Twice-Exceptionale 2March/April 2006 Newsletter Issuee 15 for Parents, Teachers and Professionals

TM 2 Twice-Exceptionale 2March/April 2006 Newsletter Issuee 15 For parents, teachers and professionals. Price US$8 Helping twice-exceptional children reach their potential. The Gifted Visual-Spatial Learner I Think in Pictures, You Teach in Words Quote …[W]e should be more By Lesley Sword concerned with results My introduction to visual-spatial learning tory-sequential processing. They are often than with trying to get was a walk around the Melbourne zoo with Linda not identified as gifted, and they struggle at everyone to learn things Silverman many years ago. She handed me an school because neither their intelligence nor article she’d written and said, “Here, you may their unique learning style is recognized. in the same way…. In be interested in this.” Three months later I saw This article will concentrate on the second some cases, the con- my first gifted visual-spatial learner (VSL) and I type, the gifted VLSs who are “at risk” in the ventional educational learned a lot from him. Since then, I have worked school environment unless their learning style is system may eliminate and studied with Linda in Denver and have seen identified and appropriate modifications made to over 400 such children and adults. Gifted VSLs learning and teaching practices. many of those who have keep coming to see me and I am still learning. the greatest high-level Dr Linda Silverman, the pioneer of the visual- Identification talents, especially when spatial learner concept, identifies two types of The visual-spatial style appears to be heredi- these talents are pre- gifted VSLs: tary. In all the VSLs I have seen, there is always dominantly visual rather • Children identified as gifted who score ex- at least one parent who shares this learning style tremely high on an IQ test because of their with the child. However, it can also originate as than verbal.... great ability both with tasks using visual-spa- compensation for auditory-sequential process- –Thomas West tial processing and those requiring auditory- ing difficulties associated with multiple ear, sequential thinking processes nose, and throat infections in early childhood INSIDE • Children who are brighter than their IQ (Silverman, 2002). scores, with great ability in visual-spatial There is to date no formal as- 19 Organization Profile: processing and marked weaknesses in audi- sessment instrument for identifying !GDC...... 3 Understanding Tactile-Kinesthetic What’s Your Learning Style? Learners...... 5 We all have different learning styles. Some of us learn best by seeing; others by hearing; and still others by moving and doing. Learning happens most efficiently when the style of teaching is VSLs and the Art of closely aligned with our style of learning. Having an understanding of our learning styles helps us Writing...... 7 to build on our strengths as well as offers us insight into our weaknesses. Book Reviews..... 10 Want to know what your learning style is? Here are some of the many websites that offer help in finding out: AD/HD vs VSL..... 12 • www.ldpride.net/learningstyles.MI.htm • www.chaminade.org/inspire/learnstl.htm Assistive • www.engr.ncsu.edu/learningstyles/ilsweb.html. Technology...... 14 Also see this issue of the Child Study Center Letter: May/June 2003, www.aboutourkids.org/ Featured aboutour/letter/2003/may_jun.pdf. Columns...... 16 2e: Twice-Exceptional Newsletter is a bi-monthly publication about twice-exceptional children, children who are gifted and Events...... 24 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.

www.2eNewsletter.com 2e Newsletter • March/April 2006 2e F r o m t h e P u b l i s h e r s 2e: Twice-Exceptional Newslet- Welcome! ter, ISSN 1546-0762, is published bi-monthly in January, March, May, Welcome to the March issue of 2e: Twice-Exceptional July, September, and November. Newsletter. The focus of this issue is other ways of learn- The subscription price for the print edition is $45. The address of the ing. When most people think of classroom learning, they known office of publication is Glen envision the teacher standing in front of the class talking Ellyn Media, 465 Columbine, West and the students listening intently, absorbing knowledge. Chicago IL 60185. Periodicals postage paid at Glen Ellyn, Illinois. But many times, that’s not how it works. Some people POSTMASTER: Send address learn well in this typical classroom environment, but others changes to 2e: Twice-Exceptional don’t. In this issue we look at how those others learn best. Newsletter, PO Box 582, Glen Ellyn, IL 60138-0582. Much of the issue features the work of our Editorial Board member psychologist Linda Silverman and her colleagues at the Gifted Develop- Linda Neumann, Editor ment Center. They have devoted considerable effort to understanding gifted individuals who think and learn Mark Bade, Business Manager Phone: 630.293.6798 in different ways, especially those who learn through images – visual-spatial learners (VSLs), as Dr. Silverman Fax: 630.344.1332 named them in the early 1980’s. www.2eNewsletter.com Why are VSLs of interest to those of us concerned with twice-exceptional children? Silverman cites two [email protected] reasons in her book Upside-Down Brilliance, reviewed in this issue. First, she explains, there’s a “consider- Editorial Board: able overlap” between certain learning disabilities and the visual-spatial learning style. Second, she explains Susan Assouline, EdS, PhD that “auditory-sequential learners [those who learn step-by-step, listen well, and follow directions] are more Susan Baum, PhD Kathi Kearney, MA Ed likely to be counted among children for whom school is a positive experience. Visual-spatial learners are more Deirdre Lovecky, PhD often counted among the underachievers, the creative nonconformists, the highly gifted drop-outs... the math- Marlo Payne Rice, MS ematically talented children who hate arithmetic... the day-dreamers who can’t focus when the pace is too Linda Kreger Silverman, PhD Joan Franklin Smutny, MA slow…[and so forth].” Meredith Warshaw, MSS, MA We’d like our subscribers and friends to please note that we’ve moved the offices of Glen Ellyn Media and 2e Newsletter. While our post office box remains the same, our phones have changed. The Glen Ellyn Me- The cost for a one-year US print dia phone is 630.293.6798; the fax is 630.344.1332. subscription is $45, for a two-year subscription $80. Electronic edi- In part because of our office move, the article we promised on our website by Carolyn K didn’t appear tion, $35. Contact us for interna- there until some time after our January/February issue was published. If you haven’t seen it, check it out in tional or institutional rates. Send the subscriber-only area of our website. The same is true for the coverage of sessions from the 2005 NAGC changes of address to us by mail or to [email protected]. conference. They’re slowly being posted on the website. This issue contains a format change – no “News” page. We’ve decided to put those short news items in The contents of 2e Newsletter are the monthly e-mail briefing to save space in the newsletter and to give more immediacy to the news. In the not intended to constitute medical or clinical advice, which should be briefing, the links to the items are live for easy access. Those hold-outs who have not yet provided us with an obtained from a licensed practi- e-mail address may want to do so now in order to receive the news items and the monthly briefing. tioner. The use of information from Finally, we wish to correct several errors in our reportage of one of the sessions from the World Confer- 2e Newsletter for commercial purposes is prohibited without ence on Gifted and Talented Children. For the content of the session “Five Easy Pieces,” Connie Phelps, Direc- consent in writing from Glen Ellyn tor of Gifted Education at Emporia State University, and Marjorie Landwehr-Brown conducted the case study Media. We thank our supporters research and analyzed the data. Although she received the assistance of Kay Gibson, associate professor at and subscribers.

