Twice-Exceptional Newsletter July/August, 2016 for Parents, Teachers, and Professionals

TM Twice-Exceptional Newsletter July/August, 2016 For parents, teachers, and professionals. Issue 77 Helping twice-exceptional children reach their potential. 2e Our focus for this issue — Authentic learning for 2e students Improvisational Play: Social/ Most importantly, improvisational play provides 2e Page perfectionists with a nurturing and safe learning envi- 3 Emotional Learning for 2e Students ronment for taking risks, experiencing missteps, and By Pat Sciortino, M.S. developing recovery skills vital to moving beyond any Quote challenges they may encounter. If I could do only one thing to help twice- exceptional students The Talent Development “They need a place where they can be themselves Page and be accepted. Here they have the opportunity to on their journeys, it 7 Cooperative indulge in creative thinking and admire each other for would be to identify it.” — Melissa Sornik and develop their tal- By Linda C. Neumann ents. It is their talents that will provide them a pathway to success in life. It is through 2e-Friendly School: Conservatory Conservatory Prep opened in Davie, Florida, in 2006 Page and graduated its first class in 2009. “In the beginning the rigors of talent 9 Prep years,” says founder Wendy Weiner, “it was really an development that By J. Mark Bade arts integration school. We felt we were going to use they will become self- the arts as the basis or part of the methodology for regulated and goal- learning, and we still do.” directed. It is through talent that they will Also Inside develop positive iden- From the Publishers...... 2 tities and like-minded Introduction to Social Thinking...... 8 friends. !— Susan Baum Using the Arts to Reach Twice-exceptional Learners...... 12 Dr. Sylvia Rimm: Complex Tantrums Need Anger Management...... 13 Bob Seney on Books: Horse Boy — a Memoir of Healing...... 14 News...... 17 Events...... 20 2e From the Publishers Welcome!

Welcome to this mid-summer (for those of us in the Northern Hemisphere) issue of 2e Newsletter. 2e: Twice-Exceptional Newsletter is a publication about twice-exceptional children, children who are gifted and who have learning difficulties that Pat Sciortino, author of our lead article on improvisational play, gave us the theme for this issue — authentic go by many names, including learning disabilities, learning disorders, learning — when she wrote: and just plain learning differences. Our goal is to promote a holistic view When is learning is authentic? When it encourages students to draw from their own of the 2e child — not just the high IQ, or the quirkiness, or the disabilities, experiences and knowledge base, while working within real contexts and performing but the child as a whole person. Comments and suggestions are always welcome by phone, fax, or e-mail. tasks that might possibly lead to perspectives and ideas different from their own. Two 2e: Twice-Exceptional Newsletter is published bi-monthly in January, essential and dynamic elements of any authentic learning are unplanned collaboration March, May, July, September, and November. The cost for a one-year and incremental problem solving. electronic subscription is $35. Contact us for group and institutional rates. In both her article and an article about a talent development program in New York, we see examples of Send changes of address to [email protected] or by mail to Glen how 2e kids learn social skills through activities and projects that draw on their interests and talents and that Ellyn Media, PO Box 11, Winfield, IL 60190. challenge them to work together to solve problems. We see the same in the articles about Conservatory Prep, a Linda C. Neumann, Editor; J. Mark Bade, Business Manager. Phone: 630.984.5507; Fax: 630.344.1332. Web: www.2eNewsletter.com. E-mail: Florida school for twice-exceptional learners that offers its students a curriculum built around projects, the arts, [email protected]. and community service. Editorial Advisory Board: Susan Assouline, Ed.S., Ph.D.; Susan Baum, Elsewhere in this issue you’ll find our usual news items and book and advice columns. (You’ll notice that one Ph.D.; Kim Busi, M.D.; Paul Beljan, Psy.D.; Dan Peters, Ph.D.; Linda Kre- of our columns, from the 2e Center for Research and Professional Development, is on break for the summer.) ger Silverman, Ph.D. Members Emerita: Kathi Kearney, M.A. Ed; Deirdre Don’t forget that all past articles are free to subscribers in the subscribers-only area of our website Lovecky, Ph.D.; Joan Franklin Smutny, M.A.; Marlo Payne Thurman, M.S.; Meredith Warshaw, M.S.S., M.A. — that’s nearly 13 years’ worth of articles! You can find a listing of topics we’ve covered in the past here: The contents of 2e Newsletter are not intended to constitute medical or www.2enewsletter.com/ topic_articles_by_topic. html. Back issues are available for purchase here: clinical advice, which should be obtained from a licensed practitioner. www.2enewsletter.com/topic_store_newsletterBackIssues.html, and many past articles are available for free to The use of information from 2e Newsletter for commercial purposes is the public here: www.2enewsletter.com/ topic_articles_recent.html. prohibited without consent in writing from Glen El- We hope you enjoy this issue, and thank you for subscribing! lyn Media. Copyright © 2016 by Glen Ellyn Media, unless otherwise noted. The yellow and red 2e logo — Linda C. Neumann and J. Mark Bade on blue is a trademark of Glen Ellyn Media. July, 2016

2e Newsletter • July/August 2016 2 www.2eNewsletter.com 2e Featured Topic Improvisational Play Social/Emotional Learning for Twice-exceptional Students

By Pat Sciortino, M.S. games, as in all creative structures and tasks, is social later, as an educator of twice-exceptional learners ex- thinking — a set of skills related to how we understand periencing firsthand their social/emotional challenges As children growing up in sunny Florida, with the and interpret the social behaviors of others. Improvisa- within my classroom and beyond, that I realized how outdoors providing a grand stage, my best friend and tional players have specific behaviors to demonstrate. perfect the union was between improvisational play’s I used improvisation as our main means of play. Yes, Their overriding objective is to develop the “disposi- game form and the social/emotional development of there were trees to climb, swings, slides, swimming tion” of an artist, which in addition to showing creativ- these bright, asynchronous learners. pools — all the usual childhood accoutrements — but ity, requires them to be collaborative, flexible, and gen- Improvisational play is adaptable to diverse learn- we never found anything quite as stimulating as creat- erous. To be productive players, they must also make ers, learning styles, and student dynamics. It provides ing our own imaginary objects in our own imaginary eye contact, engage in the give and take of focus and 2e players with the opportunity to use their own ideas world. dialogue, and demonstrate spatial awareness — all key and knowledge base, and it employs their unique sens- We spent hours and hours creating stories in social skills. es of humor. Most importantly, improvisational play which we saw ourselves in the roles of imaginary peo- provides 2e perfectionists with a nurturing and safe ple that we would probably never be: pirates, doctors, Theater Games learning environment for taking risks, experiencing cowgirls, astronauts, castaways, and, of course, movie I was first introduced to Viola Spolin’s theater missteps, and developing recovery skills vital to moving stars. All walks of life welcomed! There were no scripts, games as a professional actress. It wasn’t until years beyond any challenges they may encounter. just our individual creativity, our own ideas, and the Each theater game has its own short- commitment to building a story together. term objective. For example, the objective Unbeknownst to us, through our many might be: Find the context in which to use hours of childhood improvisational play, we three random words given to you by the au- were practicing and developing skills that dience. Making sense out of random words were the bedrock of being well-rounded, based on fellow players’ tone and body social, emotional human beings. The phi- language keeps everyone in the scene en- losophy of play as a vehicle for skills devel- gaged. Peer laughter, the most wonderful opment is not a new idea to early childhood bonding agent, is what keeps the players education. However, it was theater educator motivated. For the scene to work, the play- Viola Spolin who created the game form ers must embrace the game’s short-term used to focus on building specific social be- objective, know explicitly what is at stake, haviors. and buy into the promised reward of peer Spolin’s theater games are the basis laughter as validation that they have for improvisational play, an instructional achieved a successful collaboration. approach to building social skills in school- Video games have the psychology of aged children. Inherent in Spolin’s theater measuring progress with rewards

