobbies, ●● Watch for and touch base with the student when important to virtually all students, they are especially and interests. Tell why you love teaching. Opening up important for students who are “at risk.” Twice-excep- he or she displays strong emotions. helps you seem more approachable and sets the stage ●● Listen attentively and empathize. tional learners are at risk for underachievement, bore- for the student to share some of his or her interests dom, bullying, anxiety, depression, social disconnect- with you. Demonstrate pleasure and enjoyment in teaching edness, being misunderstood, and being prone to daily the student. 2e learners have insatiable curiosity, frustration. Consequently, they can benefit enormously Make a deliberate effort to get to know and fascinating minds, and amazing potential. While they from caring teachers who understand and appreciate connect with the student. Find out about his or her may present challenges (e.g., fidgeting or speaking out them. background, interests, temperament, strengths, impulsively before being called on), they are also a joy A good school year can be the product of a rela- weaknesses, and academic levels. Try to construct to teach. Let them see that you appreciate and enjoy tionship with a teacher who appears to like and bond learning activities to match the student’s profile of them and avoid showing irritability or aggravation, with the student. A bad year can be the product of a strengths and weaknesses. For example, if a boy in

2e Newsletter • November/December 2017 3 www.2eNewsletter.com 2e Featured Topic Good Relationships between Student and Teacher, continued even when the student acts up. If a difficult student exhausts you, consult other teachers, counselors, parents, and even the child on ways to mitigate (or at least diminish) the source of friction. Don’t give up too quickly. These students will benefit from a good student/teacher relationship even more than will their easier-to-get-along-with peers. Strive to establish mutual respect by involving the student in decision-making and acknowledging the value of the student’s contributions. When you treat students with respect, they tend to appreciate and like you, triggering a drive to learn and to behave appropriately, with the hope of making you proud. Expect compliance with classroom rules, but also listen to and respect the student’s needs (e.g., to move Offer help in achieving academic and social Make efforts to build a personal relationship with around or fidget, or to have quiet space to retreat to) objectives. Strive to understand what the student the teacher. At the beginning of the year, ask if you and opinions (e.g., about what he or she wants to needs to succeed in school. Monitor the student with can meet one-on-one so that you can get to know learn). Teachers who establish mutual respect do the an eye toward specific difficulties he or she may be each other. Talk about your needs. Stay after class following: having. Reach out, offer help, and establish with the to chat for a few minutes. Go to office hours. Share ●● Work collaboratively with students student the ways this help will be delivered. Be careful your interests and successes outside of school with ●● Discuss alternative strategies to deal with social not to focus exclusively on the weakness side of the your teacher. The better your teacher knows you and conflict and classroom issues 2e profile. Reinforcing and encouraging the student’s understands the person you are and the person you ●● Arrive at viable solutions determined by mutual strengths and interests are of primary importance. want to be, the more likely and better able he or she agreement. will be to help you toward your goals. Have high expectations. The expectations teachers What 2e Students Can Do Show appreciation by thanking your teacher for a have for students tend to become self-fulfilling Students can take actions that include the lesson you enjoyed, for feedback on a paper you wrote, prophesies. Believe in the ability and potential of your following: or for the way the teacher made a topic come alive 2e student, and show that you expect the student to While more mature students can work deliberately for you. Positive feedback makes people feel warmly achieve and be successful. Students often will work to develop personal and advocacy skills conducive to toward the person giving it. hard and behave appropriately to prove that your developing good relationships with their teachers, even Show respect and be polite. Try to listen and not talk confidence in them is warranted. young children can learn some helpful strategies. to peers when the teacher is talking. Say please and thank you. If you feel that instruction is

2e Newsletter • November/December 2017 4 www.2eNewsletter.com 2e Featured Topic Good Relationships between Student and Teacher, concluded pointless or boring, explain this privately to the teacher daughter’s strengths and weaknesses, susceptibilities, Conclusion rather than as an aside to your classmates. and personality. Ask for help addressing both By implementing these recommendations, there exceptionalities — your child’s giftedness and areas of will be a greater likelihood that your child will enjoy the Ask for and accept help. Let your teacher know when weakness. many benefits of a positive student/teacher relation- you don’t understand something as well as when ship. Among these benefits are greater self-confidence, you already know the material and need something Check in after a week or two and on a regular (but greater motivation, increased interest in class, posi- different or more advanced. not excessive) basis to see how things are going and ask what you can do on your end to be helpful. tive social outcomes, emotional well-being, and even Be patient and persistent. Recognize that your Perhaps you can reinforce desired behaviors at home higher grades. Looking back on their school years, chil- teacher has many students in the class and that (e.g., waiting before blurting out an answer). Regular dren may remember with great fondness that special he or she may not always be able to respond to bedtimes and being consistently on time to school help teacher who really believed in them. your needs immediately. Try to be patient, but also as well. Listen to what the teacher is saying about your (politely) persistent in asking for the additional help, child and consider the feedback objectively. Devon MacEachron, Ph.D., clarification, or accommodations you may need. is a licensed psychologist Be a squeaky wheel, but a polite one. The squeaky in private practice on the What Parents Can Do wheel often does “get the grease.” Don’t hesitate to Upper East Side in Manhat- Options for parents include the following: be direct about asking teachers to meet your child’s tan (www.drdevon.com). needs. Stay on top of what’s going on in the classroom Teach your child to be his or her own best advocate. She specializes in assess- but try to be polite and collaborative. Teachers may For obvious reasons (power differential, age difference) ment and educational ad- make more of an effort for a family they like. parents tend to take on the role of advocate for their vising for families of gifted child in school. However, to the extent that the student If things go wrong — your child comes home in tears or and twice-exceptional can advocate for him or herself, it can be particularly a teacher sends home behavioral warnings on a daily learners. In addition, she effective. Teachers tend to be more open to requests basis — it’s time to take emergency action. Ask for a blogs and tweets about and concerns expressed by students (and can be meeting with the teacher first. Go with an open mind, a variety of topics related somewhat wary or skeptical of what they may perceive listen, and take notes. Patiently explain what you think to twice-exceptionality as “helicopter” parenting). may be happening from your child’s perspective, trying and giftedness that include: dyslexia, math disability, not to be too defensive. Suggest strategies that may ADHD, executive function, Asperger’s, motivation, Teach your child social skills helpful in developing be more effective. If things don’t improve, enlist the achievement, talent development, and the importance sound relationships with all people, including teachers help of the principal, school psychologist, or an outside of emphasizing strengths and interests to help stu- (e.g., listening, turn-taking, conversational give-and- consultant to help or to work with the teacher. dents realize their potential. 2e take, respect, complimenting others).

Ask for a meeting at the beginning of the school year or, even better, before the first day of school, to provide a “heads up” about your child. Explain your son’s or

2e Newsletter • November/December 2017 5 www.2eNewsletter.com 2e Featured Topic Road Map for a Successful Parent/Educator Relationship