Wichita State University who collaborated on the literature review, Phelps was the person responsible for the Member of AEGUS, CEC, NAGC, project described during the session. Independent Press Association. We thank you for reading 2e Newsletter. Copyright © 2006 by Glen Ellyn – Linda Neumann and Mark Bade Media, unless otherwise noted. Glen Ellyn Media The yellow and red 2e logo on blue March, 2006 is a trademark of Glen Ellyn Media.

2e Newsletter • March/April 2006 www.2eNewsletter.com Organization Profile 2e The Gifted Development Center In a cozy, red, one-story building located near Denver’s any are available. Using all of this information, the profession- downtown sits the hub of a network of resources connecting als at the GDC determine whether the child in question needs with families of gifted children all over the world. Since 1979, testing and, if so, what kind of testing. If not, Center personnel Linda Silverman’s Gifted Development Center has served might begin with therapy. Everything, says Silverman, is tai- thousands of families seeking assessment, counseling, and lored to the specific needs of the family. consulting to raise and educate their developmentally ad- The focus of the Center is assessment. An inappropriate vanced children, including children who are twice exceptional. diagnosis, notes Silverman, leads to inappropriate therapy. The Center also helps adults understand their own giftedness. When testing is indicated, a GDC examiner administers IQ and In addition to the as- self-concept tests, and may sessment and interpersonal also use motor tests and services offered by the GDC, achievement tests. The Cen- members of the Center have ter can also administer the provided the gifted and 2e Meyers-Briggs test of person- community with biblio-resourc- ality types. Testing generally es such as: takes five or six hours over • Counseling the Gifted two mornings. Different tests and Talented and Upside- are used, depending on the Down Brilliance: The Vi- age of the child, and examin- The Gifted Development sual-Spatial Learner, both Center Offices ers may suggest additional by Silverman, the director tests to pursue issues that of the Center arise during initial testing. • Empowering Gifted Minds: Educational Advocacy that One important thing, says Silverman, is to separate intel- Works by Associate Director Barbara Gilman ligence from other diagnostic issues. This means testing in • Raising Topsy-Turvy Kids: Successfully Parenting Your such a way that all of a child’s exceptionalities are identified. Visual-Spatial Child and If You Could See the Way I Think: For example, GDC examiners are proficient enough to be A Handbook for Visual-Spatial Kids by Alexandra Shires able to identify when a child should be in both gifted and LD Golon, Director of GDC’s Visual-Spatial Resource programs, based on different components of the test scores. • Advanced Development, the only journal on adult gifted- (Silverman’s PhD is in the area of educational psychology and ness, edited by Senior Staff Director Betty Maxwell. learning disabilities.) For Silverman, the organization is part of her four-de- cade-long effort to help others recognize, understand, and The Results support giftedness. Besides the colleagues mentioned above, After testing, the examiner and another senior staff mem- Silverman works with a group of part-time employees to ber hold an intensive, two-hour follow-up session with the fam- achieve that goal. For example, colleague Steve Hass is heavily ily to review test results, analyze learning style, and provide involved in the visual-spatial learning process. And Frank Falk recommendations and referrals. The Center may suggest ac- directs the GDC’s research. celeration or therapy, or may point parents to resources. For The process by which the GDC helps families is well-de- local families, the Center can recommend nearby resources for fined but flexible, and may take place in person or long-dis- vision, hearing, and other special needs. tance. The first step is gathering background information. After The Center may also recommend one of a number of gift- a parent has contacted the GDC for help, the Center sends ed schools in the Denver area. “If we can move a child out of a forms to the family to fill out. These include a 25-item “charac- toxic school system,” Maxwell says, “they bounce right back.” teristics of giftedness” scale; an 8-page developmental ques- The GDC also provides support for homeschooling families. tionnaire; a short sensory profile screen; a behavioral check- Parents receive a formal report, typically six to ten pages, list; and screens for certain behaviors and introversion/extro- after every test is rescored and all wording reviewed and proof- version. Parents, who according to Silverman are “excellent read. Parents receive two copies of the report; it’s up to them informers,” are asked to write certain narrative descriptions to decide how to use the information. The Cen- 4 of their child. The Center also asks for previous test results, if ter’s goal, says Silverman, is to empower parents www.2eNewsletter.com 2e Newsletter • March/April 2006 2e Organization Profile GDC, continued behavioral optometry for 25 years and that visual therapies (exercises in eye tracking or directionality) can be successful to become the directors of their child’s education. Maxwell for the populations she works with. cautions that while it may be useful to identify a child’s learning style as visual-spatial, schools might require education in GDC World-Wide what it means and how to deal with it. The GDC’s website is part of the reason the Center now Not all families come in person to the building near Col- has a national and international reach. Maxwell says that the fax and Marion in Denver to get help. Support (although not Center regularly receives calls from places such as London, psychological counseling) is available by phone and e-mail. In Singapore, and Hong Kong. Silverman (left) those cases, the GDC might provide referrals for testers local Silverman and Golon and Maxwell to the family. Then, based on the results of those tests and also travel extensively to the forms filled out by the parents, the GDC provides recom- lecture. In 2005, besides mendations to the family. The GDC has professional affiliates an extensive list of US pre- in various areas of the country. For example, a California family sentations, Golon and/or might work with Linda Powers Leviton, Director of GDC’s west- Silverman presented in ern office. Canada, New Zealand, Aus- Of her clients and colleagues Silverman says, “It doesn’t tralia, the Netherlands, and get any better than the people we work with.” She says she is London. gratified by the number of lives they’ve touched and the chang- Internationally, says es they see during the time they work with individual children. Silverman, “there’s lots of interest in 2e kids – it’s the biggest Based on findings from the assessment, the GDC may en- area of concern.” To parents and others who are concerned courage parents to consider various kinds of therapies. “We’re for getting the right education and the right services for gifted not restricted by traditional viewpoints of what works and and 2e children, Silverman offers encouragement. “You can,” not,” says Silverman. Instead, the GDC staff feels it’s impor- she says, “go