2e Newsletter • July/August 2016 3 www.2eNewsletter.com 2e Featured Topic Improvisational Play, continued down pat and use it to shape the user’s experience. As As players engage with one another in theater Authentic Social/Emotional Learning video games move players toward achieving a quest games, they practice social skills. Improvisational play When is learning authentic? When it encourages within a virtual world, they offer rewards at specific challenges them to accept ideas that are not their own, students to draw from their own experiences and intervals. This positive feedback keeps the players en- or to at least give others’ ideas a chance. Accepting knowledge base, while working within real contexts gaged and confident. The uncertainty of whether and and building on another’s ideas requires exchanging and performing tasks that might possibly lead to when they will reap each reward adds to the excite- information and participating in the give and take of perspectives and ideas different from their own. Two ment of gaming. conversation in the form of the scene’s dialogue. This essential and dynamic elements of any authentic Following this formula, theater games offer play- practice hastens the eventual synthesis of learned so- learning are unplanned collaboration and incremental ers the opportunity to build a world out of their own cial behavior, helping them to make the social behavior problem solving. imaginations with peer laughter as feedback for their their own; and it rewards their efforts with the laughter Unlike traditional social skills classes dictated by productive steps toward accomplishing the game’s of their peers. an adult, improvisational play asks players to create objective. The fact that improvisational players have a shared reality with a partner, compelling them to do no script, no plan to rely on, brings the excitement of in-the-moment collaboration as well as problem solving unknown possibilities.

How Improv Play Works

Improv play consists of two or more players collaboration as improvisational players. be entomologists. The story that develops depends working together to create a one-minute scene — a From the audience, the players learn who they are on the players’ ideas. Player A might express fear of collaborative story with a beginning, middle, and supposed to be and where the scene is taking place. spiders. This cue from Player A might prompt Player end — that incorporates input from audience mem- Maybe they’re magicians at Disneyland, plumbers B to create imaginary spiders to bring humorous bers. Each improv scene brings the challenge of a on Mars, or politicians in a hardware store. Their job conflict to the scene. If this happens, the scene is new objective. A scene’s objective might be naming is to meet the objective for the scene while bringing off and running! It’s what the audience expects; imaginary objects based on your partner’s clues, for a humorous perspective to their characters, to their and when an audience gets what it expects, there’s example, or explaining why you are late to school situation, and to the conflict that may arise within the much laughter and applause. However, if Player B is based on reasons your partner pantomimes to you. scene. intent on talking about caterpillars and disregards While the objective of the scene is always dif- Doing an improv scene is like putting together a the cue from Player A, the connection is lost, the ferent, the skills needed to successfully achieve the puzzle. The players learn that when they say “yes” to plot is still up in the air, and the players will spend objective are not. Eye contact, give and take of focus one another, they can fit the puzzle pieces together subsequent dialogue searching for a new meeting of and dialogue, and spatial awareness are all critical more easily. For example, an audience member might minds. to completing each game and producing a winning suggest that the two characters in the scene should —PS

2e Newsletter • July/August 2016 4 www.2eNewsletter.com 2e Featured Topic Improvisational Play, continued in real time as they journey together toward a set goal. in successfully building a shared reality with a partner. Using Gifts to Strengthen Emotional Intelligence Players can experience what works and what doesn’t Players also discover the importance of letting go of Put simply, the term emotional intelligence de- during the collaboration process, gaining immediate one’s own ideas for the greater good, since negating scribes the ability to recognize our own emotions and feedback through audience response. a playing partner’s idea is a sure way to bring a scene those of others and to use that information to guide to a screeching halt. (As an aside, even the late Steve our thinking and behavior. A healthy and strong emo- Two Important Behavior Roles Jobs believed in the necessity of saying “yes, and” for tional intelligence is the foundation for a developed In improvisational play, there are no inactive roles. the ultimate group creative success. Jobs believed the social intelligence. The improvisational play environ- Each student has two roles to play, player or audi- concept of remaining open to others’ ideas and build- ment supports the emotional needs of 2e learners ence member. Each role has its own set of expected ing on them was so vital to creativity that he offered as well as their physical and intellectual needs. When behaviors. improvisational play as regular professional develop- the focus is on their strengths, talents, and interests Audience members contribute significantly to the ment events for his Pixar employees.) Through impro- as well as on their areas of weakness, these students success of the scene, often having as much responsi- vising, players learn that their partner’s idea is a gift to can thrive. They can feel safe enough to embrace chal- bility for the success as the players. Based on my expe- be accepted, which actually alleviates the stress and lenges, take risks, and accept the missteps that are rience with 2e learners, the role of audience member anxiety of feeling alone in the performance task. is the harder of the two because audience behaviors can insure group success — or derail it. Often I see my young audience members decide it’s time to blow their nose, sharpen a pencil, or get something out of their backpacks during someone else’s scene, unaware of how it might affect the efforts of the players. Awareness of the other is explicitly taught in the improvisational play classroom. The role of audience member brings a new consciousness of how body language as well as lack of attention and engagement might play a big part in how good a show you get. As audience members, 2e learners are asked to demonstrate active listening skills, learn through watching others’ missteps and successes, distinguish between positive and negative criticism and healthy and hurtful humor, and show support and encouragement for others’ efforts with laughter and applause. The unplanned collaboration of improv asks players to stay in the moment, making active listening vital