By Julie Skolnick, M.A., J.D. Vision for a School/Parent Partnership members. Appreciating parents’ reality and Within this framework of goals and action items, their students’ all-to-often negative experiences Because I work with parents of 2e kids, mentor what is a practical vision for a school/parent part- requires educators to set their egos aside. Reality 2e adults, train educators, and collaborate with men- nership? We seek a collaborative and open two-way for parents of 2e kids is often one of constant tal health and education professionals, I benefit from street between parents and educators, where both deflection and protection of their children and of a unique vantage point that includes many different parties expect support from one another in reaching themselves. It’s no wonder they often come to a perspectives on the relationship between educators the agreed-upon goals. In order for this paradigm of new teacher or a new school year wary of sharing and parents. What I observe is that if parents and edu- respectful synergy to occur, what each side must do is their children’s challenges. cators agree on a goal with specific action items, the in the table at the bottom of the page. 2. As difficult as history may make it, parents must chance for success increases dramatically. This formu- Recognizing the following three basic facts will begin each school year assuming that teachers la, goal followed by action items, helps focus the con- help both parents and educators avoid crashes and have their children’s best interest in mind. versation and temper emotions that, if left unchecked, ensure smooth sailing on this two-way street: Teachers want to educate and help their students may interfere with meaningful progress in the parent/ 1. Parents of twice-exceptional children not only grow academically, socially, and emotionally; but educator relationship. advocate for their kids at school, but often teachers may not have the training to address The mission statement of my service, With Under- defend their children’s behavior and their own underlying causes for challenging or resistant standing Comes Calm, outlines goals and action items parenting styles to their community and family behavior. that serve as starting points for educators and parents to build a successful relationship with one another. Parents should: Educators should: These goals and action items provide a springboard • • for increased success for children. The goals, aimed at Acknowledge the educators’ expertise. Consider parents their best allies and most • empowering parents, educators, and other profession- Express appreciation for the teachers’ experience reliable information source. • als, are: bringing out the best and raising self-esteem and a willingness to rely on their wisdom. Set aside the notion that asking parents for their • in their children, students, clients, and themselves. We Recognize that expecting the worst serves to opinion or suggestions implies ignorance or guide them toward achieving these goals through three undermine reaching important goals for students. invites “helicopter” parenting. • • action items: Share information about their child that helps Set up a dynamic where parents feel safe in • Education about the true meaning of giftedness to craft action steps necessary for their child to sharing important and private information about and twice-exceptionality succeed. their child. • • Tailor-made strategies Avoid the “I hope this year will be different” or “If I • Advocacy training. don’t tell them, maybe they won’t notice” wishful thinking.

2e Newsletter • November/December 2017 6 www.2eNewsletter.com 2e Featured Topic Successful Parent/Educator Relationship, continued

3. For both parents and educators to achieve the goal of bringing out the best and raising self- esteem in 2e children, they need to internalize the adage “Kids would do well if they could” (Ross Greene, Livesinthebalance.org). No child wants to be “the bad kid” or “that kid.” There must be an innocent-until-proven-guilty mentality. If the child is found guilty, in the case of a 2e child that means we must uncover the cause and then address the lagging skills, the environmental challenges, or the other reasons for the problematic behavior. Now what? Once goals are set and the outlook is one of mutual and collaborative support, how do we reach those goals? We look to the action items to find direction. As mentioned earlier, the three action items are: education, strategies, and advocacy.

Action Item: Education Understanding what a particular 2e child needs takes a strength-based approach and positive refram- effective way. So meeting a 2e child’s requirements to In order to build this kind of relationship, teachers ing of challenges. Both require work ahead of time succeed can take a dynamic thirst for information and should communicate positive messages early and of- — finding and sharing resources. As we all know, once best practices. Parents and educators must look to ten about their student. The first two weeks at school you’ve met one 2e child, you’ve met one 2e child; and each other to find and share resources. are often referred to as “the honeymoon period,” when the strengths and challenges of these children change things are new and everyone tends to be on their best over time. For example, an introverted 2e child has Action Item: Strategies behavior. This is when short one- or two-sentence very different needs from an extroverted 2e child. A variety of strategies are available to try, depend- emails or a handwritten note in a backpack can say While we can think of behavior as communication, ing on the category of issues presented. However, something positive about a student for the parents in the case of 2e children the behavior doesn’t always there is one overarching strategy that must be in place and the student to see. Catch the student doing well help us understand what lies behind their reactions. for all of the other strategies to work: creating a per- so that when it comes time to approach parents with However, learning about a child’s profile allows us sonal relationship. Teachers must nurture personal something challenging, it’s balanced. Parents will to reframe the behavior, to see the positive side, to relationships with their students and with parents of know that the teacher recognizes positives in their acknowledge and validate challenges the child faces 2e kids. I advise educators to think of this strategy as child and that their child is not purely defined by chal- every day, and to address them in a meaningful and making a deposit in the Trust bank account with parents. lenges. As a result, parents will be less likely to

2e Newsletter • November/December 2017 7 www.2eNewsletter.com 2e Featured Topic Successful Parent/Educator Relationship, concluded be defensive. Action Item: Advocacy Julie Skolnick, M.A., J.D., Likewise, parents must invest in the Positive Per- When putting their heads together, parents and founder of With Under- spective bank account by helping teachers recognize educators should look to a “praise-ask-thank” formula standing Comes Calm, LLC, positives in their child. Share specific information: what to promote and accomplish their goals: passionately guides par- your child loves and what he is good at. Share photos 1. Acknowledge what the other person is doing and ents of gifted and distract- of your child absorbed in an activity, update teachers has done to assist in meeting individual objectives ible children, mentors 2e when your child achieves a goal — badges in scouts, set for your child. adults, and advises educa- levels in sports, community service, the first time she 2. Make a specific request that you think will further tors and professionals on makes her bed — anything that will help the teacher effectuate those objectives and include an offer to bringing out the best and relate to your child in a positive way. volunteer to support the teacher in endeavors to raising self-esteem in their Additionally, parents do well to ensure that teach- help your child succeed. students and clients. Julie ers know when their child is excited about something 3. Make sure to communicate genuine appreciation. participated in the panel in the classroom. So often, teachers receive negative Once understanding and strategies are in place, discussion, “Improving Relationships with Parents” at feedback or complaints. Telling them that your child is teachers and parents can effectively collaborate on the the recent 2e Symposium hosted by the 2e Center for excited about a project or that she shared what hap- students’ behalf. This is the gold standard for the par- Research and Professional Development. Julie is the pened in the classroom goes a long way in validating ent/educator relationship; the two-way street reaches appointed Secretary to the Maryland Superintendent’s the teacher’s efforts. The byproduct is that when par- its destination when educators and parents come to- Gifted and Talented Advisory Council, is the SENG ents need to approach the teacher with a complaint or gether to advocate on behalf of 2e students. Maryland liaison, an advisor to “The G Word” movie, a suggestion to help their child, the teacher has a bal- and an active member of NAGC. A frequent speaker anced understanding of the student and knows there and prolific writer, Julie is also the mother of three are aspects of the classroom experience that the child twice-exceptional children who keep her on her toes found positive. and uproariously laughing. In some cases, educators may need to encourage parents to share information about their child. Parents Subscribe to her online newsletter, “Gifted & Dis- might have had less-than-positive experiences before tractible” at www.WithUnderstandingComesCalm. and are reluctant to share information about their child com, follow on Facebook, watch Live FB broadcasts with the school. It is the educator’s job to ask parents, “LET’S TALK 2e!” and follow YouTube and Instagram @ “What makes your child tick and what ticks her off?” letstalk2e, and Twitter @JulieSkolnick. 2e

2e Newsletter • November/December 2017 8 www.2eNewsletter.com 2e Featured Topic Getting 2e Kids Past the Wall and Back on the Path to Success

By Scott Lutostanski

Throughout my career working with twice-exceptional (2e) students, I have often said there are common “exit ramp” moments. To generalize, I say 7th grade, junior year of high school, and freshman year of college are the most common exit ramps. What highway are they getting off? The highway they’ve been riding along since they first started school — an easy road, where they can put little to no effort into school but still succeed, where they can rely on their innate gifts to get A’s and get into advanced classes. Exiting the highway means that school stops being easy and the 2e student is now confronted with academic challenges for the first time. Twice-exceptional students are incredibly intelli- gent, with brains like high-powered machines. Although each 2e child’s gifts are distinct, it’s usually apparent from an early age that the child is advanced in some Then they “hit the wall” — maybe not all 2e stu- of it is consistent: things that were once easy are now way. Many 2e kids can spew out facts and figures with dents, but many do. For them, school difficulties ap- challenging. These children can no longer rely on intel- little to no difficulty. Some might be reading the news- pear at a certain point in their education. For instance, ligence alone. Instead, they will need additional skills paper before preschool, and others might need to skip they may struggle with writing in third grade, or with — often, executive functioning skills — to be successful. one or two grades entirely. Their recall ability during the big transition from fifth grade to middle school, or These changes can trigger a number of responses a multiple-choice test can launch them into the 99th with AP classes during the ever-important junior year of from the students, their parents, and the school. There percentile, and achievement tests are often a cinch for high school. may be meetings to understand what’s happening, dis- them. The “wall” can manifest itself in myriad ways. cussions about hiring a tutor or seeing a counselor, or From the time these bright kids begin learning lan- Homework may take three hours when it used to take the parents may become more watchful of schoolwork guage, and continuing throughout their early schooling, 20 minutes. Assignments might start getting lost in at home. For these students, one thing’s for sure: they they’re likely to hear comments like “You’re so smart,” backpacks or left incomplete altogether. Grades may are definitely not the stars they once were in school. “Your test scores are so high,” “I’ll bet you’ll go to Har- start dropping. It might become too difficult to keep Instead, they’re struggling there, they’re experiencing vard.” If children hear these comments from the time up with everything. Previously nonexistent behavioral tensions rising within their family, and they’re feeling a they start crawling, it’s not difficult to imagine the type issues might turn into detentions and suspensions. sense of desperation setting in tied to the question, “If of expectations they might develop for themselves. Everyone’s “wall” will look different, but the essence I’m not smart, then who am I?”