out there and change the system.” tant to respond to what parents tell them works. For example, Silverman says that the Center has recognized the value of Find more information at www.GiftedDevelopment.com. 2e More on VSLs To learn more about visual-spatial learners, visit the the Potential of Your ADD Child, by Jeffrey Freed and Lau- website of the Gifted Development Center (www.gifteddevel- rie Parsons, Simon & Schuster, 1998. opment.com/Visual_Spatial_Learner/vsl.htm) and its sister • Thinking in Pictures and Other Reports from My Life with website, Visual-Spatial Resource (www.visualspatial.org). Both Autism, by Temple Grandin, Vintage Books, 1995. sites offer a wealth of information on this learning style for parents, teachers, and kids. Also check these resources: Articles • “Eye to Eye: Connecting with Gifted Visual-Spatial Learn- Websites ers,” by Rebecca L. Mann, Gifted Child Today, September • Hoagies’ Gifted, www.hoagiesgifted.org/visual-spatial.htm. 22, 2001. • Student Learning Styles, http://curriculumfutures.org/ • “Is It AD/HD? Is it VSL? Neither? Both?” 2e: Twice-Excep- learning/index.html. tional Newsletter, April, 2004. • Study Guides and Strategies: Visual/Spatial Learning, • “The Writing Problems of Visual Thinkers,” by Gerald Grow, www.studygs.net/visual.htm. www.longleaf.net/ggrow/WriteVisual/WriteVisual.html. • Uniquely Gifted, www.uniquelygifted.org/vs.htm. Other Books The Spring 2003 issue of Gifted Education Communicator, a • In the Mind’s Eye: Visual Thinkers, Gifted People With Dys- publication of the California Association for the Gifted, www. lexia And Other Learning Difficulties, Computer Images, cagifted.org/Pages/Publications/*communicator/commPas- and the Ironies of Creativity, 3rd edition, by Thomas G. tIssues/comm2003.html. 2e West, Prometheus, 1997. • Right-Brained Children in a Left-Brained World: Unlocking 2e Newsletter • March/April 2006 www.2eNewsletter.com Other Ways of Learning 2e Cutting through Labels: Understanding TKLs By Linda Powers Leviton, M.A. M.F.T. our dominant style, an important point to remember. As with speaking a second language, translation takes time and brain Randy is a 6-foot, 205-pound, 17-year-old boy. On one power. Some people never learn to do it proficiently. In other particular day, he is curled into a fetal position and has tears words, a learning style is not selected by choice; it is hard- streaming down his cheeks. “Please explain me to the world,” wired. Changes in learning style are only made with effort, he pleads. He is a gifted, tactile-kinesthetic learner (TKL) who which is why we sometimes find VSLs and TKLs who resist do- has had educational, emotional, and behavioral problems. He ing ASL activities, such as reading. is on probation for assault and uses drugs, legal and not, to I began to study younger TKLs while working with Anne- help him cope. marie Roeper to understand her Qualitative Assessment Tech- The reason Randy was so moved that day was that I had nique. This method of evaluating children relies on observa- just accurately explained some of his feelings and motivations. tion and interview as opposed to IQ or other standardized or I had seen, understood, and acknowledged him in a positive quantitative testing protocols. [For more information on this way – a unique experience for a “problem student.” Those ob- technique, see “Annemarie Roeper – A Different Approach to servations represented three years of watching and listening Assessment” in the December, 2004, issue of 2e Newsletter.] to him and many of the other boys and young men relegated The young children we studied were often having problems in to a non-public high school (contracted to serve several public school, in spite of being very bright. Their parents struggled to school districts) for the severely emotionally disturbed. Most of understand how best to nurture and educate them. the students there, overwhelmingly boys, had been assigned When I developed my own method of qualitatively assess- many labels, especially ones that defined learning or social ing these children, called Whole Child Assessment, I noticed disabilities. I knew their labels, but what I wanted to under- that TKLs were hyperaware of their physical selves. When they stand was how they ended up where they were and what could came in the room, they touched things, walked around, and help them succeed academically and otherwise. I also learned really experienced the environment – room temperature, size, what might have prevented them from ending up there. and complexity (how crowded or open the space and decor For several years, I worked as a Designated Individual Ser- are). Often during the session, they’d ask for a break or snack, vices (DIS ) Counselor at a school for twice- (and often more) and they’d stop their play to walk around. TKLs generally wear exceptional adolescents. Because most suffered emotional soft, loose-fitting clothing and often ask if they can remove disturbances in addition to – and sometimes because of – the their shoes. Every mother acknowledged that they cut out the learning challenges, their Individualized Education Program labels in clothing because their children complained about (IEP) also called for at least an hour of one-on-one counseling scratchiness. Often mothers related stories of skin reactions each week at the school. The DIS counselor serves as clinical to fabric or detergents. When I asked if the children tended to leader to the “team” of people who are helping the child. From be “picky” eaters, most mothers described what turned out my experience as a DIS counselor, I’ve observed that the fit be- to be hypersensitivity to the texture of food as well as to the tween how most schools teach and how children learn is often environment. These sensitivities evoked a grim picture of TKL not a comfortable one. Learning style preferences is not a new life experience, even before we consider the stresses of the concept. The three main identified styles are: traditional classroom. We shouldn’t be surprised when these • Auditory-sequential (ASL) kids are irritable. • Visual-spatial (VSL) Most school environments have a difficult time accom- • Tactile-kinesthetic (TKL). modating children like this. In fact, current emphases on test The first word in the pair refers to how information is best scores and academic achievement have rendered the learning absorbed, the second to how information is stored or orga- environment very unfriendly to TKLs. There are fewer P.E. or nized. Recent research suggests that children with a strong other breaks that allow for movement and exercise. Field trips ASL preference represent only one-third of the population. Yet, and hands-on learning experiences are rare. Schools maintain after elementary school, our schools expect most information overcrowded classrooms and expect students to learn from to be accessible through listening to lectures and reading, what they hear or see. Some students do, but many become both ASL skills. distracted, then frustrated and irritable, then op- Most people learn to use all the modalities to some ex- positional, and finally disruptive and angry. 6 tent. However, we all learn best if material is presented in What is it that Randy wanted explained? www.2eNewsletter.com 2e Newsletter • March/April 2006 2e Other Ways of Learning Cutting through Labels, continued