2e Newsletter • July/August 2016 5 www.2eNewsletter.com 2e Featured Topic Improvisational Play, concluded always a part of learning; and in the process, they can Make ‘em Laugh! Pat Sciortino, M.S. Special develop the emotional skills of self-acceptance, self- Yes, it’s a hard job I have as an improvisational Ed., is a 2e learning spe- confidence, and self-criticism, all of which are a critical play coach. I must sit hour upon hour laughing and cialist, improvisational play part of being social, of understanding the other. being entertained by incredibly bright, funny, creative, coach, and creator of “Enter One particular improv theater game, “Questions,” and unique thinkers. I am in awe of their courage. I am Laughing,” an improvisational targets the development of emotional intelligence by in awe of their willingness to risk probable missteps in play program for 2e children focusing on self-acceptance. In this fast-paced, two- front of their peers, with the possibility of judgment. and professional workshop person game, players are required to create a scene Laughter bonds students in the improvisational for 2e educators that taps using only questions as dialogue. When a player play classroom and motivates them to do daring tasks. into twice-exceptional learn- accidentally makes a statement or takes too long com- Laughter helps them develop a perspective and see ers’ unique senses of humor ing up with a question, that player is buzzed out. That’s themselves from another’s point of view. And laughter to motivate social/emotional right, buzzed out! Then another player jumps up to inspires students to take on the challenges of each skills development. She has start a new scene with a new question. You can imag- new theater game’s objective. 16 years of experience working with gifted and twice- ine the meltdowns and feelings of self-recrimination Our laughter diminishes the anxiety and the emo- exceptional students, currently in New York City and that occur with this kind of immediate disqualification; tional baggage we bring to class. We come to realize previously at The Westmark School and at Bridges but before long, feelings of defeat change into an at- that the shortest distance between two people is Academy in Los Angeles. Prior to becoming a 2e edu- titude of “Let me try again.” laughter. This newfound connection to one another, as cator and learning specialist, Pat was a professional Players learn from the laughter that ensues when both audience members and players, sets the culture New York actress and comedian. 2e a player is buzzed out — the laughter of an audience for all the positive work that will be done in the improvi- recognizing how hard it is not to make a misstep in this sational play classroom. game and knowing that soon they, themselves, will be I believe humor and laughter to be important parts TiLT Podcasts the ones buzzed out. Life goes on! It’s a great strength of any learning process. Using them as motivators for to embrace our missteps, even laugh at ourselves, and remediating social and emotional skills development hunker down and try again. Improvisational play sup- in the improvisational play classroom helps to focus The website TiLT has made its podcasts avail- ports this emotional growth every time a player gets up twice-exceptional learners on the rewards of being able in blog versions and in YouTube versions. to improvise. healthy social/emotional human beings. For example, now you can find Episode 1, “Par- enting the Child You Didn’t Expect When You Were Expecting,” as 1) the original podcast, 2) a transcribed blog posting, and 3) at TiLT’s You- Tube channel. The TiLT website is for parents of “differently-wired kids.” See www.tiltparenting. com.

2e Newsletter • July/August 2016 6 www.2eNewsletter.com 2e Featured Topic The Talent Development Cooperative

By Linda C. Neumann children through young adults and their families. She is a licensed clinical social worker. Go to the Facebook page of the Talent Develop- Housed in a storefront in Sea Cliff on New York’s ment Cooperative (TDC) and you’ll find this description Long Island, the TDC is a hotbed of creativity. Stop by of what it’s all about: and you’re likely to find a group or two of young people TDC gives non-traditional learners engaged in activities that can range from playing what they don’t get very often — the strategy, board, or role-playing games; to tinkering in chance to do what they’re really good the maker space; to working on hydroponic and aqua- at, and the opportunity to grow their ponic gardens. Members of the group might be grade- talents. schoolers as young as 5, or teens up to the age of 18. The Talent Development Cooperative is an en- Overseeing the TDC groups are two to three adults richment program, the offshoot of Melissa Sornik’s with an interest in and experience with the gifted and counseling practice for gifted and twice exceptional 2e populations, one of them always Melissa. Her role is therapeutic support. After all, many of these groups are “social thinking groups” that meet weekly. [See the explanation of social thinking by its creator Michelle Garcia Winner Winner in the accompanying article.] As marily for fun are planned in the future — music, yoga, Melissa explains, “Taking part in the groups is a way and possibly math and science clubs. An afterschool to help these kids learn how to collaborate by creating program one to two afternoons a week is scheduled to projects together, sharing ideas, and so forth.” begin next fall. Also in the works are programs for par- Each project the kids work on reinforces the social ents where they can come to interact and to relax. thinking concepts being taught that week. An example When asked why gifted and 2e communities need Melissa gives is building mobiles, a project for teach- a program like the TDC, Melissa replies, “They need a ing the concept of balance in social relationships. place where they can be themselves and be accepted. Ideas woven into and reinforced during the project Here they have the opportunity to indulge in creative were sharing, equilibrium, and how lack of cooperation thinking and admire each other for it. We take controls throws off the balance in a group. Within this type of away — as long as the kids are safe, kind, and respect- structured group activity, she explains, members have ful — and we give them the chance to really shine.” the freedom to create what they want. “We let them explore and do what they enjoy.” Pictures courtesy of the Talent Development Coopera- In addition to the social thinking groups, the TDC tive. For more information on the Talent Development hosts game nights twice a week. These are just for fun, Cooperative, see www.melissasorniklcsw.com/talent- a chance for kids to make friends. More activities pri- developmentcooperative. 2e

2e Newsletter • July/August 2016 7 www.2eNewsletter.com 2e Featured Topic Introduction to Social Thinking

By Michelle Garcia Winner, CCC-SLP exact moment they are needed incredibly complicated. odology as a way to enhance and improve social think- And, one’s social thinking has little relationship with ing abilities, regardless of diagnostic label. (Often there Social thinking is what we do when we share conventional measures of intelligence. In fact, many isn’t a diagnosis.) Professionals and parents alike are space with others and when sending an email, sitting people score high on IQ and standardized tests but do using these methods to build social thinking and re- in a classroom, lining up at the grocery store, reading a not intuitively learn the basics or the nuances of social lated social skills. Social Thinking concepts and strate- work of fiction, watching a funny video clip, participat- communication and interaction. gies are designed for people with social learning chal- ing in a business meeting, driving in traffic, and a host I developed the Social Thinking® treatment meth- lenges with near average to way above average lan- of other daily activities that involve guage skills and IQ. The teachings of our social interpretation and related Social Thinking also are widely used to reactions. We consider the context; help educate parents and profession- take in the thoughts, emotions and als as to how to systemize and teach intentions of the people with whom about information that we traditionally we are interacting, and use that have never taught before. Given the ex- information to determine how we plicit nature of these social-emotional respond. How we think about people teachings, they are also being adopted affects how we behave, which in for use with all students to encourage turn affects how others respond to improved social problem solving. us, which in turn affects our own emotional internal and external re- Michelle Garcia Winner is the origi- sponses. It’s an incredibly complex nator of Social Thinking, a teaching process that most of us take for methodology consisting of the Social granted. Thinking Vocabulary, social concepts Our social thinking develops and strategies, original characters, and naturally and becomes intuitive for curricula with specific materials geared most of us. Yet, for many individuals to different age ranges spanning pre- this process is anything but natural. school children to adults. Learn more Individuals with social learning chal- at www.socialthinking.com. 2e lenges may find the process of thinking about what others are thinking and then using social skills in the

