Twice-Exceptional Newsletter 2May/June 2008 for Parents, Teachers and Professionals

TM Twice-Exceptional Newsletter 2May/June 2008 For parents, teachers and professionals. Issuee 28 Helping twice-exceptional children reach their potential. Featured in this Issue

Our focus in this issue – Obsessive-Compulsive Disorder (OCD)

The Challenge of Par- By Kathryn Wingrove Page A look at the gifted side, the OCD side, and enting and Educating a the combination. Followed by a Q&A primer 3 on OCD, a table of accommodations for stu- Quote Gifted Child with OCD dents with OCD, and OCD resources.

Fairness is not equal, Interview with Esther Find out about an innovative program at Page identical treatment; UCLA whereby students of medicine and law 11 Sinclair of UCLA advocate for children with special needs, in- rather fairness means cluding gifted and 2e children. that every student Conference Coverage: Couldn’t make the April AEGUS conference in Page receives what California? Find out what you missed. 14 he/she needs. AEGUS – Richard Lavoie Also Inside From the Publishers...... 2

News: State of Idaho Develops 2e Manual, Training...... 8

News: Colorado Springs Proclaims Twice-Exceptional Awareness Week...... 10 ! Book Review: Steve Curtis’ Understanding Your Child’s Puzzling Behavior...... 13 Resources: Summer Camp for Your Kid?...... 17

Resources: The Special Needs Project...... 18

Dr. Sylvia Rimm Counsels the Parent of a Disorganized, Distractible Boy...... 19

Bob Seney on Books: Rick Riordan’s The Titan’s Curse...... 20

Parents’ Perspective: Life in a Gifted and OCD Family...... 21

Brain Candy...... 22

Events...... 24 2e From the Publishers Welcome! Greetings from the publishers of 2e: Twice-Exceptional Newsletter. The focus of our May issue is obsessive-compulsive disorder (OCD). In our feature article, Kathryn Wingrove draws on her own parenting experiences to describe what happens when giftedness meets OCD. Leslie Packer looks at OCD in the classroom, providing a list of accommodations to consider. Then, in our Parents’ Perspective column, we see what life in an OCD family is like. Also in this issue, we bring you some articles that highlight the steps being taken in two states – Colorado and Idaho – to raise awareness of what twice exceptionality is and what 2e students need. There’s also an interview with educational psychologist Esther Sinclair and, in case you haven’t made plans yet, some information on and recommendations for summer camps. Along with our regular columns and features, you’ll find coverage of sessions from the 2008 AEGUS conference held last month in California. Plus, there’s a profile of an online book store that specializes in books and other materials related to special needs. We’d like to remind you to visit the subscriber-only area at www.2eNewsletter.com to access content from all past issues as well as content that didn’t make it into the bi-monthly newsletter. Plus, don’t forget our Del.icio.us page at http://del.icio.us/2enewsletter, where you can find hundreds of articles we’ve bookmarked on the topics of twice- exceptionality, giftedness, and LDs. As the school year draws to a close, we hope you’ll remember a favorite teacher or administrator with a gift subscription to 2e: Twice-Exceptional Newsletter. And we wish all of you in the northern hemisphere a wonderful summer! – Linda Neumann and Mark Bade Glen Ellyn Media

2e: Twice-Exceptional Newsletter is a bi-monthly publication about twice-exceptional children, children who are gifted and who have LDs – learning difficulties that go by many names, including learning disabilities, learning disorders, and just plain learning differences. Our goal is to promote a holistic view of the 2e child – not just the high IQ, or the quirkiness, or the disabilities, but the child as a whole person. Comments and suggestions are always welcome by phone, fax, or e-mail.

2e: Twice-Exceptional Newsletter is published bi-monthly in January, March, May, July, September, and November. The cost for a one-year electronic subscription is $30. Contact us for group and institutional rates. Send changes of address to [email protected] or by mail to 2e: Twice-Exceptional Newsletter, PO Box 582, Glen Ellyn, IL 60138-0582.

Linda Neumann, Editor; Mark Bade, Business Manager. Phone: 630.293.6798; Fax: 630.344.1332. Web: www.2eNewsletter.com. E-mail: [email protected].

Editorial Board: Susan Assouline, EdS, PhD; Susan Baum, PhD; Kathi Kearney, MA Ed; Deirdre Lovecky, PhD; Marlo Payne Rice, MS; Linda Kreger Silverman, PhD; Joan Franklin Smutny, MA; Meredith Warshaw, MSS, MA.

The contents of 2e Newsletter are not intended to constitute medical or clinical advice, which should be obtained from a licensed practitioner. The use of information from 2e Newsletter for commercial purposes is prohibited without consent in writing from Glen Ellyn Media. Copyright © 2008 by Glen Ellyn Media, unless otherwise noted. The yellow and red 2e logo on blue is a trademark of Glen Ellyn Media.