What is it that he wanted his parents and teachers to know? enables a TKL to listen more effectively (not less, as would be First of all, he wanted them to understand that physically the case with most other learners), finding a way of providing he is often uncomfortable, which makes him irritable and this is an important way to help the TKL succeed. However, distracted even before he is conscious of his discomfort. This such concessions are not always popular. Often the TKLs’ discomfort is something parents can acknowledge and, if pos- need to fidget and move around can be disruptive to others. sible, attempt to solve. However, sympathy is sometimes all For this reason, many of these children become pathologized that a parent or teacher can offer; and often that is enough. with diagnoses, such as AD/HD, that may or may not be ac- The other thing Randy wanted explained is that school can curate. feel very hostile to a TKL. Teachers must deal with many chil- And finally, Randy wanted people to understand that even dren, mandated programs, standardized testing, bureaucracy, though they don’t appear to have sensitive feelings, TKLs are and anxious parents; it can be overwhelming. The things that easily hurt. When children cannot earn positive attention, they inspire TKLs don’t always fit the needs and expectations of a will settle for negative. At some point in elementary school, traditional teacher. TKLs need someone to advocate for them many learn to be stoic when getting in trouble – at first in or- – to get permission for them to do something with their hands der to cope with the intensity of their hurt, and later as a way (A balloon filled with flour hidden inside a child’s desk makes of defending against those feelings. (Drugs are often another a good “fidget.”) or to take a quiet walk at the back of the way of self-medicating against that emotional pain.) This lack classroom when they feel the need to move. They also need of external affect does not mean the TKL is not suffering. someone who will advocate for physical education programs; So, how do we best serve TKLs? At home, understanding encourage teachers to use hands-on simulations and dem- and empathy can be a very strong defense against the conflict- onstrations; volunteer expertise or material preparation time; ing emotions that result from living in what feels like an un- and coordinate field trips. comfortable world. One positive strategy is to find activities in The truth is that all types of learners need accommoda- which your TKL can excel. Often sports or hobbies that involve tions to maximize their ability to learn. Coordinating a teach- physical action and reaction, such as building something, will ing style with a student’s learning style sounds like common appeal to a TKL. These children can be exception- sense. When a student’s dominant sense is otherwise en- al musicians or artists when given the opportunity gaged, the rest of the senses are more available; and the child to be creative and improvise. Take them places 7 is more likely to retain the information. So, if moving or doing where they can do things, impact their environ-