2e Newsletter • July/August 2016 8 www.2eNewsletter.com 2e Resources 2e-Friendly School Profile of Conservatory Prep in Davie, Florida

When new students first come to Conservatory Later, as her oldest daughter was growing up, What was somewhat unclear at first was the na- Prep, founder Wendy Weiner sometimes hears them Weiner and her husband knew that the child was gift- ture of the student body. “We were getting more and say, “I don’t think I’m learning anything because it ed, and also that she had auditory and visual process- more kids with the same profile. We just knew they seems easy to me.” These young people have come ing issues. The response from the schools, according were really bright, creative kids. Basically, we were told from learning environments that were difficult for them, to Weiner, was to put the girl in gifted classes for a half that these kids all had ADHD; and we’ve come to know explains Weiner. They’re used to feeling frustrated. day and to put her in a learning disabilities (LD) class that really wasn’t the case.” And certainly, she says, “When they’re able to understand something without the other half. Weiner’s reaction: “I don’t really think they didn’t belong in a LD class for half of each day. having to bang their heads against a wall, that’s a good this is going to work.” Weiner and her colleagues at the school realized thing.” Weiner had gone back to school for a doctorate that the curriculum, the way everything was presented The school’s educational approach is the result of in curriculum and instruction. She says she basically to students, had to be flipped. “We had to give them the confluence of several factors: spent five years trying to understand what was going the big picture, the experiential learning first, and then • Weiner’s educational experiences as a young on with her daughter. Weiner knew that traditional cur- wind up with the facts. Their processing was complete- person riculum design wasn’t appropriate for her very artsy ly different, so we developed our own methodology for • Her daughter’s encounters with traditional and creative child. She did very well with abstract rea- teaching.” In large part, it’s the students’ penchant pedagogy soning and could discuss philosophy for hours on end, for abstract reasoning that necessitates this different • Weiner’s achieving a doctorate in curriculum and but she couldn’t tie her shoes. The child struggled to approach to teaching. They are able to grasp the big instruction attain basic academic skills, which was frustrating for picture first, despite their weaknesses with academic • Years of seeing what works best for the student her, and her self-esteem suffered. When her daughter skills, or their dyslexia, or their auditory processing is- population Conservatory Prep serves. was in sixth grade, Weiner decided she was going to sues. open up a high school to better serve the girl, knowing Conservatory Prep’s use of the arts makes the The Background that it would take a few years to establish. curriculum different from strict project-based learn- “I was a Waldorf kid. I went to an alternative ing. It gives learners more options based on how they school and I thought that was normal,” says Weiner. 2006: Conservatory Prep Opens best process the information. “For example,” Weiner [Ed. Note: Waldorf schools are private, independent Conservatory Prep opened in Davie, Florida, in explains, “if someone’s giving a presentation on the schools founded in Europe by Rudolf Steiner. His edu- 2006 and graduated its first class in 2009. “In the be- democratic process, they can give it to us in a video or cational philosophy emphasized the role of imagination ginning years,” says Weiner, “it was really an arts inte- as a song. But after that, they still have to get it down in learning and the importance of integrating students’ gration school. We felt we were going to use the arts as on paper — we do a lot of writing. That’s when we start intellectual, practical, and artistic development.] Her the basis or part of the methodology for learning, and with the skills they need to learn.” high school, however, was a traditional school. “I didn’t we still do.” The mission of the school is stated this really understand what was going on half the time.” way: To build a college-bound learning community of twice-exceptional learners with a passion for creativity and experiential learning.

2e Newsletter • July/August 2016 9 www.2eNewsletter.com 2e Resources Profile of Conservatory Prep, continued

A Typical Day start out teacher-directed, but when the The school day at Conservatory Prep runs from student understands the information, the 8:20 to 3:20 (2:20 on Fridays). It starts with “morning student goes on to work in more depth. mindfulness” to get students centered and ready for Teachers work with students one on one. the day — 10 to 15 minutes of meditation music, basic Application of content is important at yoga incorporated with Brain Gym (exercises intended Conservatory Prep. “The students must to improve academic performance), and deep breath- be able to apply what they’ve learned,” ing. says Weiner. “If they can’t show they Students take five core subjects per year, a full can apply it, then the teacher has to college prep program. Each course follows the school’s figure out what’s going on. They can’t “template” for content delivery. For example, in a math just memorize information, or just say, ‘I class covering probability and statistics, students start know it.’” out with something very hands-on so that they can ex- All of the core courses are taught the perience it. same way: “They’re • Begin with something experiential. constantly • Use projects based in the arts and A life sciences class doing, reflect- experiential learning to process the After School ing…doing, information. Most students stay after school to participate in reflecting,” • Learn specific skill, for example, how to use a math improv, band, the cooking club, or National Honor So- says Weiner, equation or a grammar rule. ciety, leaving by around 5 o’clock. Most students arrive describing what • Develop an independent project to apply, present, and leave by car pool. takes place in and then reflect upon what’s been learned. Homework is limited in deference to students’ the classroom. Students are allowed any necessary accommodations. budget of mental energy and to allow them to par- Lectures are no During the school day, teachers or psychologists ticipate in community service, a school requirement. longer than 10 in training might visit the school to observe. Weiner According to the school, students volunteer in the to 15 minutes, encourages families’ personal psychologists to visit as community a minimum of 40 hours per semester in and everything well. “If you [a psychologist] are meeting with this child activities connected to the student’s overall goals. For is written down once a week and you can’t see their setting — what example, a student interested in media might seek an for students as we’re doing — it makes it difficult. We’re very happy internship at a local television station. Students are a sort of check- when psychologists come in.” also expected to be involved in one organization within list to follow. school and at least one organization outside of school Lessons usually In psych class