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2e Newsletter • May/June 2008 www.2eNewsletter.com 2e Featured Topic The Challenges of Parenting and Educating a Gifted Child with OCD By Kathryn Wingrove so smart, they cannot function in a normal environment at home or school. For example, they tend to be highly Parenting a gifted (higher than normal IQ) child is self-critical and perfectionistic, which can lead them to difficult enough, but parenting a gifted child who has ob- think they are not intelligent at all. This low-self esteem sessive-compulsive disorder (OCD) can be overwhelming. can often lead gifted children to say they wish they were One reason is the lack of information about this combina- as smart as their peers, when actually they are far more tion. There is information to be found about giftedness, intelligent. In addition, gifted children think “outside of the and there is information to be found about OCD. The two box” and, in fact, stop thriving if they are forced to function combined in one child is referred to as twice exceptional, and think within the box. They also have a great need to or 2e. However, this broad term also includes children with satisfy their own curiosities and often to do it indepen- AD/HD, autism, learning disabilities, and a wide spectrum dently, giving them a strong desire to control their environ- of other challenges, each with its own set of struggles. ment. Confronted with this set of characteristics, parents When these challenges are all lumped together, parents of gifted children are often left feeling that they don’t un- are often misinformed and left feeling very alone in their derstand their child. efforts to become well informed. What parents truly need is an understanding of both sides of their child and how Understanding the OCD Side they can best help their child in the area of struggle with- First, we’ll look at some characteristics of OCD that out doing damage to the gift. are similar to those of giftedness and then look at others that are in direct opposition to giftedness. Like gifted Understanding the Gifted Side children, those with OCD have difficulty socializing with Important for parents of 2e children is understanding their age mates. They fear that their “quirks” will be dis- the characteristics that make up a gifted child’s personal- covered and made fun of. They, too, have a strong drive ity. Many gifted children lack mental challenge, which robs toward perfection; and when it’s not attained, their anxiety them of the motivation to start and finish tasks. Memori- increases. Children with OCD are often highly emotional zation and repetition in instruction, which the gifted child and tend to have emotional outbursts due to the stress of just can’t stand, often lead to academic frustration and feeling anxious. can cause a gifted child to give up. Gifted children can Like gifted children, those with OCD may do poorly even fall behind their nongifted classmates academically, academically. Their compulsions can get in the way of although their brain power is far more advanced. completing assignments or paying attention to instruction. Asynchronous (uneven) development is common Low self-esteem is also a problem for OCD children be- among gifted children. For instance, a third-grade gifted cause they know that they are different from their peers. child might be performing academically on a seventh- Finally, obsessive-compulsive children have a strong need grade level, but the child is still a third-grader emotionally. to try to control their environment. They seek to have con- This gap between a child’s intellectual and emotional trol because inside their head everything is spinning out of development may be larger in some children and smaller control. in others. Often, it leads to extreme sensitivity and leaves Now for the traits that are directly opposite those gifted children prone to uncontrollable emotional out- of the gifted child. OCD children love repetition; in fact, bursts. Asynchronous development often causes problems they have a strong desire for it. Repetition is their means socially as well as emotionally. Gifted children can find it of control. This need is so strong that it interrupts their hard to relate to their age peers, often feeling more com- ability to function in their daily lives. OCD children like to fortable with adults. However, adults still view them as be inside a mental box; it’s a safe place to be. However, children. As a result, these kids may feel as if they don’t because their brains are constantly jumping outside of the “fit” anywhere. box, they experience extreme mental stress and anxiety. Gifted children have some other characteristics as Furthermore, unlike those who are well that lead parents to wonder why, if these kids are gifted, children with OCD are not explor-

2e Newsletter • May/June 2008 www.2eNewsletter.com 2e Featured Topic The Challenges of Parenting and Educating, continued