2e Newsletter • November/December 2017 9 www.2eNewsletter.com 2e Featured Topic Getting 2e Kids Past the Wall, concluded

It’s important for those of us involved with 2e I create a warm, understanding, collaborative relation- students in this situation — parents, teachers, and ship with him or her?” Spotlight on 2e Series: counselors — to be aware of the intellectual crisis that This shift in perspective puts relationship, em- Booklets for Parents and Educators these children are experiencing. Their feelings about pathy, and understanding first and foremost in our needing to be the best again — as they once were — objectives. When we do so, we lay the foundation for can manifest as changes in attitude towards school, building back up the student’s self-esteem and self- such as boredom, avoidance, shame, disgust, or anger, confidence. With this foundation in place, school prog- to name a few. We must keep this intellectual crisis ress, personal growth, and success will follow. in mind as we interact with and support them and, When students hit a wall, the interactions and maybe more importantly, as we try to understand their support that follow this event determine what happens actions. next. Will they remain stuck or will they continue on To be most effective with students in crisis, we their journey? If they continue, they may not reach their must meet them at their emotional state. As Carl Rog- destination via the same highway they were on, but ers wrote in Becoming a Person (1995): that’s okay. It’s our job to help show them that they will “If I can provide a certain type of find their own route to their journey’s end: school and relationship, the other person will life success. discover himself with the capacity to ► Parenting Your Twice-exceptional Child (2nd Ed.) use that relationship for growth, and Reference ► Understanding Your Twice-exceptional Student change and personal development Rogers, C. R., & Kramer, P. D. (1995). On becoming a (2nd Ed.) will occur.” person: a therapist’s view on psychotherapy. Bos- ► Writing and the 2e Learner: Issues and Strategies If we apply this quote to our 2e students in crisis, ton: Houghton Mifflin. (p. 33). ► The Gifted Child with Attention Deficit we can use our understanding of their mindset to build ► The Twice-exceptional Child with Asperger a one-of-a-kind, supportive, and understanding rela- Scott Lutostanski is a former Syndrome tionship — one that involves empathy, unconditional special education teacher. He ► The Twice-exceptional Child with Dyslexia positive regard, and genuineness. is now a licensed professional ► Caring for the Mental Health of the At school, however, the impulse for teachers is to counselor (LPC) who provides Twice-exceptional Child view these students through the lens of, “What can I coaching and consulting to gift- ► The Mythology of Learning: Understanding do to help them be better at school?” For counselors, ed and talented students and Common Myths about 2e Learners the objective is typically, “How can I treat this person families in Madison, WI, and ► The 2e Reading Guide: Essential Books for with ADHD, or anxiety, or depression?” As profession- virtually across the country. 2e Understanding the Twice-exceptional Child als working with 2e students, we must shift our per- ► Guiding the Twice-Exceptional Child: spective from “How can I fix this student?” to “How can A Collection of Columns by Meredith Warshaw ► Bob Seney on Books: A Collection of Columns www.2enewsletter.com/topic_store_spotlight.html 2e Newsletter • November/December 2017 10 www.2eNewsletter.com 2e Book Review To Be Gifted and Learning Disabled

To Be Gifted and Learning Disabled: Strength-Based Strategies Part I: The 2e Basics for Helping Twice-Exceptional Students With LD, ADHD, ASD, “First of all,” says Schader, “you’ll find that the and More (3rd ed.) four sections are more self-contained. Part I is almost Authors: Susan M. Baum, Ph.D.; Robin Schader, Ph.D.; Steven all new, except for the review of the history….[It] leads V. Owen, Ph.D. the reader to better understand the need for strength- Publisher: Prufrock Press, 2017 based, talent-focused education.” Chapter 1 defines twice-exceptionality through the Back in August of 2005 a review of the second edi- story of Neil, a “poster child” for 2e with whom Baum tion of To Be Gifted and Learning Disabled appeared in worked with decades ago. After a few pages of the his- 2e Newsletter. It began: tory of twice-exceptionality and the terms used to de- Anyone borrowing my well-used scribe it, the authors introduce “the metaphor” of yel- copy of this book will find the pages low (gifts), challenges (blue), and the result (2e green). streaked with yellow highlighter and [See the sidebar for more on this.] The metaphor is overflowing with Post-It flags. Authors used throughout the book. Susan Baum and Steven Owen pack Schader describes how the approach to describ- a tremendous amount of information ing giftedness and learning differences in Chapter 2 into it. differs from the previous edition. “Rather than going We wanted to see how the third edition of this into clinical detail, we break out four 2e types: specific seminal book for those who raise, educate, and learning disabilities, attention deficit, autism spectrum, otherwise help twice-exceptional students succeed and generalized anxiety disorder.” compares with the earlier version. Co-author Robin In this chapter we also meet real students exem- Schader, who joined the team of Baum and Owen for plifying the 2e types. The case studies and profiles this update, responded to our questions about the dif- comes to serving twice-exceptional children, some of throughout the book are, we believe, one of its real ferences. whom the reader gets to know through the book. The strengths. And the case studies aren’t simple textual According to Schader “This edition is quite differ- school, located in Los Angeles, enrolls almost 200 stu- descriptions of “Johnny had this condition, we did ent. We really tried to bring in how much we’ve learned dents in grades 4 through 12. [Ed. note: Bridges Acad- this, and Johnny succeeded.” They’re likely to include through our experiences at Bridges.” emy, where the 2e Center is located, is often featured evaluative data such as WISC scores; data on interests These experiences at Bridges Academy, note co- in the 2e Newsletter column News from the 2e Center and challenges, and how the interests and challenges authors Baum and Schader, have been a major influ- for Research and Professional Development.] interact; and more. ence on this edition. Over the past decade, the two This 316-page book is divided into four-parts. In Chapter 3, the authors elaborate on the con- have worked with 2e students, educators, parents, and We’ll look at the contents of each and see, with Robin cepts of “the yellows” (gifts) and “the blues” (the dif- other professionals to discover strategies that are suc- Schader’s help, how it differs from the previous edition. ferences/disabilities). They also describe the complexi- cessful in helping these students meet their potential. ties of green and the different “mixes” of green. Bridges is perhaps the world’s flagship school when it Included is a discussion of the paradoxical

2e Newsletter • November/December 2017 11 www.2eNewsletter.com 2e Book Review To Be Gifted and Learning Disabled, continued needs of a 2e learner, including a profile called “A Very ●● Factors leading to the misidentification of 2e stu- ●● Elements of strength-based plans (“programming Green Tale: The Story of Olivia.” dents and the misinterpretation of data. for green”) Chapter 4 makes the case for strength-based, tal- Schader points out that the chapter on misiden- ●● Talent recognition and development — why and how. ent-focused education, using both the literature from tification “does address IQ testing, but also includes Schader comments on Part III by saying that it “re- the field and experience at Bridges. social and emotional issues, asynchrony, and asks the ally calls for building strength-based plans while also reader to consider different perspectives (such as, is recognizing the importance of talent development.” Part II: Neurodiversity — The Complex Minds of 2e this child creative or disruptive?).” Learners Part IV: Strategies that Work Schader explains that Part II is “about the complex Part III: Comprehensive Programming “Part IV is at a classroom level,” says Schader, minds of 2e learners.” It includes, she states, “a basic When you find a 2e student, what do you offer in “with strategies that can support the 2e learner intel- discussion of how an information processing model the way of programming? This part of the book focuses lectually, physically, and emotionally.” The strategies works”; and it “describes how and where learning on answering that question. It covers: include: breaks down.” This section also includes chapters on: ●● Identifying 2e students in educational settings — ●● Creating a dually-differentiated classroom ●● Multiple intelligences and personality preferences “searching for blue” and “searching for yellow” (updated from last edition)