Characteristics of a Tactile-Kinesthetic Learner

• Thinks while moving or doing something • Arrives at solutions by trial and error • Has physical strengths and dexterity • Good at keyboarding or demonstrating • Often moving; fidgets, touches things • Uses organization to create comfort • Is a whole-body/sensation learner • Uses action to solve problems: hitting, moving • Learns by experiencing through physical senses • Develops physical dexterity before language • Learns concepts by applying them to real-life situations • Remembers tactile experiences/sensations • Is good at manipulating self and objects • Likes to work with music or TV in background • Acts impulsively, may miss details • Talented at sports, mechanics, inventing • Can trace path on map or feel elevations • Early bloomer for large motor skills, such as climbing • Is best at applied math, lab sciences • Late bloomer for social skills • Must write or trace spelling words

2e Newsletter • March/April 2006 www.2eNewsletter.com Other Ways of Learning 2e Visual-Spatial Learners and the Art of Writing By Alexandra Shires Golon pictures. To capture, in words, all that they see in their mind’s eye and feel within their soul, is a nearly impossible task. This article is adapted from an article by the same name that Let’s look at some ways that you can help your visual- first appeared in February, 2005, in the on-line magazine Chil- spatial child succeed in creating written reports that capture dren of the New Earth. all that his imaginative, colorful thoughts hold. Suppose your child has been asked to write a book report on a selected Visual-spatial learners (VSLs) are our artists, inventors, reading of his or her choice. A topsy-turvy kid, or visual-spatial builders, creators, musicians, computer gurus, visionaries, and learner, naturally thinks outside the box; so, assuming permis- healers. They are empathic and often very spiritually aware, sion from the teacher, encourage your child’s fresh ideas for even as young children. They think and learn in multi-dimen- this book report. sional images. Most schools, most teachers, and most cur- Will the teacher accept a creative response to what your ricula, however, are a haven for auditory-sequential learners child has read, such as a videotaped “interview with the au- – children who think and learn in words, rather than images, thor” in which the student takes on the role of news reporter and in a step-by-step fashion. or author? In so doing, all the important aspects of any well- VSLs, who I refer to as “topsy-turvy” kids, are at a distinct written book report could be covered in an entertaining format disadvantage in a traditional classroom. One of the many chal- that would be interesting to create but, at the same time, lenges they face is having to organize their thoughts (pictures) demonstrate the student’s knowledge of the material. Or, will sequentially, translate them into words, and then handwrite the teacher allow your child to construct a diorama depicting those ideas, legibly. If you are not a visual-spatial learner, the conflict or climax of the story? What about making a mini- imagine performing this task: You are watching a movie rich film of the key events? Or, perhaps a storyboard or cartoon in color, visual imagery, and emotion. The pictures are numer- book? Can the child write and play a piece of music based on ous and streaming before you. Now, write down in words all the book? If the book is a period piece, could the that you see, feel, and sense in a logical, sequential report. student design costumed paper dolls to recreate 8 Can you do it? This is the challenge for children who think in key scenes?

Cutting through Labels, continued ment, move. Often they need extra academic attention, such Linda Powers Leviton, M.A., M.F.T,. is a licensed Marriage as explicit study skills training and help with organizing their and Family Therapist in the Los Angeles and Seattle Areas, thoughts for school and homework. They sometimes work bet- Director of the West Coast Office of the Gifted Development ter with music and TV in the background. Do experiments to Center, member of the Visual Spatial Access team, author, see what works best for your particular TKL. Join him or her in and artist. Her Whole Child Assessment process uses qualita- finding solutions to TKL challenges. tive assessment techniques to help parents better appreciate We must recognize that some TKLs just have to find their and meet the needs of their children. She can be reached own way to be in the world. Jonathan is another TKL I know through her website at www.leviton.org. who spent family meetings under the coffee table. He liked a food one day, wouldn’t eat it the next. He hated change and re- References belled against constraints or rules of any kind. Buying clothes Dunn, Rita and Dunn, Kenneth (1978). Teaching Students Through Their Indi- (especially shoes) for him was torturous. He was a reluctant vidual Learning Styles. Reston, Virginia: Reston Publishing. student with poor work habits and mediocre grades, totally Silverman, Linda Kreger (2002). Upside-Down Brilliance, The Visual-Spatial disorganized in every area of his life. Now, at age 21, Jonathan Learner. Denver: DeLeon Publishing. is a successful, well-liked college junior with a calm and lov- Williams, Linda (1983). Teaching to the Two-Sided Mind. New York: Simon and ing nature. I believe that children are born TKL; our treatment Schuster. 2e of them determines whether they will end up a Randy or a Jonathan. www.2eNewsletter.com 2e Newsletter • March/April 2006 2e Other Ways of Learning VSLs and the Art of Writing, continued