ers. New and unknown things are deemed unsafe and their compulsions before they start. By exposure to what bring about stress and anxiety. OCD children are often so causes them anxiety and limiting the ability to perform the mentally exhausted from their worries that they are over- compulsion, the child recognizes that there is nothing to whelmed by school and learning. At home, their parents fear. The drawback of CBT is that it takes time and may may see their compulsions as behavioral problems and not be possible to do with a very young child. However, not understand the underlying obsessive anxiety that con- unlike with medication, there is no dulling of the brain trols their child’s brain. with CBT. In fact, it sharpens the brain’s thinking skills. The therapy gives children a feeling of empowerment and What Happens When the Two Sides Come Together helps increase their self-esteem. CBT can be highly ef- When the two sets of characteristics are combined, fective with gifted children, who mentally are very able to chaos sets up existence in a gifted OCD child’s head. participate in their own treatment and understand what While some of the combined characteristics feed and needs to be done and why. compliment one another, others are in constant battle for A child psychiatrist can help parents decide which of control. This chaos leads to all sorts of personality and the two treatment approaches, individually or combined, behavioral problems. would be best. It’s important to find a doctor who un- In a traditional school setting, these children tend to derstands gifted children and has experience with OCD. do poorly academically. In general, they are extremely sen- Often, child psychiatrists have little experience with one or sitive and often have emotional outbursts. They are per- the other, and a lack of experience can lead to misdiagno- fectionistic and highly self-critical, exhibiting tremendously sis and incorrect treatment. low self-esteem. They have trouble in social situations and Finding the right educational environment for a gifted are often unable to get on well with their age mates. child with OCD can be difficult. Public schools may be able For gifted children with OCD, controlling their environ- to offer the child special gifted classes or grade advancement is a strong desire, even a need. Inside their brain is ment. While these options can work, they can also have a battle over whether to choose the comfort and safety of some drawbacks. If the special gifted classes are pullout staying in the box, or to explore the exciting world of learn- classes, leaving the classroom can make children feel ing outside the box. Part of the child is very curious and even more different than they already feel. Also, pullout wants to explore, while the other part screams that it may gifted classes are often for only a few hours a week and not be safe. Therefore, these children are in constant con- may not offer enough challenge, increasing stress and flict with their own hatred of repetition and their very need the OCD. The stress of grade advancement as well may for repetition and routine. Half of their brain feels no chal- increase the child’s OCD challenges. lenge, while the other half feels completely overwhelmed. Private schools may offer an alternative for the gifted There are two main methods for treatment of this child with OCD. However, many private schools lack either chaos: medication and cognitive behavior therapy (CBT). the resources to provide the extra stimulation that the Having a child psychiatrist involved in your child’s treat- gifted side of the child needs or the extra push that the ment is highly recommended. OCD side of the child may need. Medication has both its drawbacks and benefits. Be- With homeschooling, the child may find both the cause most of the medications used to treat OCD were not challenge needed and a decrease in stress. However, developed for children under 12, it takes time to find out homeschooling may make it hard to determine whether which medication works best for a child. Plus, there are the anxiety is being controlled by the child or the source side effects. The medication has the potential to dull the of the anxiety is just removed. It’s also time consuming on brain’s thinking power. However, medication has its good the part of the parent doing the teaching. points as well. It’s quicker than other methods of treat- In the end, there is no right choice for educating a ing OCD, and it tends to be consistent. For cases of OCD gifted child with OCD. Parents need to weigh the options where the compulsions are harmful to the child, medica- available and choose what they think is best for their in- tion may be the best way to start treatment. dividual child and family, and where they think the child The other form of treatment, cognitive behavior thera- will thrive. Understanding their gifted OCD py, teaches children to recognize their anxieties and stop children and knowing the steps they can 2e Newsletter • May/June 2008 www.2eNewsletter.com 2e Featured Topic Understanding OCD in Children Q: What is obsessive-compulsive disorder (OCD)? determine whether the symptoms are due to an anxiety A: It’s an anxiety disorder that affects two to three percent disorder, another medical condition, or both. If the diag- of children and adolescents in the United States. nosis includes an anxiety disorder, the next step is usually seeing a mental health professional, preferably one who can prescribe medication if necessary. Q: What are the characteristics of the disorder?

A: People with OCD have recurrent, unwanted thoughts Q: How does OCD affect children? (obsessions), repetitive behaviors (compulsions), or both. A The obsessions cause feelings of anxiety and, to control : Untreated OCD can make it hard for children to com- these feelings, the person may perform certain actions, plete their schoolwork or do their household chores be- or rituals. However, according to the National Institute of cause it often takes up a considerable amount of their Mental Health, instead of controlling the anxiety, the ritu- time and energy. It can also lead to teasing and embar- als often end up controlling the person. rassment, damaging the child’s self-esteem.

Q Q: What are some examples of obsessions and compul- : Is there a cure for OCD? sions? A: There is currently no cure, but there are treatment ap- A: Common obsessions and compulsions include: fear proaches that often prove successful in controlling OCD. of dirt or germs that leads a person to repeatedly wash Two of them, which may be used separately or in combina- hands, bathe, or brush teeth; and worry that a task has tion, are medication and exposure-based psychotherapy, been done poorly or left undone, leading to constant in which people face situations that cause fear or anxiety checking such as checking homework over and over and learn to become less sensitive to them. In addition, instead of turning it in. Other common rituals are touch- stress management techniques and meditation can be ing things, especially in a particular sequence; counting helpful in calming people with OCD. things; or continuously seeking reassurance by asking the A new treatment currently being investigated for OCD is same question repeatedly, even after receiving an answer. deep brain stimulation. With this treatment, electrodes implanted within the brain deliver electrical impulses to Q: Who gets OCD and why? block the brain signals that cause the OCD symptoms. A: It occurs about equally in males and females, often be- Q ginning in childhood, adolescence, or early adulthood. The : Are other illnesses or disorders associated with OCD in two most common times for OCD to appear are between children? the ages of 10 and 12 and then in the 20s to early 30s. A: Children with OCD seem more likely to have additional Research results indicate that it might run in families. diagnoses that may include: depression, Tourette’s Syn- Q: How is OCD diagnosed? drome, AD/HD, oppositional defiant disorder, an eating disorder, or a learning disability such as dyslexia. 2e A: A good first step is to see a family physician who can

The Challenges of Parenting and Educating, continued take to help them reach their full potential can only lead • Whitmore, J.R. (1980). Giftedness, Conflict, and parents in one direction – to healing and peace in their Underachievement. New York: Allyn & Bacon. lives and the lives of their children. • My personal struggle through my child's journey to healing Author’s note: Sources for this article include: • Gatto, John Taylor (2002). Dumbing Us Down: The Kathryn Wingrove is a professional artist and the parent Hidden Curriculum of Compulsory Schooling. Gabriola of two children, a gifted 9-year-old and a 12-month-old. 2e Island, BC, Canada: New Society Publishers.