It’s Not Easy Being Green

Throughout To Be Gifted and Learning Dis- recorded a version of the song: abled, the authors use a metaphor to illustrate the “The words say ‘It’s not easy being combination of giftedness and challenges and the green,’ but the song is about knowing uniqueness of the resultant condition. The color yel- who you are. And in it you hear [Jim Hen- low represents gifts, the color blue challenges. The son’s] message most clearly. He believed combination of the two: green. that people are good and that they want Going a step further, the authors refer to a line to do their best and that no matter how from an old (1970) song from Sesame Street, “Bein’ or why we might be different from any- Green,” sung by Kermit the Frog and reflecting his body else, we should learn to love who ambivalence about his hue. The song, according to we are and be proud of it.” (Ray Charles, Sesame Street’s founding organization, is “a frog’s https://goo.gl/euzfjW) poignant realization of his own dignity and worth.” So we can use the phrase in the 2e community — One line from the song is, “It’s not easy being green.” ational differences faced by twice-exceptional chil- but we can realize that its application extends far “Bein’ Green” can apply far beyond the situ- dren. Here’s a quote from the singer Ray Charles, who beyond. 2e

2e Newsletter • November/December 2017 12 www.2eNewsletter.com 2e Book Review To Be Gifted and Learning Disabled, concluded

●● Classroom strategies for successful intellectual, Conclusion Editor’s note: In the spirit of full disclosure, the pub- physical, and emotional environments The third edition of To Be Gifted and Learning lishers of 2e: Twice-Exceptional Newsletter serve on ●● What educators can do when learning breaks Disabled is a substantial, timely update to a standard the Advisory Board of the 2e Center for Research and down — dealing with difficulties in attention, read- in the field of twice-exceptionality. It’s clearly written Professional Development, and Susan Baum serves on ing, working memory, and more with many examples, tables, and figures to illustrate the newsletter’s Editorial Advisory Board. ●● The importance of a “community of support” for the concepts presented. In addition, readers can ac- 2e students, a community that includes not only cess larger and more detailed versions of many of the Find the table of contents and sample pages from To educators but parents and counselors. tables and figures on the book’s webpage. Be Gifted and Learning Disabled at https://goo.gl/ The book concludes with 12 pages of references Robin Schader’s final comment about the book is, ai4wqi. Prufrock Press offers a 20% discount to news- and several appendices, some of which can be useful “Our hope is that a reader will feel informed, empow- letter subscribers using the code TBGLD20 at check- in identifying strengths and areas of challenge in twice- ered, and….(the big hope)…curious enough to try on out. The book is also available from Amazon. 2e exceptional learners. ‘fresh thinking’ about 2e students.”

Regional 2e Events to Know About

Exceptional In Two Ways Conference: Ohio dents Who Have Learning Needs,” will run from 9 to emphasize rigor.... Each team attending will leave with 3 on March 10th. Graduate credit is available through a district plan draft for serving twice-exceptional stu- Three families in Solon, Ohio, came together in Kent State University and Ashland University. Lunch is dents as well as strategies designed to provide appro- support of 2e issues and ended up sparking an ex- included in the $35 registration fee. https://goo.gl/ priate classroom instruction.” https://goo.gl/3XAGW5 panding dialogue that has now become a statewide chZyF4 conference hosted by the Summit Educational Service Kentucky Seminar Center (ESC) in Cuyahoga Falls. According to confer- Iowa 2e Event The Center for Gifted Studies at Western Kentucky ence organizer Kristin Fazio, expert speakers will pres- The Iowa Talented and Gifted Association is hold- University holds an annual seminar on twice-excep- ent on a variety of high-impact topics facing families ing a two-day workshop on twice-exceptionality next tional learners, saying “The yearly seminar provides and educators, including executive functioning; gifted April 13-14 in Cedar Falls. The intended audience con- parents, educators, and students with information and operating standards; social-emotional support; identity sists of educators and administrators. The goal: to “as- strategies on supporting these learners....” This year’s development; and parent and self-advocacy. sist district teams in developing plans to address [2e] presenter is Lois Baldwin. The event is scheduled for The conference, titled “Exceptional In Two Ways: challenges and to learn instructional approaches that January 24 in Bowling Green, Kentucky. https://goo. Understanding, Supporting & Connecting Gifted Stu- gl/es1h2k 2e

2e Newsletter • November/December 2017 13 www.2eNewsletter.com 2e Conference Coverage NAGC 2017

Charlotte, North Carolina, offered a pleasant (if slightly chilly) setting for the annual convention of the National Association for Gifted Children on November 9-12. Dozens of sessions competed for the attention of those in the 2e community looking for information on various aspects of twice-exceptionality or trying to enhance their knowledge of giftedness. Our coverage of events at NAGC 2017 begins here and will continue in the next issue and on our website.

2e Toolkit: Strategies for Success

Presenters: Cheryl Franklin-Rohr and Nanette Jones, Colorado dents will learn and how they will show what they have Department of Education learned. It does not require developing an individual plan for each student. Furthermore, they stated, dif- The presenters began their session by explain- ferentiating instruction is not something done just for ing that they would not be discussing a toolkit to “fix” outliers; it’s for all learners. Students who get choices, twice-exceptional kids. Instead, the purpose of the tool- they noted, take on more responsibility for learning. kit is to help teachers provide an environment in which The presenters described four ways to differentiate these students can be successful. The goal, Cheryl instruction: Franklin-Rohr and Nanette Jones stated, is to help • By content teachers see 2e students not as “the kids who can’t • By process but as the kids who can, given the right opportunities.” • By product The session would present three strategies to help 2e • By learning environment. students be successful: design differentiated lessons, The last of these, they observed, may be the offer interest-based learning, and develop alternative most critical for 2e kids. A crucial part of the learn- assessments. ing environment for these students is the relationship they have with their teachers. A good relationship, the Differentiated Lessons speakers explained, makes these learners feel safe Lots of “new” in downtown Charlotte; near the conven- Differentiation, the speakers explained, is teachers and appreciated. [See the article on this topic by Dev- tion center proactively planning a varied approach to what the stu- on MacEachron in this issue.]

2e Newsletter • November/December 2017 14 www.2eNewsletter.com 2e Conference Coverage

NAGC 2017 Strategies for Success for 2e Gifted Learners on the Autism Spectrum

Presenter: Emily Kircher-Morris, Unlimited Potential Counseling Diagnosing a time, doing well enough to get by. Another reason & Education Center Kircher-Morris, a former teacher and current is that there is no checklist for diagnosing ASD, like counselor for gifted kids, observed that children with there is for ADHD. Additional reasons, according to the In her informative session, Emily Kircher-Morris high-functioning autism (previously referred to as As- speaker, include the following: covered three main points: perger Syndrome) are frequently identified late, often • There tends to be a lack of awareness of • Why it’s difficult to diagnose autism spectrum around fourth or fifth grade. Late diagnosis, she noted, symptoms on the part of doctors, educators, and disorders (ASD) in gifted learners reduces the opportunity to take proactive actions to the public. • What struggles these students face help these children. • The children’s ASD is mistaken for attention • What interventions can help them in reaching their One reason for late diagnosis, she explained, is deficit disorder because the two have potential. giftedness. These students are able to compensate for overlapping characteristics.