2e Newsletter • July/August 2016 10 www.2eNewsletter.com 2e Resources Profile of Conservatory Prep, concluded

in a leadership capacity. Weiner’s view is that commu- The older students, juniors and seniors, also get every school to which they applied!” This year’s gradu- nity service is an esteem builder. explicit instruction in techniques such as note-taking ates will attend schools that include University of Cen- and strategies they can use to succeed academically. tral Florida, University of North Carolina, Harriett Wil- Preparing for College and Beyond Weiner says, “After they’ve been with us for at least kes Honors College (for two graduates), The American The staff at Conservatory Prep teaches students a couple years, they’re ready for it. And it’s in a con- University in Paris, and Valencia College. to understand their own learning needs. The school trolled environment where I can help them with these explicitly teaches students how to advocate for them- different skills.” Find more information about Conservatory Prep at selves to get their learning needs met, but not until www.conservatoryprep.org., or about its art-based cur- the upper grades. “Most of our kids come in with very Parents Get Involved Too riculum in the article on page 12 of this issue. Images low self-esteem, and they have not been successful Parents and school staff meet once a month for in this article courtesy of Conservatory Prep. 2e in school,” says Weiner. Previous encouragement to breakfast discussions on different topics. Twice a year self-advocate often did not end satisfactorily for these the school holds “reflection mornings” students. Perhaps in their earlier schooling students where the students present to parents heard from a teacher, “I’ve already told you this five what they’ve been doing. And twice a year times.” Conservatory Prep begins “where they are” parents attend academic reviews, where — how they’re learning and how they’re processing students go onstage to show what they’ve information. That way they feel success and say, “Oh, I learned as a group, perhaps in a skit, can do this. This is possible for me,” says Weiner. Once through a PowerPoint presentation, or in they reach that point, students are ready to take on some other artistic way. self-advocacy. Graduates: Out Into the World Conservatory Prep in Brief Ten years of serving twice-exceptional students in South Florida means that Founded: 2006 word about the school has gotten around. Grades served 6-12 Most families discover Conservatory Prep Number of students: 25-30 through word of mouth, often through the Faculty 4 full-time, 5 part-time recommendation of an educational con- sultant or a psychologist. Class size 6-8 Recent graduates At the moment, the Conservatory Prep Class day 8:20-3:20 (2:20 on Fridays) website contains this note: “So proud of our senior Tuition $25,000 graduate class. All of our seniors were accepted to

2e Newsletter • July/August 2016 11 www.2eNewsletter.com 2e Resources Using the Arts to Reach Twice-exceptional Learners

By Wendy Hirsch Weiner, Ed.D. me when I did work copying out of a textbook or work achievers. Where many of the twice-exceptional stu- sheets. However, these issues disappeared when I dents found refuge was in the arts, Model United Na- At 33 years old, I was in the midst of working on was involved with the arts, when there was visual and tions programs, leadership opportunities, and spend- a doctorate, studying curriculum and instruction, and sensory integration. I realized that I thrived on solving ing time on their own reading, building, and creating. deciding on my topic for a dissertation. Others in my problems from what to do with 500 people at a carni- I was not aware of the term twice-exceptional at cohort wanted to investigate ways in which education val when it suddenly starts raining, to tackling world that time, 20 years ago. I just knew that these stu- could change the world. I wanted to understand why I conflicts. I enjoyed doing the research, getting the dents were suffering as I had, and I wanted to develop had struggled during my teenage years in school while ideas flowing, and then coming up with new ways to a curriculum for them. I started with the arts, infusing the kid in the back of the class spent his time throwing solve a problem. all types into the curriculum. Then, because arts- spit balls and getting high marks on all his tests. Little integration strategies primarily address the learning did I know at the time that my research would turn into In the Classroom as a Teacher difficulties and not necessarily the gifted side of our a strategy for teaching twice-exceptional (2e) learners. After finishing my doctorate, I began working with twice-exceptional students, I added problem-based gifted students with learning issues. They often did learning to challenge them intellectually and enable In the Classroom as a Student well in elementary school until fourth grade; then the them to develop higher-order thinking skills. As a child I loved art, animals, music, and theater. downward spiral began. Often, they were told that Twice-exceptional individuals have a great deal I was able to make connections that others could not. boredom or laziness was the reason they were not per- to contribute to society. By fostering their strengths I excelled in planning out my artwork, memorizing the forming well. through critical thinking and developing their weak- steps to a dance, or reciting lines from a play. However, What I found with these students was that much nesses through the arts, twice-exceptional students when I made comments in class that I felt were well of the time they had an undiagnosed learning disability can be productive, talented individuals who learn to thought out, introspective, and accurate, they were of- and/or high anxiety. I also found that these twice- celebrate their own unique gifts and passions. ten met with a quizzical look from teachers and class- exceptional students did not have a place in the school mates. My answers were generally considered wrong system. The classes for learning disabilities were as- Dr. Wendy Hirsch Weiner is the founder and principal and a bit odd. I had difficulty staying focused and sociated with low functioning and focused on repetition of Conservatory Prep Schools in Davie, Florida. 2e organized in the classroom, and I rarely understood and worksheets. The gifted track generally meant high what was actually expected of me from my teachers. A still frame from a video Although I eventually learned how to study for a test about Conservatory Prep and give the expected answers, doing so never came and integrating arts into education. See the profile as easily to me as it did for the student who mastered of Conservatory Prep on throwing spit balls. page 9 of this issue. As I began my dissertation, I had to open up old wounds. I needed to remember how I felt when I didn’t understand and how I felt different, but also where I excelled. I made a list and realized that organization, visual processing, and losing focus were issues for

2e Newsletter • July/August 2016 12 www.2eNewsletter.com 2e Dear Dr. Sylvia Complex Tantrums Need Anger Management