There are countless ways that a visual-spatial learner can be easier to create than a standard outline, which works from demonstrate his or her grasp of the material. Any format that details toward a big picture. When you start creating the web, affords a VSL the opportunity to use visuals, color, humor, etc., let your child do the brainstorming while you create the writ- will allow that student to succeed. ten web. No idea is silly or should be thrown out at this stage, Imagine your child must research a famous person in his- although it is likely that not every idea will be included in the tory. John Martin, a popular middle school teacher at Rocky final report. Once your child sees, from the organization of the Mountain School for the Gifted and Creative in Boulder, Colo- web, how specific ideas are related, encourage involvement in rado, recently asked his students to select a famous scientist the written aspect of the web. The web might look something from the 1600s. Instead of having them produce a lengthy like this: written document detailing all that they had researched, John assigned a short, written report along with these projects: • Draw a headstone for the famous scientist’s grave • Create a birth certificate for the scientist • Create a timeline of events that includes the scientist’s contributions as well as other important political events, inventions, music and art of the era, etc. • Create a business card for the scientist • Write a letter to the appropriate head of state (i.e., king, queen, president) requesting funding to continue research • Write a newspaper article interviewing the scientist about a critical finding or important research. There were other aspects to the completed report, but the point is that this teacher, a visual-spatial learner himself, understood the importance of including multiple activities that utilize the gifts of both the right and left hemispheres of the An outline would be created from this web with the largest brain to create final reports that demonstrated the information circle, Horses, as the main subject. The subheadings would students had researched in an engaging and meaningful way. include breeds, care of, and feeding of. The next lower level of By making the project fun and interesting for his students, topics would be hay, carrots, mustang, palomino, etc. John was successful in turning a dreaded research paper into Next, you would ask your child to read books, watch re- an appealing exploration into the life and times of their sub- lated videos, talk to a veterinarian, visit related websites on ject. (No doubt the finished reports were far more interesting the Internet, and so forth, to gather information on each of for him to grade than standard written biographies would have the areas determined necessary for the final report. Your child been!) should take notes, which are likely to be more meaningful and There will be times, however, when a written report must useful if written on color-coded index cards. For example, in be generated. You can help make such an assignment less our research on horses, green index cards might be used for drudgery by teaching your child to organize mental images into any information learned about the feeding of horses; yellow written ideas using webbing, note cards, or specialized soft- cards might indicate all information learned about various ware such as Inspiration® or Kidspiration®. [See the February breeds; and so on. Keep in mind that “notes” don’t have to 2004 issue of 2e Newsletter for a review of these products.] be written words. If your child prefers to think in pictures, it Webbing is a process of getting all the related ideas for a par- may be more meaningful to take notes by drawing pictures of ticular topic onto paper, then building from those ideas. For what they have learned. Whatever method allows the student example, suppose your child’s assignment is to write a report to gather and retain new information is what should be used. about a favorite animal. The request is to research the subject Hand-drawn images of what horses eat are just as relevant as and write a detailed two-page report. To create a web, start by written words to the child who thinks in pictures. brainstorming all the ideas that come to mind when thinking of Finally, you would help your child organize a favorite animal. Because a topsy-turvy kid will naturally think the research so that it can be conveyed in the 9 of the big picture ideas first, then the details, a web should final report. The report can be written directly