2e Toolkit, Concluded

Other tips the speakers offered regarding the strength areas to access instruction and increase mo- • Incorporate student strengths. learning environment were these: tivation. However, Franklin-Rohr and Jones cautioned, • Provide for student areas of challenge. • Time of day can be a factor, so hand-selecting a a student’s strength may not be his or her interest; and They emphasized the importance of differentiating schedule can be an accommodation in the upper teachers need to keep that in mind. between essential learning and access skills in devel- levels of school. When interviewing students, some other things for oping alternative assessments. An example they of- • Make things (like accommodations) available to teachers to learn include the students’ preferences in fered concerned a history lesson. The essential learn- all kids. Don’t single out students. For example, let learning style and in how they demonstrate their knowl- ing to assess in the example was the student’s ability everyone use a keyboard for writing assignments edge. An additional fact to find out is whether they are to identify cause-and-effect relationships in a historical rather than just the one who struggles with on an IEP or 504. These documents, according to the event rather than assessing the access skill of memo- handwriting. speakers, put teachers “ahead of the game” by both rizing dates. The speakers explained that, in creating • Look ahead and address potential needs or identifying student challenges and specifying what alternative assessments, teachers “need to look at problems before they become issues. the teacher can do to support student learning. Once what’s equitable; it’s not a matter of equality.” you’ve gathered this data, the speakers said, “Use it! The speakers urged the audience to find more Interest-based Learning Don’t just collect it and file it away.” information on differentiation on the web. Among the In order to differentiate instruction, the speakers sites they recommended were these: observed, teachers must get to know their students Alternative Assessments • www.bertiekingore.com/diffinstruct.htm — their areas of strength and their interests. The way In creating an alternative assessment for a 2e stu- • www.livebinders.com/play/play_or_ to learn this information is to interview the students. dent, the speakers gave these tips: edit?id=19538 The results can enable teachers to use a student’s • Look at the standard being addressed. • www.byrdseed.com/the-differentiator • Identify what actually needs to be assessed. • www.caroltomlinson.com. 2e 2e Newsletter • November/December 2017 15 www.2eNewsletter.com 2e Conference Coverage Strategies for Success, continued

• There can also be an overlap of characteristics Struggles that Students with ASD may Face • Dating and gender identity/orientation awareness. between giftedness and ASD. Children with ASD struggle with social communica- People with ASD can have a hard time seeing With regard to the last reason, Kircher-Morris tion, which can have unexpected effects such as these where they fit within this paradigm. expressed concern that too many people are explain- examples that Kircher-Morris gave: ing away autism as overexcitabilities (OEs). According • Dishonesty. Many people with ASD lack the under- Interventions to a theory developed by psychiatrist/psychologist standing that what others are thinking is different Kircher-Morris offered the strategies for success Kazimierz Dabrowski, OEs are intensities that gifted from what they are thinking. Becoming aware for gifted learners on the autism spectrum, shown in individuals tend to exhibit in these areas: psychomo- that this is not the case may lead them to realize the table on the next page. tor, sensual, intellectual, imaginational, and emotional. that they can get away with saying things that are Kircher-Morris went on to provide an additional People may choose to attribute certain behaviors to untrue. overall strategy to use when working with these chil- OEs rather than to autism, due to the stigma surround- • Learning to drive. Not understanding that other dren: Give them time for processing and transitions. ing an ASD diagnosis. (To combat that stigma, the people think differently than they do makes driving “That’s huge with these kids,” she explained. speaker recommended reading the book Neurotribes, difficult for individuals with ASD. They don’t know The speaker concluded with a recommendation for which she said normalizes experiences of those with what to expect from other drivers. what she described as a good book to help both adults an ASD diagnosis.) • Bathroom and other hygiene-related issues. Un- and children learn about the workings of the brain: Kircher-Morris provided some “red flags” that may derstanding the social norms we have about these Your Fantastic Elastic Brain, by JoAnn Deak and Sarah indicate autism. Among them were: matters is challenging for these students. Ackerley. She also mentioned that in 2018 she will be • Social communication and interaction deficits starting a podcast. 2e such as: − Reduced sharing of feelings − Poorly integrated verbal and nonverbal communication • Deficits in developing peer relationships • Restricted repetitive patterns of behavior, interests, or activities: − Inflexible adherence to routine − Highly fixated interests − Hyper or hypo reactivity to sensory input − Stereotyped or repetitive movements.

Convention exhibit hall

2e Newsletter • November/December 2017 16 www.2eNewsletter.com 2e Conference Coverage Strategies for Success, concluded

Emily Kircher-Morris’ Strategies to Use with Gifted Students Who Have ASD

Strategy Description Additional Information 1. Build on their • Provide gifted education services. ●● Some useful and free resources are: giftedness. (“Gifted education services are not – Twice Exceptional Students: A Staff Guidebook for Supporting the Achievement of Gifted a privilege or an extra,” the speaker Students with Disabilities www.montgomeryschoolsmd.org/uploadedFiles/curriculum/ pointed out.) enriched/programs/gtld/0470.15_TwiceExceptionalStudents_Handbook_Web.pdf • Offer strength-based accommodations. – Twice-Exceptional Students Gifted Students with Disabilities, Level 1: An Introductory (Kircher-Morris stated, “You can’t just Resource Book Second Edition www.cde.state.co.us/sites/default/files/documents/gt/ focus on the behavior. Play to their download/pdf/twiceexceptionalresourcehandbook.pdf strengths and it will often take care of – The Twice-Exceptional Students Gifted Students with Disabilities, Level 2: Establishing behavior problems.) an Educational Plan Through a Collaborative Problem-Solving Model www.cde.state. • Provide friendship opportunities. co.us/sites/default/files/documents/gt/download/pdf/level2_edplanthroughproblem- solvingmodel.pdf ●● Affinity clubs (such as Pokemon club) are a good way to help kids find intellectual peers who share their interests. 2. Help them reduce • Provide scaffolding to build flexibility. • Give students advance knowledge of what to expect. inflexible thinking • Work to build flexibility by gradually increasing options within plans. patterns. • Teach dialectical thinking for emotional Help students break free of black-and-white thinking. The goal is to help them move from “either/ regulation. or” to “both/and.” 3. Develop social • Help them develop emotional awareness. Work with students on building a vocabulary of emotions. One way is to create an ”emotion awareness and wheel.” (Look it up online was Kircher-Morris’ advice.). Students can use it to find the perfect skills. word to describe how they’re feeling. • Give these students opportunities to Make sure the group is a good fit for everyone. Teachers need to structure groups and not let kids work in groups. pick their own. • Work at building empathy. • Contrary to what many people think, says Kircher-Morris, those with ASD do have empathy. They can have it from a distance, but what’s hard for them is being emotionally involved in the situation. Help them to understand that their view is not the only one. • Some good sources of information on the topics of social communication and interactions are: − The publisher Jessica Kingsley − Michelle Garcia Winner’s books on social skills.

2e Newsletter • November/December 2017 17 www.2eNewsletter.com 2e Conference Coverage

NAGC 2017 Keynote Discussion of “Gifted”

Presenters: René Islas, Sylvia Rimm, and Tom Flynn ation she was in. Flynn provided some family history and the “reality” of his portrayals. Flynn provided some that influenced the story, for example having two highly perspective for the audience on the role that screen- One of NAGC’s keynotes featured a discussion with talented nieces. “When they were young,” he said, “all writers play in Hollywood when he said, “Screenwriters NAGC Executive Director René Islas, psychologist and of the adults were afraid of them.” He also recounted are the oatmeal on the breakfast platter of life.” 2e Newsletter columnist Sylvia Rimm, and Hollywood a memory from his own childhood, his mother saying, Rimm concluded the discussion, saying that the screenwriter Tom Flynn, who did the script for the 2017 “Well, your teachers say you’re really smart, but I think gifted community could “use” the movie and its engag- movie “Gifted.” In the movie, the central character is a you’re stupid.” While not commenting specifically on ing portrayal of Mary. “This country has a love/hate girl named Mary. After her mother’s suicide, she is be- the wording, Rimm opined that his mother’s attitude relationship with gifted, and we need to emphasize the ing raised by her uncle, Frank. But Frank and Frank’s led him to value hard work and persistence over test love.” mother, Mary’s grandmother, have very different views scores. Find out more about the movie at https://goo.gl/ of how to raise Mary, who is a math prodigy. Frank The trio discussed a variety of topics such as label- gCYYmM. 2e wants her to have a “normal” upbringing; grandmother ing, Flynn’s intentions with certain scenes in the movie, wants talent development at a school for the gifted. During the keynote, Islas, Rimm, and Flynn dis- What’s Wonderwoman cussed the character of Mary, her needs, and the situ- holding? Look closely.