My 10-year-old granddaughter has been diag- In order to get an Individualized Education Plan (IEP), They can share the videos with her and her therapists. nosed with Autism Spectrum Disorder (ASD) my granddaughter will be switching to a public school. This technique of helping a child to view her own be- Q and has many medical problems as well. She She is excited about the prospect of new friends, but havior sometimes causes sufficient awareness and has been doing extremely well in a regular, private we are terrified about a low self-image child being embarrassment to motivate her to manage her own school. She is the model student, excels academically brought down even more by having to go to public anger. Behavioral rewards can be added to encourage in music and art, and has won many awards. She tests school. She has tics, is partially blind and wears a her positively for each good day at home. above the 95 percentile academically, and her thirst shoe lift and therapeutic sneakers. We fear that this In addition, parents should note any behavior or food for learning is huge. While she is not socially popular, host of obvious disabilities will make her a target for triggers that may occur on days where she can’t con- she has a few friends and is included by the other chil- bullies. Her parents plan to return her to private school trol her behavior to see if they can identify a pattern. dren. The school has zero tolerance for bullying. if the public school does not work out. Sibling issues also need to be carefully observed be- Our concern is that my granddaughter has huge tem- Any suggestions would be appreciated. This could be cause they may be an important part of her problem. per meltdowns. At school she has complete control, the loss of a very bright, young life if we cannot figure A regular exercise routine can also reduce anxiety. It but at home she is dangerous to herself and her sib- out how to save her. Thank you! would be important for all adults to monitor talks about lings. She goes to extremes in no time at all. She will her issues within her hearing (referential speaking) so hurl objects at people, scream dangerous threats, and Your granddaughter’s behaviors are so seri- that she doesn’t feel helpless to control her anger. threaten suicide. ous and problematic, it would be impossible for me to give a solution by letter. I can tell you She has these outbursts in public with her mother, A that her parents seem to be using resources well and Dr. Sylvia Rimm is a child psycholo- hurling herself to the floor kicking and screaming in should continue to search out other possibilities. There gist and clinical professor at Case places such as the grocery store. She hasn’t had a are a few techniques that I can suggest to add to your University School of Medicine, meltdown in public with her dad, but she does have already large bag of tricks, but all should be discussed author, newspaper and magazine meltdowns at home with him. Time-outs do not work. with her present therapists before attempts to use columnist, and radio/TV personality. She kicks holes in walls, and locks have had to be them. For free newsletters entitled How to placed on windows. Therapy and medications have not Parent So Children Will Learn and/or helped so far. Because your granddaughter is absolutely capable of holding things together in school, you know that she Sibling Competition, send a self-addressed, stamped My granddaughter is a lovely, bright, charming child is embarrassed for other important people to see her envelope for each newsletter and a note with your when she is not having a meltdown. She has had a behavior. She is old enough for capable therapists to topic request to P.O. Box 32, Watertown, WI, 53094. small job working in her dad’s store this summer and teach her anger management tools for self-control. She Read Dr. Rimm’s articles for parents and teachers, has done very well. She is polite, meticulous, and will need to choose a quiet time-out space for herself and submit family questions online at www.sylviarimm. charming; and she seems sensitive to others. Seeing and an activity that calms her while in time-out. As com. All questions are answered. 2e how she works with the public, you would never know she learns to use her tools, her parents can video any about these meltdowns. tantrums when she fails to use her management tools.

2e Newsletter • July/August 2016 13 www.2eNewsletter.com 2e Bob Seney on Books A Reading for Parents and Teachers The Horse Boy: A Memoir of Healing, by Rupert Isaacson

One of the reasons I enjoy reviewing books for 2e shamans, the idea of a trip to the shamans of Siberia Newsletter is receiving the occasional email from read- and Outer Mongolia began to form. Isaacson wanted ers. Sometimes, it’s simply to thank me for a review; to take his son, the Horse Boy, to the birthplace of the sometimes, it’s a request for additional and similar modern horse and thus begins their adventure. Isaac- books or resources; and almost always there’s a rec- son by profession is an author of travel books, and his ommendation of a title that I might or should read. story of their trip is beautifully and sometimes poeti- This issue’s book and review is a parent’s recommen- cally written. His descriptive narrative alone is worth dation. This national bestseller is The Horse Boy: A reading this moving saga. As I read, I was moved to Memoir of Healing (2009, Back Bay Books), by Rupert awe, to tears, and to laughter. This is an extremely well Isaacson. written book. The Horse Boy is Isaacson’s moving story of his The Horse Boy is not only Rowan’s and his family’s search for healing — not cure — of his autistic son Row- remarkable story, it’s also a wonderful travelog and an. The idea of healing rather than curing is a major guide. Beyond that, the book is a commentary on the emphasis throughout the book. Upon Rowan’s diagno- environment and humanity’s often negative impact sis of autism at age two, Isaacson and his wife, Kristin, upon it; a depository of philosophy and spirituality; an a professor of psychology, began their search to help argument for accepting things that our Western ratio- their son interact and relate to our world. This search nal minds cannot understand; and finally a cry for un- led to traditional and non-traditional treatments and derstanding of the nature of autism. Isaacson shares eventually took this close and loving family in search of this: a shaman of the Reindeer People in Outer Mongolia. Healing is a very personal thing. Not Their early path of frustration would be familiar to everyone needs to get on a plane to other parents of an autistic child: limited understand- Mongolia. But following a child’s inter- ing of autism; limited resources; a lack of understand- ests, going with what motivates them, ing of the condition, even by family and close friends spending time in nature, and if pos- (“You should just show more discipline!”); the embar- sible working with animals — these rassment of public displays of uncontrollable behavior; horse trainer, he was able to help Rowan interact with things seem to help all children.” and even the conflicting advice from professionals. Betsy. While their regular rides brought amazing re- (Page 7 of The Reading Guide at the Then an amazing thing happened: Rowan met Betsy, a sults, there always seemed to be a reversal; something end of the book). neighbor’s horse, and a remarkable relationship quick- would trigger Rowan’s neuropsychiatric behaviors. Near Austin, Texas, the Isaacsons have estab- ly developed with amazing emotional and communica- After a positive experience with Native American lished The Horse Boy Foundation and the New Trails tion development. With Isaacson’s experience as a healers and their recommendation to search out Center, which offers daily equine therapy. In addition,

2e Newsletter • July/August 2016 14 www.2eNewsletter.com 2e Bob Seney on Books The Horse Boy, concluded

Horse Boy Camps have been established in the U. S., that. I have already suggested this book to several the U. K., Europe, and Australia. Rowan continues to parents and they all have responded positively. Highly, improve and, at the time of the writing of the book, he highly recommended. was two academic years ahead of his age group and Happy Reading! was socially interacting with his peers and friends I know of no better way to end this review than by [Editor’s Note: For more information on The Horse Boy again quoting the author: and the author’s inspiration for writing it, see: So here is my prayer. For all of us who • A Gallop Toward Hope: One Family’s Adventure in are involved with autism — whether Fighting Autism, http://goo.gl/cyzV7K it’s our children, our grandchildren, • The Horse Boy movie trailer, https://goo.gl/ our nephews, our nieces, our siblings, ofe6kn] the children of those close to us — I pray that this enigma we call autism Professor Emeritus Bob Seney is will serve to bring us together, help retired from teaching in the Mas- us rediscover community, connect us ters of Gifted Studies Program at close to love. Inspire us and surprise Mississippi University for Women. us with unexpected joy. That it will At conferences, he often presents help to heal us (for, yes, we neurotypi- a session titled “What’s New in cal people need healing, too). That it Young Adult Literature.” Reach him will bring out the best in our society, at [email protected]. 2e the best in us all. Update. The producer of “2e: Twice I believe that a careful reading of this absolutely Exceptional,” the movie, offers up a remarkable book, if we take it to heart, will do exactly “bonus clip” in which a family dis- cusses the issues involved when their twice-exceptional son chooses not to Find all of Bob Seney’s past columns at the 2e Newsletter website. Go go to college after high school and to “Articles & Columns” and then to “Columns.” instead takes an unusual “gap year.” See https://goo.gl/84lvm8. (http://www.2enewsletter.com/topic_articles_columns.html) You’ll find his reviews dating back to 2007.