2e Newsletter • March/April 2006 www.2eNewsletter.com Other Ways of Learning 2e VSLs and the Art of Writing, continued from the note cards, with all pertinent facts organized together the process! The visual-spatial learner must have time to cre- by color. ate the written words as art. Borrowing an analogy from my Now, for the actual act of writing. Nearly every VSL I’ve dear friend Dr. Linda Silverman, pioneer of the concept of the worked with has had difficulty with the physical act of writing visual-spatial learner, if you have ever watched your grand- legibly. Images come to this type of learner so rapidly that the mother or great-grandmother write, you know that the process hands cannot keep up. Mentally they view letters as 3-D ob- was a slow and deliberate flow of forming letters with a writing jects and they find it difficult to remember the correct direction utensil. People of that generation were encouraged to pursue or even positioning on a flat, one-dimensional piece of paper. beautiful penmanship as an expression of their soul, not rush One day, the prevalence of the computer will infiltrate through and produce illegible chicken scratches. every classroom; and VSLs will experience the joy of being Lastly, make sure the process of creating written docu- able to successfully put to paper all of their thoughts, stories, ments is fun. Use humor liberally along with praise. Praise acts poems, notes to lectures, and so forth. Why is the computer as a powerful reward to the child who sees herself as deficient so critical to their success? Because the very act of typing relative to auditory-sequential peers who can write organized requires both hands to work harmoniously, integrating both ideas with seeming ease. The rewards of producing a written hemispheres of the brain. Because the speed of typing over piece that captures the essence of your child’s thoughts, or handwriting offers freedom for the images to continue to flow creating a document that incorporates all he has learned on a without interruption due to issues like poor fine motor skills particular topic, will be a joy to watch unfold. and confusion over letter direction. And, because when you can manipulate images in your mind, the letters p, b, d and q Alexandra “Allie” Golon is Director of the Visual-Spatial Re- are all the exact same shape! But on a keyboard, the letters source, a subsidiary of the Institute for the Study of Advanced appear in their capital form so that a Q looks nothing like a P, Development, in Denver, Colorado. As an author, Allie draws or a B, or a D, no matter how you are able to twist and maneu- on her experience as a founding member of the Visual- ver that shape. Spatial Resource Access Team, a former G/T teacher, and If your child struggles to complete assignments because homeschooling parent to two exceptionally gifted visual-spa- of poor fine-motor coordination, try teaching keyboarding skills tial learners. Allie presents nationally and internationally on and allowing the reports and other homework to be typed. visual-spatial learning topics. She can be reached at alex@ Many topsy-turvy kids are quite proficient on the computer visualspatial.org. For more tips on parenting visual-spatial at an early age, so enjoy teaching your child how to increase learners, please visit the Visual-Spatial Resource website: speed by developing proper keyboarding skills. If we could look www.visualspatial.org. 2e into the future, we would no doubt see that the skills of handwriting and perfect penmanship will become obsolete, but the skills of typing will continue to be prized. See the subscriber-only area of the 2e: A number of keyboarding programs are available for young Twice-Exceptional Newsletter website for an kids along with modified keyboards designed for smaller fin- expanded version of this article, including: gers and hands. If these children will be using computers all of • An example of writing before and after their lives, why not teach them early on and let them use this an intervention technology to their advantage when they need it most? It may • Alternative assignments to book reports very well put an end to the battles over handwriting and help to speed the process of completing homework assignments and getting their thoughts on paper. If keyboarding is simply not an option, teach the art of handwriting as precisely that: an art form. Buy your child cal- ligraphy pens and offer ample time to learn the art of creating beautiful letters in a slow and purposeful fashion. When your student sees the art in writing by hand, it may become a joy to create rather than a chore. Gradually shift from special cal- ligraphy pens to standard pens and pencils, but don’t rush www.2eNewsletter.com 2e Newsletter • March/April 2006 2e Book Review Upside-Down Brilliance: The Visual-Spatial Learner Book by Linda Kreger Silverman, PhD and some of them have auditory-sequential weaknesses DeLeon Publishing (2002) [i.e., difficulty processing spoken information and learning or Reviewed by Linda C. Neumann performing in a step-by-step manner]. Dyslexia (difficulty with reading), and its partner, dysgraphia (difficulty with handwrit- More than 20 years ago a group of children caught the ing), are both on the rise.” Her opinion is that “instead of attention of Dr. Linda Silverman. In her work as a psychologist putting all our energies into correcting these deficiencies, we and head of the Gifted Development Center in Denver, she need to be paying more attentions to what dyslexic, dysgraphic “just happened to discover a fascinating profile of strengths children do well They have abilities critically needed in today’s and weaknesses,” as she explains in the introduction to Up- society.” side-Down Brilliance. What she saw was gifted children who With these thoughts in mind, Silverman works to give the failed to achieve. They were not earning top grades, and they readers of her book insights into how these children think, were not receiving high scores on IQ tests; but talking with learn, and react to the world around them. She discusses the them and observing them revealed children of marked intel- difficulties they have in traditional classrooms, where most ligence. teaching is aimed at students with an auditory-sequential These children shared a number of char- learning style – that is, students who acteristics. They showed weakness in areas are detail-oriented learners and who traditionally associated with academic suc- take in information best by listening. cess, such as reading, spelling, writing, at- Silverman offers many recommenda- tention, memory, organization, and following tions for ways in which parents and directions. On the other hand, they showed teachers can build on the strengths strength in mathematics, art, music, and that VSLs posses and accommodate or construction. They had the ability to quickly remediate their weaknesses. grasp the big picture, and they demonstrated Along the way, Linda Silverman a good sense of humor and a creative ap- discusses many topics of interest and proach to problem solving. When their IQ concern to a broader audience than just subtest scores were examined, the highest those who raise or teach VSLs. For ex- scores were on tasks that required visual- ample, the book includes chapters that spatial ability. deal with AD/HD, learning disabilities, Dr. Silverman gave a name to children and underachievement. These were in- with this profile: visual-spatial learners cluded because, as Silverman states, “I (VSLs), and she began to write and speak believe that many dyslexics, many with about their characteristics and their needs. AD/HD, many who suffer from seizure According to Silverman, the VSLs’ particular disorders, … many who are underachiev- combination of strengths and weaknesses is often problem- ing…are hidden gifted learners with a visual-spatial learning atic because the “gifts in the visual-spatial domain …tend to style.” Parents and teachers will find plenty of useful informa- be overlooked in school. Education often focuses on [these tion and recommendations in these chapters that apply to 2e children’s] weaknesses rather than their strengths. And how students with and without the visual-spatial learning style. we are treated in school leaves a lifelong imprint on our self- The same is true of the information on giftedness, in- esteem.” cluded because “there are thousands of VSLs out there who In writing Upside-Down Brilliance, Linda Silverman has were not successful in school, when actually they are among brought together her observations, research, ponderings, and the most brilliant minds on the planet.” However, Silverman recommendations about this unique group of learners. Her does not mean to imply that all VSLs are gifted. Although she message is that understanding these children is essential believed that to be the case early in her study of this learning since, based on validation studies conducted at the GDC, ap- style, she came to realize that visual-spatial proximately a third of all school-age children may have this abilities are not limited to the gifted. learning style. From her research, Silverman sees that “more Additional topics of interest to those con- 11 and more children are being born with visual-spatial strengths,