L-R: Islas, Flynn, Rimm

2e Newsletter • November/December 2017 18 www.2eNewsletter.com 2e From the 2e Center 2e Center for Research and Professional Development Symposium

On October 13 and 14 the 2e Center for Research • Linda Brody, an editor of the seminal work • Mary Ruth Coleman, for her long-time leadership and Professional Development held its second biennial Learning Disabled/Gifted Children: Identification roles with the Council for Exceptional Children symposium at the Garland Hotel, minutes away from and Programming and the National Association for Gifted Children in the Bridges Academy campus. This year’s symposium • Lois Baldwin, author and director of one of the creating recognition for 2e students. had two main purposes: earliest programs in a public school to address Finally, academic researcher Scott Barry Kaufman • To bring together those involved in 2e education, students with gifts and handicaps gave a brief talk bridging the work of the pioneers with especially school founders, from across the • M. Elizabeth Nielsen, principal investigator in one the work to be done in the future. U.S. and internationally to allow the sharing of of the first Javits grants to identify and serve gifted Saturday brought a variety of keynotes, panels, philosophies, strategies, and techniques students with exceptionalities and forums. Read coverage of two keynotes in this • To honor seven of the “pioneers” in the field of • L. Dennis Higgins, the district coordinator for issue and watch our website and future issues for twice-exceptionality. Nielsen’s Javits project, who became the first more. 2e The symposium began on the evening of Friday full-time teacher of a designated 2e classroom in the 13th with dinner, followed by Susan Baum’s brief 1995 history of twice-exceptionality. Following that, seven pioneers were honored: From left: Elizabeth • C. June Maker, whose book Providing Programs Nielsen; Dennis Higgins; for the Gifted Handicapped was one of the first to Lois Baldwin; Mary Ruth highlight that students with special needs could Coleman; Susan Baum; also be gifted Bridges Head of School • Joanne Whitmore Schwartz, who began a program for highly gifted underachievers in Cupertino, Carl Sabatino; C. June California, and turned her experience there and Maker; Joanne Whit- later academic research into the book Giftedness, more Schwartz; Linda Conflict, and Underachievement Brody; and Scott Barry Kaufman. Photo credit: The 2e Center for Research and Professional De- Heather Lembcke of velopment is located on the campus of Bridges Academy in Studio City, California. In this column, Bridges Academy. we share what’s happening at our center and report research findings, teaching ideas, and parenting suggestions we have found to be successful in helping 2e kids thrive. — Susan Baum, Director

2e Newsletter • November/December 2017 19 www.2eNewsletter.com 2e From the 2e Center 2e Center Symposium, continued

Session: Talent Development as a Key to Success • Extending the pedagogy of gifted education to Presenter: Sally M. Reis, Ph.D., Vice Provost for Academic Af- twice-exceptional students to make learning more fairs, Neag School of Education, University of Connecticut effective and enjoyable • Creative and joyful teaching to increase Sally Reiss provided a keynote address on Satur- achievement. day morning of the symposium that was very personal. Reis believes that schools should be places for In it, she talked about her daughter, who struggled in talent development, and she asserts, “The most im- school at an early age and was classified as “low abil- portant predictor of success is early development of ity.” She talked about herself and her husband, Joe interests, task commitment, and learned reaction to Renzulli, she with a Ph.D. in educational psychology challenge.” For 2e students, Reis says she dreams of of the gifted, he with an Ed.D. and specializing in the a time when every IEP for every 2e student will have a same subject. And she talked about Susan Baum, who talent development goal included. was in the room, and how Susan helped the couple What is it that 2e students need? According to deal with their daughter’s learning challenges. Reis, it’s: According to Reis’ story, she was on the way to an • Opportunities in the areas of strength and interest IEP meeting for her daughter when she ran into Baum, Sally Reis at the symposium; photo credit • Time to explore interests who then accompanied her to the meeting. After a Caroline Maxwell of Bridges Academy • The chance to see that learning can be enjoyable. litany of deficits from the educators in attendance, Reflecting on her personal family experiences and Baum said, “Well, tell us what she can do.” That was subsequent work, she said, “When you raise a child the beginning of a new way to look at their daughter like this, you’re affected for life.” 2e — through the lens of talent development. The daughter wound up at a private high school where, as an honors student, she won a history prize and a debate prize. She went on to earn a master’s degree in school counseling and then a Ph.D. in counseling psychology. Today she works with at-risk students. Since that experience, most of Reis’ work has been in the area of strength-based education for the Scott Barry Kaufman en- twice exceptional, and she has discovered that educa- gaging honorees; photo tion methods good for 2e students are good for all stu- credit Jonathan Baum of Bridges Academy dents. Her approach includes: • Talent development and enrichment opportunities, the right types of which can change a child’s life

2e Newsletter • November/December 2017 20 www.2eNewsletter.com 2e From the 2e Center 2e Center Symposium, continued

Session: Celebrating Diversity Mooney, in his adult life, has been able to turn He took aim at IEPs, noting that for every strength Presenter: Jonathan Mooney the problem around, restating it in terms of interaction documented in an IEP there are probably 10 or 20 with the environment. In his case, his disability was challenges — a deficit bias that affects how students In his Saturday afternoon keynote, Jonathan the school desk. At the symposium, here’s how he de- see themselves, a deficit bias implying that students Mooney shared both his personal experiences as a scribed his interaction with the desk, and it’s also part are broken and must be fixed by the adults around child growing up with learning disabilities and thoughts of his recent opinion piece in The New York Times: them. “Let’s stop fixing folks and start empowering and experiences from his grown-up life as an advocate Five seconds into class, the foot starts folks,” Mooney urges. “Let’s do strength-based IEPs.” for those with learning challenges. bouncing; 10 seconds in, both feet; 15 At the end of his keynote, Mooney challenged the Mooney has ADHD and language-based learning seconds, I bust out the drums! After a idea that there is a “normal.” “The only normal people disabilities. He says he didn’t learn to read until he was few minutes, it’s all over. I’m trying to put are the people you don’t know very well,” he said. 12. He was often the butt of the questions “What’s my leg behind my neck. No, that desk He pointed out that the American hypocrisy around your problem?” and “What’s wrong with you?” Those and I didn’t get along. respecting the individual begins the first day of kinder- questions do not enhance one’s self-esteem, he said. Mooney says he spent lots of time “chilling with garten, when children are all told they’re special. Then, He was one of “those kids.” the janitor” and “hanging out with Shirley the recep- when the bell rings, as he says, it’s “Now sit your ass tionist.” In the middle of sixth grade, he dropped out of down” and do what everyone else does. school for a year and a half, dealing with severe anxi- Mooney’s attitude and tone during his keynote are ety and depression. He says he had a plan for suicide. also expressed in the conclusion of his opinion piece, His mother, as he also relates in the NY Times opinion which is good reading: piece, was his savior because she knew he wasn’t A fundamental battleground for every civil “broken.” rights movement has been the rejection Mooney is convinced that individuals don’t have of the idea that you’re the problem and a disabilities, but rather are disabled by environments demand for cultural and systemic change. that don’t accommodate individual differences. So Whether one believes that people like rather than fix the kid, we should be fixing the environ- me are disabled or persons with a dis- ment. “Imagine a school system that embraces the ability, or simply different, we all require diversity of minds that comes from being a human the same things: schools, workplaces being.” and communities that are inclusive of “Normal” is something we create with our biases, the diversity of human minds and bodies. with policy, and with our actions, says Mooney. “And we We have to fight for every person’s right can change the way we define normal.” to be different. [Source: https://goo.gl/ EsRgvG] 2e