2e Newsletter • May/June 2008 www.2eNewsletter.com 2e Featured Topic Accommodations for Students with OCD

Adapted with permission from “Tips for Accommodating Students with Obsessive-Compulsive Disorder,” by Leslie E. Packer, PhD, (www.schoolbehavior.com/Files/tips_ocd.pdf)

Type of For Explanation Accommodation Allowing more time Students with vari- Students with OCD may need additional time to complete tasks and ous types of rituals tests. They may lose time to rituals (both those you can see and those you can’t, such as counting in their head) or to obsessive thinking (such as, “I’m worried that I’ll come home and find my dog dead.”) The educational team, in collaboration with the student, parents, and outside treating professionals, should determine how to handle late assignments. Offering test-taking Students with vari- Options may include offering an alternate testing location, breaks dur- flexibility ous types of rituals ing testing, or administering the test orally. Limiting handwritten Students with com- Common compulsive writing rituals include dotting i’s in a particular work pulsive writing rituals way, retracing particular letters, counting certain letters or words, having to completely blacken response circles on test forms, and erasing and rewriting work until it looks perfect. If the student’s compulsions are not triggered by keyboarding, let the student use a keyboard to take notes. Other options are letting the student record lectures or giving the student lecture notes. Limiting reading Students with com- Breaking reading assignments into chunks may be helpful. If read- pulsive reading ing rituals and intrusive thoughts are severe, consider using recorded rituals books or recording the material for the student yourself. Limiting reworking Students with Check with parents to see if the student stays up all night working and perfectionistic traits reworking an assignment. If so, consider having the student turn in work in at the end of the school day instead of doing it as homework. Also, avoid reinforcing the problem by complimenting the student’s “perfect” work. Refocusing and Students with vari- Ask the student if gentle refocusing and redirection would be wel- redirecting ous types of rituals comed. Working together, you can find out which techniques help your student and which may trigger emotional responses. Remember that it’s extremely difficult, if not impossible, for the child to interrupt a ritual once it has begun. Reducing triggers Students with vari- If possible, reduce triggers to compulsive rituals. For example, if you ous types of rituals know that the sight of a pencil sharpener causes a student engage in a ritual, try placing the sharpener out of sight.

Minimizing peer Students with vari- Be alert to teasing or harassment associated with compulsive rituals. problems ous types of rituals If the student is being ridiculed, you might conduct a peer education program on OCD. Two films to consider using are “The Touching Tree” (www.ocdawareness.com/pages.cfm?ID=39) and “In the Shoes of Christopher” (www.ocdawareness.com/pages.cfm?ID=38).

2e Newsletter • May/June 2008 www.2eNewsletter.com 2e Featured Topic Resources for Dealing with OCD

Websites for General Information Books for Adults • www.massgeneral.org/schoolpsychiatry/info_ocd.asp • Brain Lock: Free Yourself from Obsessive-Compulsive • www.ocfoundation.org/UserFiles/File/Questions-An- Behavior, by Beverly Beyette and Jeffrey Schwartz swers-OCD-In-Children-Adolescents.pdf • Freeing Your Child from Obsessive-Compulsive Disor- • www.schoolbehavior.com/conditions_ocdoverview. der: A Powerful, Practical Program for Parents of Chil- htm dren and Adolescents, by Tamar E. Chansky • Obsessive-Compulsive Disorder, by Mitzi Waltz A Website For Teens and Young Adults with OCD • Obsessive Compulsive Disorder: New Help for the • www.ocfoundation.org/organizedchaos Family, by Herbert Gravitz • Teaching the Tiger: A Handbook for Individuals In- An Article on Gifted Children with OCD volved in the Education of Students with Attention • www.associatedcontent.com/article/527425/gifted_ Deficit Disorders, Tourette Syndrome or Obsessive- children_with_ocd_and_the_challenges.html Compulsive Disorder, by Marilyn P. Dornbush and Sheryl K. Pruitt Articles on OCD from NYU Child Study Center • www.aboutourkids.org/articles/about_obsessive_ Books for Kids, Nonfiction compulsive_disorder_ocd • Blink, Blink, Clop, Clop: Why Do We Do Things We • www.aboutourkids.org/families/disorders_treat- Can't Stop? by E. Katia Moritz, Jennifer Jablonsky, and ments/az_disorder_guide/obsessive_compulsive_dis- Rick Geary order • Talking Back to OCD, by John S. March • www.aboutourkids.org/files/articles/may_jun.pdf • Up and Down the Worry Hill: A Children's Book about Obsessive-Compulsive Disorder and its Treatment, by Free Booklet for Parents and Free Brochure for Aureen Pinto Wagner and Paul A. Jutton Pre-teens and Teens • What to Do When Your Brain Gets Stuck: A Kid's • www.ocfchicago.org/inthenews.php?articleid=158 Guide to Overcoming OCD, by Dawn Huebner