2e Newsletter • July/August 2016 15 www.2eNewsletter.com 2e News New Editorial Advisory Board Members for 2e Newsletter

The publishers of 2e: Twice-Exceptional Newsletter are pleased to introduce (in alphabetical order) two new members of the newsletter’s editorial advisory board, Paul Beljan, Psy.D., and Kim Busi, M.D. Editorial advisory board members help set overall direction for the newsletter, provide advice in their areas of expertise, and may contribute occasional articles.

Paul Beljan Kim Busi

Over the years of newsletter publication, Kim Busi’s interest in twice-exceptionality we’ve occasionally turned to Paul Beljan, Psy.D., came from her parenting experiences. for an authoritative article or for advice on ar- She is the founder of Quad Manhattan, ticles we were developing. (He once helpfully a Manhattan after-school and summer pointed out to one of our writers that a draft program for twice-exceptional children. graphic we were about to use showed the brain More recently, in September of 2014, backward inside the skull.) We’ve also covered she founded Quad Prep, a preparatory some of the many sessions he presents at 2e-re- school for 2e students in grades K-12. lated conferences across the country. (Subscrib- The September/October issue of 2e ers can find that coverage in the subscriber-only Newsletter will include a profile of Quad area of our website.) Prep. Paul is a pediatric neuropsychologist who Kim received a medical degree from owns a private practice in Scottsdale, Arizona. He has completed two post- Brown University Medical School and went doctoral fellowship programs, each in pediatric psychology and pediatric neu- on to get additional training in pediatrics ropsychology. Among his professional areas of interest are gifted intelligence, and psychiatry. For several years, she had learning disorders, and executive functioning deficit. He is a co-author ofMis - a faculty appointment in clinical psychiatry at the New York University School diagnosis and Dual Diagnosis of Gifted Children and Adults and of the recent of Medicine. Large-Scale Brain Systems and Neuropsychological Assessment: An Effort to Kim obviously brings multiple perspectives to the newsletter — that of Move Forward. Other credentials include: parent, educator, and clinician. She has shown her desire to integrate and • Service on the Arizona Governor’s Board of Psychological Examiners educate the 2e community with a conference Quad Prep has hosted for the • Diplomate certification with the American Board of Pediatric past two years, “Breakthroughs in Twice-exceptional Education,” which at- Neuropsychology and the American Board of Professional Psychology tracts nationally-recognized speakers. • A post-doctoral master’s degree in psychopharmacology. Interested readers may find out more about Kim and her work atwww. Interested readers may find out more about Paul’s background and in- quadprep.org. We look forward to a long and productive collaboration with terests at http://beljanpsychologicalservices.com/about. We look forward to Kim Busi. continuing the relationship we’ve had with Paul Beljan over the years. 2e Newsletter • July/August 2016 16 www.2eNewsletter.com 2e News Happenings in the 2e Community

Microsoft Neurodiversity Conference carrying the momentum forward and truly effecting more people about twice-exceptional students than On June 7th, Microsoft sponsored a half-day confer- change for a neurodiverse workforce. Find more cover- almost any other group in the country.” ence in Mountain View, California, titled “Neurodiver- age of the event at this shortened url, http://goo.gl/ Among her future plans is presenting at NAGC’s sity in the high-tech workforce: Celebrating abilities in pzcz47, or at the site of Dyslexic Advantage, http:// annual convention in November. a culture of disability.” Approximately 200 attendees goo.gl/7X8Vv8. heard speakers who included Steve Silberman, author Paul Beljan Co-authors New Book of Neurotribes, and Jose Velasco, head of the SAP Research Participation Opportunity Paul Beljan, Psy.D., a member of the 2e News- “Autism at Work” program. The event was the second The Stony Brook University Social Competence letter Editorial Advisory Board, is a co-author of a such conference held by Microsoft. Conference orga- and Treatment Lab, in Long Island, New York, is now book scheduled nizer Stu Shader indicated that it’s possible a future recruiting families to participate in a group social skills for release soon edition of the conference will take place in the Pacific intervention study. The lab, also called the Lerner Lab, by Springer Press. Northwest. He says, “I feel that after two conferences seeks families with a child between the ages of 8 and According to its that I am merely scratching the surface on this issue.” 17 with a diagnosis of ASD or for whom ASD is suspect- publisher, the Noting the significant attendance and sponsor support ed. Hour-and-a-half-long social groups will take place in book, Large-Scale (Bridges Academy and Dyslexic Advantage were among the lab once per week for 10 consecutive weeks. Find Brain Systems and the sponsors), Shader says that he looks forward to out more at http://goo.gl/Tgy0g3. Neuropsychological Testing, “offers a “Leader” in 2e Community new framework for Retires neuropsychologi- Wendy Leader, who over the years cal testing rooted has worked hard to raise awareness of in the current twice-exceptionality through national evidence base on organizations and her own service at large-scale brain the Colorado Department of Education, system interac- is retiring from her state position at tions.” The book’s lead author is clinical neuropsy- the end of this month. Leader says she chologist Leonard Koziol. The intended audience: plans to consult and remain active in practitioners who perform or interpret neuropsychologi- the 2e and gifted education communi- cal assessments and evaluations. Find out more at ties. She has a lot to share, saying, “I http://amzn.to/29X01Ul. 2e have been fortunate to have worked with a team that has probably trained Stu Shader from one of the Neurodiversity Confer- ence videos available through Dyslexic Advantage