Jonathan Mooney; photo credit Caroline Maxwell of Bridges Academy 2e Newsletter • November/December 2017 21 www.2eNewsletter.com 2e From the 2e Center 2e Center Symposium, concluded

Rose Blucher presented Susan Baum with a Lifetime Professor Nobu Matsumu- Achievement Award from AEGUS and 2e Newsletter. ra, attending from Japan; Photo credit: Jonathan Baum of Bridges Academy photo credit Heather J. Mark Bade of 2e Newsletter, privileged to moderate a panel of (L-R) Leah Brzezinski, Carol Lembcke of Bridges Barnes, Susan Baum, and Dan Peters; photo credit Jonathan Baum of Bridges Academy

Robin Schader of the 2e Center, a conference Plenty of discussion time for attendees in panels, forums, and workshops; organizer; photo credit Caroline Maxwell of photo credit Caroline Maxwell of Bridges Academy Bridges

2e Newsletter • November/December 2017 22 www.2eNewsletter.com 2e Dear Dr. Sylvia Some Highly Gifted Children Are Obsessive

Our 3-year-old granddaughter is very bright; It’s true that some highly gifted children can best if she could go to a psychologist who specializes her vocabulary and comprehension are off be quite obsessive. Apparently their ability to in gifted children and who will also be willing to guide Q the charts. She has this habit of putting every- A organize information is also helpful to their her parents. They can find that psychologist by con- thing she plays with, including books, dolls, balls, and learning a great deal, or perhaps vice versa. While I tacting their state association for gifted and talented play dishes all in a straight line. So when you go into can’t tell you whether your grandchild is extraordinarily children, the National Association for Gifted Children, a room where she’s playing, all you see are perfectly gifted, too obsessive, or has any kind of disorder, I can or the State Department of Education. My book, Keys straight lines. She gets very upset if any of these things tell you that I’ve seen that combination frequently. to Parenting the Gifted Child (2006), would also be are touched, picked up, or put away. These toys are Most children outgrow their need for so much order, helpful. also arranged from smallest to largest. but other people’s response to that order can make a Is this something I shouldn’t worry about and she’ll difference. Helping your granddaughter to be more flex- Dr. Sylvia Rimm is a child psychologist and clinical pro- outgrow? She’s very loving, but at times very self- ible, change orders, or comply with picking up toys ap- fessor at Case University School of Medicine, author, centered. Does this come from her being so bright? propriately will gradually assist her in becoming more newspaper and magazine columnist, Both parents are attorneys and very bright people. Are flexible. If her wish for organization begins controlling and radio/TV personality. For a free there any books for me to read about young children the family’s behavior, it will give her too much power newsletter entitled So Your Child with this obsession? I’d appreciate any information you and become worse; so her parents shouldn’t worry is Gifted!, send a self-addressed, could give me. about complying with her insistence on organization, stamped envelope and a note with even if she loses her temper afterwards. your topic request to P.O. Box 32, An evaluation by a psychologist of both her obsessive Watertown, WI, 53094. Read Dr. tendencies and her giftedness could give her parents Rimm’s articles for parents and teachers, and submit Prospective Conference Presenters! a better understanding of their daughter. It would be family questions online at www.sylviarimm.com. All questions are answered. 2e We know you’re out there. We urge you to consider submitting a proposal to present at SENG’s 2018 conference in San Diego, Califor- Find 2e Newsletter Online nia. Think about something you can share that will benefit others in the 2e community, then On Facebook: We’re on Facebook: www.facebook. The E2e Briefing. Newsletter subscribers receive our check out SENG’s call for proposals. com/2eNewsletter. Stop by to add a comment or twice-monthly email briefing automatically; others may But don’t procrastinate; the deadline is question, or to see what we’ve posted recently. view it and sign up for it at www.2enewsletter.com. December 29. Our Blog at http://2enewsletter.blogspot.com. This Twitter. We send out notices of blog posts, special is where we post news items and resources several happenings, exceptional articles we’ve run across, etc. times a week; these items are the basis for our free We’re @2enewsletter, and we use the topic hashtag semi-monthly email briefing. #2ekids. YouTube. Your2eTV, http://goo.gl/RGtcJe 2e

2e Newsletter • November/December 2017 23 www.2eNewsletter.com 2e Bob Seney on Books The Incredible Magic of Being

I am truly excited about The Incredible Magic of This passage introduces an essential element of Being, by Kathryn Erskine (2017, Scholastic Press). the novel: astronomy and physics! Julian is fascinated Erskine is not a stranger to this column. In July of with both subjects, and they are featured throughout 2011, I reviewed her remarkable Mockingbird (2009, the book. If your reader has an interest in one or both Philomel), a book about which I am equally excited. disciplines, this is a good hook. Erskine’s handling of In Incredible Magic, our narrator is Julian, a young- these subjects obviously reflects a great deal of re- ster of “9.63” years. Julian is named “after Percy La- search. von Julian,” about whom we learn much as the book Important to Julian’s task of helping people find progresses. We learn that Julian and his family, which magic is what he refers to as being a uni-sensor. Julian consists of his two moms and his sister, Pookie, are explains: moving to Maine. There they plan to start a bed and “That’s what I call sensing information breakfast and to homeschool Julian. from the universe. It’s not like someone We also learn that Julian is twice exceptional. is actually telling me something. I just (Making this discovery is part of the excitement and know. Pookie says I have Mutant Brain wonder of this book, and it’s certainly an expression of Syndrome and think too much. But I’m Erskine’s creativity and craftsmanship.) In addition to not actually thinking; stuff just comes being highly gifted, Julian has some extreme emotional into my head randomly.” overexcitabilities and super-sensitivities. For example, Examples of his uni-sensing occur throughout the he explains to us how difficult it is for him to make book and are important to the plot. I am reminded of a simple decision, like deciding how to respond to a Stephanie Tolan’s Welcome to the Ark (latest reprint classmate’s invitation to play tag. Instead of a simple edition 2009), which I highly recommend. yes or no, Julian must consider how other kids are Julian’s uni-sensing introduces another element feeling: is someone being left out and, if so, should he of Incredible Magic and that is Julian’s FARTS! Let me spend time with that person instead of playing tag? quickly explain: throughout the book Julian shares his What about the weather, will his classmates get angry thoughts in notes, which he calls Facts And Random with him when he stops and looks at the clouds? Is it tricks here. He is talking about his family. One delight- Thoughts: FARTS! His explanation of uni-sensing in the popular kids who are asking him to play and, if so, ful example is his description of his sister, Pookie: a FART is important for understanding much of what what are the ramifications? Julian’s explanation of this “… [I am] leaning away from the black happens in this amazing novel. Additional FARTS at the quandary on pages 140-141 is delightful. Erskine’s hole and trying not to get sucked in. end of the novel are full of wisdom and humor. craft comes shining through. The black hole is my sister. She didn’t It would be too easy for me to go on and share The reader easily and quickly falls for Julian. His used to be a cosmic phenomenon, but many of the other little gems found throughout the stated mission in life is to help people find magic in the something happens to people when book, but that would destroy the reader’s opportunity world. “Magic is all around us, but most people never they become teenagers and their brains to make discoveries. However, it’s important to see it.” Julian is not talking about magicians and their explode. Pookie’s went supernova.”