Email Discussion Groups for Parents of Children with Books for Kids, Fiction OCD • Kissing Doorknobs, by Terry Spencer Hesser (For a • www.childrensdisabilities.info/OCD/groups-OCD-child. review of this book, see the June, 2004, issue of 2e htm Newsletter.) • Not as Crazy as I Seem, by George Harrar 2e

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2e Newsletter • May/June 2008 www.2eNewsletter.com 2e N e w s State of Idaho Develops 2e Manual, Training

By J. Mark Bade In the course of her own research, Clifford says, “I ran across the name Daphne Pereles. I saw that she and The Idaho State Department of Education is funding some of her peers in the Denver [Colorado] area were do- and participating in the development of a resource guide ing things that I wanted to see done here. I began bugging for those in the state who teach, raise, and counsel twice- Daphne with emails off and on over the years.” exceptional students, according to Val Schorzman, Gifted/ But for all her efforts, Clifford had a problem. “It Talented Coordinator for the Department. seemed that no one with ‘power’ really knew or had Currently in draft form, the guide will be finalized and enough interest in twice exceptional to plow forward with then used in training beginning in the fall of 2008. Major any kind of program,” she says. topics included in the document are: Then came the serendipitous conversation among • A definition of twice-exceptional Clifford, Hoffman, and Schorzman at a PAGE (Parent Advo- • Characteristics of twice-exceptional students cates for Gifted Education) meeting. Schorzman, accord- • The law and twice-exceptional students, based on ing to Hoffman, liked the idea of a state-wide manual. special education law, the Idaho state mandate for Schorzman found funding for the project, a commit- gifted education, and 504 considerations tee was formed, and Pereles was invited to talk about the • Information about different areas of twice- work done in Colorado. exceptionality. Pereles’ efforts to train others about twice-exceptional The working title of the guide is Twice-Exceptional: students had started early in the decade at the Cherry Students Who Are Gifted with Creek school district in the Denver area. There, a note- Challenges or Disabilities. book of resources and a few symposiums on the topic de- The project was prompted about veloped into grant-funded training of school teams. Even- a year ago, according to Schorzman, tually, Pereles says, she was “getting calls [for training] by two Idaho parents prominent in 2e from all over the state.” Pereles now works for the advocacy. Colorado Department of Education. [The ground- “Stephanie Hoffman and Therese breaking work by Pereles and others in Clifford were telling me about the won- Colorado will be covered in a future derful manual and training Colorado article in 2e Newsletter.] has on 2e,” says Schorzman, “and won- Educator Lois Baldwin, a consul- dered why Idaho couldn’t do the same.” tant to the Idaho group who was also Hoffman’s personal concern was involved with Pereles’ work in Colo- that she didn’t think there was enough rado, describes the Idaho committee awareness among school personnel of as “a terrific cadre of people with di- twice-exceptional children. “Generally, re- verse backgrounds and experience sponding to the needs of the 2e population in Idaho is hit – parents, classroom teachers, psychologists, college or miss,” she says. “Even though the laws are the same professors, special education and gifted coordinators and throughout the state, it depends on the building principal directors, and state education directors – to discuss and and the staff in that building as to the response you get decide what is important and what will go into the manual. concerning your request for services.” Everyone has a voice in this manual because it reflects Clifford’s motivation: “Every day I can’t help but think the ideas of all members of the group, including me, their about the 2e students who have gone unrecognized who 2e expert.” really should be identified and supported in taking their “What a group!” Schorzman says. “Let’s just say that uncanny potential to new levels.” when you get a room full of really passionate people, there Clifford had long been advocating for some type of 2e is a lot of healthy discussion.” awareness program. Conversations with those who taught Hoffman is encouraged by finding some people at the or counseled special populations led her to the belief that state level who “get it” – who believe that regular classroom teachers lack the training necessary to a student can be gifted and have learning identify potential 2e students. challenges at the same time -- and who 2e Newsletter • May/June 2008 www.2eNewsletter.com 2e N e w s State of Idaho, continued want to do something about it. “Thus,” says Hoffman, “the know-how, resources, and heart to do something about it manual.” in a big way.” When the manual is completed, it will be available One of those people, presumably, is the Gifted/Tal- online and in print and CD form. Says Schorzman, “I think ented Coordinator for the Idaho State Department of Edu- our manual will be a much-needed resource for districts, cation. Hoffman says, “I commend Val Schorzman for her parents, school psychs, and others.” commitment and dedication to this project.” The strategy for rolling out training based on the As the manual nears completion and training is manual involves presenting to teams from school districts, scheduled, hopes among the group run high. using mentors/coaches, and doing follow-up trainings. “This is not just another project,” says Baldwin, “it is The plan is to link 2e-relevant training with training on RTI ground-breaking material that will be shared with educa- – Response to Intervention. Aligning the manual with RTI tional professionals all over the state.” regulations is a key element, according to Baldwin. [For an Clifford has her own vision. “It is my hope,” she says, explanation of RTI, see the September, 2007 issue of 2e “that once this manual is finished and training is in place, Newsletter.] one will be able to walk into any school in this state and “Imagine the number of educators who could be use the term twice exceptional, and every person in that reached and the number of students who would be building will know exactly what that means.” touched when this is implemented!” Hoffman enthuses. “A Twice-exceptional awareness and 2e advocacy aren’t shift in education would take place whereby truly all chil- just Idaho issues or Colorado issues, of course. “I think dren would be learning to their potential!” the process is important for all states, says Baldwin. “It Those thinking of mounting similar efforts in other acknowledges the educational rights, needs, and issues states may benefit from the Idaho group’s experience. of the gifted child with learning and emotional challenges. Clifford says, “I have never had trouble finding people who Then, it looks at how to address those needs and con- quickly grasp the idea that we are experiencing great loss cerns. It forces the educational system to think outside of by ignoring a certain population of kids out there. The the box and to look at each child as a unique and special trick is finding the people who have the guts, intuition, individual.” 2e