2e Newsletter • July/August 2016 17 www.2eNewsletter.com 2e News Schools

Reid Day School Big Minds Unschool Back to School Reid Day School (RDS), in Costa Mesa, California, Melanie Hayes’ Big Minds Unschool, in Pinole, Right, we know. It seems a little early to think is now an approved internship site for the educational California, will be involved in the creation of a docu- about that, even though we saw those words for the therapy program at the University of California, River- mentary film on twice-exceptional and gifted children. first time this season as we scanned news items for side. The film’s award-winning director, Marc Smolowitz, the blog and briefing just a few days ago. However: In addition, the school has added a new member describes himself this way: “At 42, I am decidedly a for our September issue we’d like to do an article on to the combined RDS/Summit Center team. (Summit social-issue filmmaker, committed to high-impact ways to get the new school year off to a good start for Center provides in-school services at RDS; see the storytelling about characters who change hearts and 2e kiddos. We’re betting that our resourceful, astute, school’s profile in the January/February, 2016, issue minds about important, often surprisingly universal and persistent readers have discovered some pretty of 2e Newsletter.) Nicole Messuri, MA, BCBA, LMFT, is issues.” He will observe and film select Big Minds’ good techniques, and if you’d like to share them we providing social skills instruction and counseling for families for the project during the coming year. can include the best tips in the article. Some potential students as well as counseling for RDS families. Find out more about Big Minds, which is currently examples: The RDS school year starts September 6th, and the accepting new students for the 2016-17 school year, • Writing an explanatory letter to the teacher (what school is currently enrolling new students. at www.bigmindsunschool.org. do you put in it that works?) • Meeting with the principal (how do you make it a FlexSchools Two New 2e-friendly Schools productive meeting?) The second location of the Fanwood, New Jersey, A parent in Austin, Texas, contacted us to let us • Implementing strategies/systems of various sorts. FlexSchool is scheduled to open this September in know about Ko School and Incubator. The parent Please share by email to editor@2eNewsletter. New Haven, Connecticut, under the direction of Heidi wrote, “In one short year, my son went from barely sur- com. Thanks! (And sorry to interrupt your summer.) 2e Molbak. The school will be located at 58 Trumbull, in viving to thriving. While Ko School does not exclusively the heart of the Yale campus. Molbak says that the lo- cater to 2e students, the small, multi-aged class sizes, cation was originally the home of Samuel Morse, inven- emotional/social learning included in the curriculum, Schools and Programs on Our Website tor of Morse code. The New Haven Register described and the school’s unique way of individualizing each the new school to its readers on July 18; see http:// child’s educational experience, allow many self-direct- As we find new 2e-friendly schools and programs, goo.gl/s91lIN. ed 2e students who fail in conventional school settings we list them on our website under “2e Resourc- Separately, the Fanwood FlexSchool location has to excel.” Find out more at http://koschool.org. es.” See www.2enewsletter.com/topic_resources_ been approved to take international students with A friend of the newsletter in Australia tells us that schools-programs.html, and please feel free to homestays and to grant F1 visas. Dara Village School for the gifted is scheduled to open suggest appropriate resources for others in the 2e in Adelaide, South Australia, at the beginning of 2017. community. She writes, “All teaching staff will have a master’s —The Publishers in teaching gifted students and with this specialized knowledge 2e students will be very welcome!” Find out more at www.daravillageschool.com.au.

2e Newsletter • July/August 2016 18 www.2eNewsletter.com 2e News In Case You Missed These Recent Items from the 2e Newsletter Blog and Briefing

TEMPLE GRANDIN IN THE CHICAGO AREA. On Wednes- WHAT’S FAPE? According to Disability Scoop, the U.S. the public school district. Two lower courts ruled the day, September 21, the Glenbard Parent Series will Supreme Court is considering hearing a FAPE case boy had received “some” educational benefit from the sponsor Temple Grandin in two free presentations, -- free and appropriate public education -- brought by public school, but the parents kept appealing. This is one at 3 p.m. and one at 7 p.m., titled “Different Not the parents of a boy with autism. The parents removed potentially a big deal for the 2e community. Read more Less.” Find out more at http://goo.gl/PysFtX. This the boy from public school in Colorado, enrolled him in at https://goo.gl/0Nq0zN. 2e series of presentations, for parents, students, and a private school, and then sought reimbursement from professionals, focuses on issues facing young people. Upcoming 2016 topics include coping strategies to regulate anxiety; motivating teens; breaking free of over-parenting; and developing executive functioning skills. Find out more on Facebook at https://goo.gl/ Spotlight on 2e Series: Booklets for Parents and Educators ooudoX . ► Parenting Your Twice-exceptional Child BEING YOU is the title of a documentary that Under- ► Understanding Your Twice-exceptional Student stood, in partnership with Roadtrip Nation, created to ► Writing and the 2e Learner: Issues and Strategies help young people with learning and attention issues gain perspective on what it means to go into adulthood ► The Gifted Child with Attention Deficit with those issues. The three young people who embark ► The Twice-exceptional Child with Asperger on a road trip carry an assortment of labels: ADHD, Syndrome dyslexia, dysgraphia, dyspraxia, and non-verbal learn- ► ing disorder. During the trip, they interview successful The Twice-exceptional Child with Dyslexia adults who have found fulfillment in spite of having ► Caring for the Mental Health of the those same issues. Find out more at the Understood Twice-exceptional Child website, https://goo.gl/3bd9La, where you can see the ► The Mythology of Learning: Understanding movie trailer, find out how to get access to the entire Common Myths about 2e Learners documentary, and download a “Being You” discussion Subscribers to 2e: Twice-Exceptional Newsletter guide. ► The 2e Reading Guide: Essential Books for receive discounts on Spotlight booklets. See Understanding the Twice-exceptional Child www.2enewsletter.com/topic_store_spotlight.html LANDMARK COLLEGE has awarded its first bachelor’s ► Guiding the Twice-Exceptional Child: degrees, the result of expanding from two-year to four- A Collection of Columns by Meredith Warshaw year programming. Landmark is a Vermont college catering to students with learning disabilities and other learning challenges. Find out more at http://goo.gl/ tpXSZW.

2e Newsletter • July/August 2016 19 www.2eNewsletter.com 2e Events

July is Purposeful Parenting August is Family Fun Month Nov 63rd Annual Convention of Month, according to Psychology 3-6 NAGC, Walt Disney World Today. Resort, Orlando, Florida. By the National Association for Gifted Aug Exercise with Your Children. More information at Jul National Parenting Gifted 2-8 Children Week www.nagc.org. 17-23 Children Week

Workshops on Personal- Aug Please note: For more state associa- ized Learning, Studio 11, 13 tion conferences relating to gifted- SENG Annual Confer- City, California. By the 2e Jul ness, see Hoagies’ website (www. ence, Colonial Wil- Center for Research and Professional 22-24 hoagiesgifted.org/conferences.htm). liamsburg, Virginia. By Development. More information at Supporting Emotional Needs of the www.bridges.edu/2e-center-personal- Gifted. More information at http:// ized-learning-workshops.html. sengifted.org/programs/conferences.

We Respectfully Request... 2015 SENG Conference September is Children’s Good Manners Month and Trau- ...that you honor the rights of authorship and matic Brain Injury Awareness copyright of 2e: Twice-Exceptional Newsletter and Month — take your pick! our contributors by refraining from posting PDF copies of our issues on websites viewable by those without a subscription to the newsletter. Likewise, copying, printing, and reproducing content from Sep AAEGT National Gifted the newsletter other than that defined as “fair use” 29-Oct 1 Conference, Sydney, under copyright law is illegal. We are happy to Australia. One theme/ arrange for permission for the reuse of individual strand on twice-exceptionality. articles in many circumstances, and we offer very More information at www.aaegt.net. reasonable rates on group subscriptions; please Edufest 2016, Boise, inquire. Thanks for subscribing! Jul au/?page_id=1156. 25-29 Idaho. Annual summer conference on gifted and talented education. More information at https://sites.google.com/site/ edufestbeta.

2e Newsletter • July/August 2016 20 www.2eNewsletter.com