2e Newsletter • November/December 2017 24 www.2eNewsletter.com 2e Bob Seney on Books The Incredible Magic of Being, concluded note that this book’s many themes and sub-themes reminding us that we must search for the magic in our make it a possible text for a philosophy class! own lives. Julian joins that select group of wonderful and im- Happy Reading! portant characters such as Augie in Wonder, reviewed in my July, 2012, column, and Cece in El Deafo, re- Professor Emeritus Bob Seney is viewed in my November, 2015, column. I welcome him retired from teaching in the Mas- to this amazing “club.” ters of Gifted Studies Program at There’s no better way to close than with Julian’s Mississippi University for Women. own words: “… maybe you can see the magic in the At conferences, he often presents universe….We’re all connected. Whether it’s in this life a session titled “What’s New in or up in the stars. Or in parallel universes. You’ve got Young Adult Literature.” Reach to see that.” We’re all connected. Thanks, Julian, for him at [email protected]. 2e

Bob Seney’s Annual Book List

For several years, I have presented a session at The National Association for Gifted Children’s annual The newest addition to our “Spotlight on 2e” conference entitled “What’s New in Young Adult Literature.” Each year, I share my new book list of recently series of booklets is a collection of columns published children’s and young adult literature. Throughout the year, I read extensively, searching for books by Professor Robert Seney in which he guides that meet Judith Halsted’s criteria (and my own) for literature most appropriate for gifted readers (Halsted, parents and teachers in selecting books for 2009). Books meeting these criteria are placed on the list, which then goes out all over the United States gifted and twice-exceptional children — books and even internationally to parents, teachers, and librarians. Since it’s impossible to review all the books with ideas and characters these children can on the list during the session, I select 10 to 12 books that are my Top Reads of the Year to share; and now, relate to. at the insistence of Dr. Tom Hébert, University of Georgia (a good friend and colleague), I select my favorite His selections address exceptionalities, so- novel of the year. My Top Novel for this year is The Incredible Magic of Being, the focus of this column. In- cial issues, and other relevant topics. What’s terested readers may find the list on the2e Newsletter website. more, he explains his philosophy on and guide- lines for books appropriate for gifted and 2e Reference readers. Halsted, Judith. (2009). Some of my best friends are books: Guiding gifted readers, 3rd Ed. Scottsdale, AZ: Great Potential Press. The booklet is currently available on our website at an introductory price of $10 for newsletter subscribers, plus shipping. Find out more at https://goo.gl/rPdJed.

2e Newsletter • November/December 2017 25 www.2eNewsletter.com 2e News In Case You Missed These in Our Blog and Briefing

PROSPECTIVE CONFERENCE PRESENTERS: We know a good story. One turning point is, hopefully, familiar read. We look at how one special needs population you’re out there. We urge you to consider submitting to those here: “Most of my life, they focused on what I affects early childhood education and literacy rates a proposal to present at SENG’s 2018 conference in was bad at,” the subject of the profile, John Rodriguez, across the board.” Listen, and be sure to check the San Diego, California. Think about something you know is quoted as saying. “When you focus on what you are comments on the broadcast’s page. You’ll see some that would benefit others, then check out SENG’s call good at, things just start happening.” Even after he’d familiar situations. https://goo.gl/Y1xdh2 for proposals. But don’t procrastinate; the deadline is achieved success doing things he was good at, there December 29. https://goo.gl/SekJgq was still another turning point: when he was sitting in a BAD NEWS FOR SMART PEOPLE? Scientific American college counseling office and saw a poster with the title notes a couple of seemingly contradictory findings. THE CURIOUS INCIDENT of the Dog in the Night-Time “Signs that you have dyslexia.” https://goo.gl/UiPS6k While people of high intelligence tend to be healthy is a story about a mystery-solving teen boy with autism. and successful, a survey of Mensa members revealed The novel was turned into a hit Broadway play. A stag- HECHINGER REPORT. This organization published a that they were more likely to suffer from mood dis- ing in Syracuse, New York, features as its lead actor first-person piece from a young person with dyslexia. orders, anxiety, ADHD, and autism. The researchers Mickey Rowe, who is, according to The New York Times, “For most of my childhood, I always felt just a little evidently explain this by suggesting a “hyper brain, “thought to be the first openly autistic actor to play the bit too slow, or just a little bit too dumb. I knew I was hyper body” hypothesis — your basic overexcitabilities. role.” The article highlights how “role” can be impor- smart, but it seemed like I could never quite get there.” https://goo.gl/P2ofZz tant in the life of an autistic person. For example, Rowe Read more about how this student succeeded: https:// tells the reporter during an interview, “This is easy-ish goo.gl/mZ8DkF. Separately, The Hechinger Report LABELS. It’s important to label gifted kds, says psychol- for me because you’re a reporter; I’m the interviewee, clarifies what the Endrew F ruling means in terms of ogist Gail Post, and she gives lots of reasons why iden- We have specific roles. If we met on the street, that the rights of students with disabilities, in this case tifying and labeling gifted children helps. “If we can’t would be more scary.” https://goo.gl/6M7M5M ASD. For example, Hechinger says, “...parent-advo- give it a name, we can’t adequately address it. Until cates should hesitate to ‘overreach’ and leverage the we recognize that giftedness must be understood and WE’VE COME A LONG WAY, in some respects and in case as a tool to make unreasonable demands, which served within the educational system, gifted children’s some places. In Waterloo, Iowa, the Waterloo Schools may not accord with the Endrew holding and may only emotional and academic needs will suffer. And they Foundation provided a $10,000 grant to help start the perpetuate a counterproductive ‘parent versus school’ will continue to receive misdiagnoses and inaccurate “Expanded Learning Program” in Waterloo schools. The narrative.” https://goo.gl/5fH71Q labels.” https://goo.gl/7PKFpB Separately, a piece program focuses on 2e students. Explaining 2e to the in Education Week considers labels of disability — the school board, the program coordinator said, “it’s gifted BAD NEWS FOR DYSLEXICS. American Public Media advantage (or necessity) in obtaining services, but also with a disability. So we turn it into a strengths-based has found that “across the country, public schools are the the downside of perception by others. The authors instead of a deficit model.” Our compliments, but too denying children proper treatment and often failing write, “We wonder how those children are waiting to be bad it often takes private grants and non-budgeted to identify them with dyslexia in the first place.” Says seen as whole young people and not as labeled with funds to start such programs. https://goo.gl/FFER5J Radio WAMU, which aired a story on the situation: “The an anchor that prevents their ability to soar. https:// APM findings also show that the way schools handle goo.gl/Li1iRb 2e FAMILIAR TUNE, NEW TWIST. A high school dropout recognizing and educating students with dyslexia could turned cook turned ice sculptor turned Harvard gradu- have implications for how all children are taught to ate turned advocate is profiled in theLA Times, and it’s

2e Newsletter • November/December 2017 26 www.2eNewsletter.com 2e Events

...was National Special Edu- The Wallace Research Dec Apr On Facebook 2 cation Day, on the anniver- 29 to Symposium, Baltimore, sary of IDEA. More informa- We frequently publish a listing of upcoming May 1 Maryland. More information tion at https://goo.gl/buFgfS. at https://goo.gl/cc5LSE. events on our Facebook page, www.facebook. com/2eNewsletter. Let us know of events we should list! — Editor Feb Council for Exceptional Fourth annual “Break- Children 2018 Convention, May 7-10 10-12 throughs in Twice Tampa, Florida. More infor- Exceptional Education” mation at www.cecconvention.org. conference, New York City More information at www.quadprep.org/nyc-2e- We Respectfully Request... conference. Mar Annual Conference of ...that you honor the rights of authorship and the California Association copyright of 2e: Twice-Exceptional Newsletter and 2-4 SENG Annual Conference, for the Gifted, San Di- Jul our contributors by refraining from posting PDF San Diego, California. ego. More information at 20-22 copies of our issues on websites viewable by those More information at www. without a subscription to the newsletter. Likewise, https://cagifted.org. sengifted.org. copying, printing, and reproducing content from the newsletter other than that defined as “fair use” under copyright law is illegal. We are happy to arrange for permission for the reuse of individual Mar Conference by the New Nov 65th Annual Convention of articles in many circumstances, and we offer very reasonable rates on group subscriptions; please 16-18 Zealand Association for 15-18 the National Association Gifted Children, Auckland. for Gifted Children, Minne- inquire. Thanks for subscribing! More information at www. apolis, Minnesota. More information giftedchildren.org.nz. (when available) at www.nagc.org.

Apr Beyond IQ, Boston, for and Please note: For more state associa- 27-29 about highly/profoundly tion conferences relating to gifted- gifted children. More infor- ness, see Hoagies’ website (www. mation at http://beyondiq. hoagiesgifted.org/conferences.htm). camp9.org.

2e Newsletter • November/December 2017 27 www.2eNewsletter.com