An Invitation to SENG’s 25th Anniversary Conference

By Linda C. Neumann, 2e Newsletter Editor and and breakout sessions, children’s and teens’ programs, Member of the SENG Board of Directors a continuing education program for medical and counsel- ing professionals, plus training for those who want to run SENG (Supporting Emotional Needs of the Gifted) is SENG Model Parent Groups (support groups that meet planning a celebration and you’re invited! The event is in regularly to discuss gifted children’s social/emotional honor of the organization’s 25th anniversary and takes needs and parenting issues). New for this conference are place in Salt Lake City, Utah, from July 18 through 20. the SENG Institute advanced-level sessions, pre-confer- Each year SENG holds a conference for parents, edu- ence workshops, and an educator’s strand. cators, mental health professionals, and others who rec- Unique this year is the 25th anniversary gala – a ognize the special needs of gifted people, especially gifted social hour and dinner to honor those who have been children. SENG executive director Amy Price describes the instrumental to SENG since its founding. All of us on the annual conference as “truly a social and emotional experi- SENG Board of Directors hope you’ll join us in marking this ence for all who attend.” The reason, she explains, is “the milestone event. unique accessibility to experts” that the conference provides. Plus, she adds, there’s the “shared excitement and For more information on the SENG conference and to reg- relief of meeting other guests with common experiences.” ister, please visit www.sengifted.org/conference_about. As in the past, this year’s conference offers keynote shtml. 2e

2e Newsletter • May/June 2008 www.2eNewsletter.com 2e N e w s Twice-Exceptional Awareness Week Got a cause? There’s probably been a month, a week, April 14-18, 2008. or a day declared for it – like National Heart Month, for On April 15, as part of the designated week, Busby example. Now, thanks to Beth Busby, the city of Colorado and her district hosted “Kids Speak Out,” a night for Springs has “Twice-Exceptional Awareness Week.” educators, parents, and students to learn about the edu- Busby is an in-house 2e consultant for Colorado cational experiences of twice-exceptional students. Ac- Springs School District 11. At the beginning of the current cording to Busby, over 120 people attended to hear nine school year, she and a colleague, a gifted ed facilitator, twice-exceptional students speak out about the range of formulated an action plan to increase awareness of twice different twice-exceptionalities – Asperger’s, AD/HD, dys- exceptionalities. The two are part of a 2e “cohort” in the lexia, dysgraphia, mood disorders, and more. district with an interest in the issues faced by twice-excep- Busby publicized the event through her district and tional students. The plan was both idealistic and practical. through the regional BOCES (Board of Cooperative Edu- With increased awareness, reasoned Busby and her col- cational Services). Service providers and support groups league, would come increased funding and resources. in the community also spread the word. The Colorado The goal was to have a month, a week, or even a day Springs Gazette interviewed Busby and some of the 2e designated to provide “Kids Speak Out” recognition to twice-ex- presenters and ran a ceptional children and story with a big photo. their school issues. [To find the article, go The cohort wanted to www.gazette.com

this designation to Greg Busby Photo: and search for “Beth occur in the spring to Busby.”] coincide with an event Busby’s advice for that Busby had already those planning a simi- planned. lar awareness week: Using advice from 1. Have your “where- a judge who is part of as” clauses in order. the 2e cohort, Busby 2. Make a personal assembled the proper connection with city “whereas” clauses government. into a proclamation 3. Plan an event and presented it to during the designated the office of the mayor week. of Colorado Springs, Lionel Rivera, who signed it. Presto: Twice-Exceptional Awareness Week in Colorado Springs, Readers may contact Busby at [email protected]. 2e

WHEREAS children” are at risk academically, , “twice-exceptional Twice Exceptional Awareness Week socially, emotionally, and psycho logically; and April 14-18, 2008

City of Colorado Springs, Colorado WHEREAS - IN WITNESS THEREOF, tional children” are under-iden I have hereunto set my hand , “twice-excep Proclamationtified, underserved, overlooked and sause the Great Seal of and misunderstood in education- the City of Colorado Springs - and society; and to be affixed this 14th day of - - , “twice-excep , there is a need to April, 2008. WHEREAS WHEREAS tional children” are consid reaise awareness and improve school and societal conditions for ered to be both gifted and Lionel Rivera, Mayor challenged; and “twice-exceptional children”;

2e Newsletter • May/June 2008 10 www.2eNewsletter.com 2e I n t e r v i e w Training Medical and Law Students in Educational Advocacy Esther Sinclair Esther Sinclair, PhD, is a licensed educational who otherwise wouldn’t get them. Many of our graduates psychologist and a faculty member at UCLA. Her area go into special education law, representing children and of specialty is advocating for appropriate education for families. children with special needs, including gifted and twice- exceptional children. At UCLA she heads the Learning Q: Would you say that this training changes the way Disability Clinic and the Educational Consultation and psychiatrists practice – perhaps shifting their focus away Advocacy program. Following is an edited telephone from just medicating patients to trying to change the conversation 2e Newsletter had with Dr. Sinclair about educational environment? her work. A: I think it very definitely changes how psychiatrists think.

Q: Can you describe your background and how you Q: What is a typical situation in which the Advocacy Center become interested in working with gifted and twice- would become involved? exceptional children? A: Parents often come in when the school district refuses A: It’s been a long-time research interest of mine, for the to give a child an IEP, or the child isn’t making adequate past 30 years. My training is in educational psychology. progress with the current IEP. There’s no reason for a When I started in the field, people believed that gifted school district to acquiesce. The system is built on the children didn’t have any sorts of learning problems. I saw assumption that most people will accept no from the that they existed, and that these kids needed special school district. planning in terms of education. No one was doing that. So the parents need help advocating. Most lack the Q: How did you refer to these children, as gifted/LD? resources to do the fight themselves. Plus, getting these issues resolved in a timely manner is very important and, A : I’ve always referred to them as very bright kids who unfortunately, the system isn’t timely. have “glitches.” They’re not just learning disabilities. They could be other issues such as behavioral or social Q: What’s your approach to dealing with a school system? issues, but they’re issues that are significant enough that one has to take them into consideration in planning the A: We try to help them understand that it is possible to educational future of these children. have learning, emotional, or behavior issues and still be gifted and that taking a cookie-cutter approach to these Q: You are the director of an interdisciplinary program children won’t work – it’s not “one size fits all.” that teaches law and medical students how to provide educational advocacy on behalf of children with learning Q: Can you give me some examples of the types of things disabilities and other special needs. Where did the idea an advocate might recommend for a 2e student? for this program come from? A: It’s important to determine if a 2e youngster requires A: It was my idea. At UCLA, we’ve been doing educational accommodations or modifications to “even the playing evaluations of children for decades, but it became field” or if the child needs special education services. The apparent that this wasn’t enough. The families needed special education scenario involves formal assessments help advocating to get better programs for their kids. No and is much more difficult to access. universities were doing this, and I don’t think any others More common 2e presentations include AD/HD, are doing it now. We’ve been in existence for six years. processing deficits, and mild learning disability, In our program, medical and law students work on particularly writing problems. Take AD/HD, for example. current cases with ongoing supervision. They learn how to Recommendations could include time management, identify the legal and educational issues of a case, how to organization skills, study skills, note taking, preferential generate options for the clients, and how to advocate on seating, extended test time, and alternate test formats. their behalf. We have gotten lots of services for families

2e Newsletter • May/June 2008 11 www.2eNewsletter.com 2e I n t e r v i e w Esther Sinclair, continued

Q: Are you successful at reaching agreement, or do these Q: What advice would you give parents in advocating for issues end up in court? their 2e children? A: Litigation is not the way to go; it’s so labor intensive. A: Address self-esteem first. Most successful students are Often writing a letter to the school district explaining the risk takers. If your self-esteem is on the line, you won’t be issues in plain English accomplishes what’s needed. a risk taker. Many districts operate on the premise that most parents won’t fight; and when it looks like the parents are willing Q: How has RTI (Response to Intervention) changed the to take it all the way, the top administrators in the district picture for parents who are seeking services for their get involved and ask, “Is this a fight we really want?” Also, children? once you have the fire power of UCLA behind you, it ends A: No one really knows what RTI is. At this point, it’s a well. buzzword. It remains to be seen what effect RTI will have.

Q: Do you think that advocating for twice-exceptional To read more about Esther Sinclair, see these articles: students presents special challenges? • Tips for Parents: Educational Advocacy: http://www. A: Yes. One problem is that many educators don’t geniusdenied.com/articles/Record.aspx?NavID=13_ understand that you can be both very bright and have 0,13_0&rid=13962 the glitches we’ve been talking about. So you have to • An Exclusive Interview with Dr. Esther Sinclair: http:// demonstrate the impact of the disability on the child. www.gt-cybersource.org/Record.aspx?NavID=2_ Another problem is that parents often expect their kids 0&rid=14159 to be great at all things. So you have to get rid of the To find out more about the Educational Advocacy Clinic, expectation that the child can perform at the same level in visit this page on the UCLA website: www.law.ucla.edu/ all areas. home/index.asp?page=1110. 2e

From Glen Ellyn Media Perfect for those new to the “2e experience.”

Information and Information and resources to help resources to help parents understand, teachers identify and support, and raise teach 2e students. a 2e child.

For more information about the booklets, including tables of contents, or to order one or both booklets, see www.2eNewsletter.com.

For 2e Newsletter subscribers, one booklet is $11, both are $20, plus postage. Non-subscribers pay $12.95 for one, $22 for both, plus postage.

2e Newsletter • May/June 2008 12 www.2eNewsletter.com 2e Book Review Understanding Your Child’s Puzzling Behavior: A Guide for Parents of Children with Behavioral, Social, and Learning Challenges

By Steven E. Curtis, PhD take place and formu- Reviewed by Linda C. Neumann late possible reasons. 3. Investigate the causal In his new book, Understanding Your Child’s Puz- factors. Rule out pos- zling Behavior, licensed child clinical psychologist Steven sible causes of the be- Curtis issues this caution: Be wary of quick answers and havior such as medical quick fixes when looking for the cause of a child’s puzzling or developmental is- behavior. The book is a guide for parents to turn to when sues or other contribut- they want to know “Is my kid just being a kid, or is there a ing causes. problem here that requires professional help?” 4. Profile development Curtis wants readers to understand that “There are and planning. Develop so many reasons for puzzling behavior that it is even dif- a profile of the child’s ficult for seasoned professionals to figure children out and strengths and weak- understand their behavior.” So what can a parent do? Ac- nesses and develop a cording to Curtis, the answer is to take a methodical ap- plan to address both. proach both to understanding the child’s behavior and, if 5. Plan implementation and evaluation. Put the plan into necessary, to dealing with it. effect and evaluate the results. In the first part of the book, Curtis defines what he For each step, Curtis provides sample forms to use means by “puzzling behavior.” This term, chosen care- and activities to help readers complete the tasks that fully, uses the word puzzling instead of a more value-laden make up the step. He then provides a sample scenario term like problem or abnormal to describe the behavior. in which all of the forms have been completed for a boy According to Curtis, his chosen word “helps to postpone thought to have Asperger Syndrome. The scenario shows judgment about the presence, or lack of presence, of a that, as a result of following this five-step process, other disorder until more investigation is conducted.” explanations for the boy’s behavior became apparent. Curtis explains that many types of behavior might be The last section of the book discusses when to categorized as puzzling. For example, there are the behav- seek professional help and which professionals to see. iors that he says psychiatrists see most often: non-compli- Included is a chart showing “who to visit first.” It lists pro- ance with requests; overly excited behavior; attention or fessionals by type, such as developmental pediatrician, learning difficulties at school; delayed socialization with neuropsychologist, and educational therapist; and it gives others; and angry, disruptive behavior. In addition, there the education and training each has, what their focus is, are the behaviors that, according to Curtis, “can also per- and websites for related professional associations. Read- tain to concerns of low self-esteem, anxiety, depression, or ers will find a resource listing, a glossary, and an index. some type of sensory issue.” Faced with behavior in their children that they don’t Parents confronted with these puzzling behaviors can understand, parents can easily become overwhelmed. feel confounded. The reasons for the behaviors and the They often find themselves having to select and put their needs they indicate are not always clear, the main reason faith in professionals they know little about, make deci- why parents might turn to professionals. sions based on information they don’t understand, and What happens when parents seek professional help is try to remain calm when they’re frightened about what the subject of the second part of the book. Curtis presents might be wrong with their children. Armed with a tool, a five-step method that parents, teachers, and others can such as this guide that Steven Curtis has created, parents use to view a child’s behavior more objectively: can gain a greater sense of control and play a more ac- 1. Clarify concerns. Observe the child’s behaviors to de- tive role in uncovering the cause of the children’s puzzling termine which are of greatest concern. behavior. Having this type of information can enable them 2. Do a functional behavioral assessment. Identify to function as partners and make informed choices about where, when, and how often the behaviors of concern their children’s future. 2e

2e Newsletter • May/June 2008 13 www.2eNewsletter.com 2e AEGUS Conference Coverage AEGUS 2008 in California: April 4th – 6th The Association for the Education of Gifted Underachieving Students (AEGUS) sponsored their annual conference at the Universal City Hilton (see the p