2e Newsletter • March/April 2006 10 www.2eNewsletter.com Book Review 2e More Books on VSLs Raising Topsy-Turvy Kids (DeLeon Publishing, 2004) is a All of these techniques companion book to Upside-Down Brilliance. The author, Alex- will make learning more andra (Allie) Golon, is a colleague of Dr. Linda Silverman’s as permanent for the visual- well as a former teacher and mother of two gifted visual-spa- spatial learners, while tial learners. She states that her goal in writing this book was enhancing learning op- to offer a resource to parents and others involved in the care portunities for the audi- and teaching of visual-spatial children like her own. tory-sequential students. Allie uses vignettes from her own family and other families A recipe for success that to provide readers with insights into the inner workings of a few teachers could argue “topsy-turvy” child. She also provides practical tips to make with! life at home and at school go more smoothly. For example, Other issues that she ad- she suggests some ways for parents to help their VSL children dresses in the book include “find academic success using the gifts they were born with”: helping VSLs stay focused, As the parent of visual-spatial children, plan to meet get their homework done, and discuss known preferred learning styles with your memorize math facts and children’s teachers early in the school year. Offer to help other information, and get create materials that make the learning more visual and organized. At the back of the hands-on. In the early grades, this could mean folder book readers will find resource lists and a “Survival Checklist games that reinforce specific concepts in language, math for Parents.” or social studies; or it could include working with all stu- Golon has authored another book directed at VSL children dents, visual-spatial and auditory-sequential, to create themselves: If You Could See the Way I Think: A Handbook for silly stories for their spelling words that use color and Visual-Spatial Kids (2005). This spiral-bound book of approxi- characters in a picture of how each word is spelled or mately 100 pages covers much of the same ground as the making up a silly song to remember new material. In the other two, but it offers more in the way of specific strategies older grades, this could mean helping students develop for helping VSLs use their strengths to compensate for their organizational skills by color-coding homework, helping weaknesses in the classroom. Topics include: a visualization them to master their multiplication tables by creating approach to spelling, taking notes in pictures, and using math humorous cartoons and remembering higher level vocabu- manipulatives. lary by using color and humor to secure definitions in their A third book, The Visual-Spatial Classroom: Differentiation memories…. Strategies that Engage Every Learner, is scheduled to be published this month. 2e

Upside-Down Brilliance, continued cerned with VSLs as well as to others are: • Early ear infections and the role they might play in the de- From Upside-Down Brilliance velopment of visual thinking • Raising and teaching introverts “There are two major information processing modes: se- • Allergies and the role that dietary intervention can play in quential and spatial. Children who are more left-hemispher- bringing about behavioral changes. ic tend to be verbal, sequential, analytic, and time-oriented. The chapters devoted to parenting VSLs and teaching Children who favor the right hemisphere tend to be visual, them both contain a wealth of practical recommendations perceptive, synthesizing, and spatially oriented….Since we that can work well for many children, regardless of their label. only have two hemispheres, it seems likely that instruction Readers will find this nearly 400-page book to be very geared to both hemispheres ought to cover most of the readable, written in a conversational style and illustrated with ground in the classroom.” clever cartoons. When sitting down to read the book, make sure you have your highlighter and your sticky notes handy. You’ll find plenty to mark for later reference. 2e www.2eNewsletter.com 11 2e Newsletter • March/April 2006 Learning Disability or Learning Style – Which Is It?

George Dorry, PhD, a clinical psychologist, colleague of Linda Silverman, and executive director of the Attention and Behavior Institute in Colorado, has spent time examin- ing the similarities and differences between visual-spatial learners and individuals with AD/HD. He sees them as “two types of learners who do not flourish in the listen- only, auditory-sequential teaching environment of the typical classroom.” Dr. Dorry has developed the following detailed chart (used here with his permission) that shows the characteristics of the two types of learners and how they overlap.

Visual-Spatial Learner (VSL) Qualities and Functions when Both Visual-Spatial Attention Deficit/ Learning and AD/HD Are Present Hyperactivity Disorder (AD/HD) Learner

Thinks primarily in images Visual images likely to prevail due to difficulty in Sequences of letters and words harder for ADHDs whose strength is sequential processing in non-linear processing

Has visual strengths Ability to use visual-spatial strengths well greatly Visual scanning of world occurs as natural part of ADHDs’ stimulus- enhances learning seeking process

Relates well to space Spatial awareness very likely a strength, if and only if Physical activity and kinesthesia enhance awareness and level of focus is functionally strong enough functionality in 3-D space

Is a whole-to-part learner Whole-to-part learning predominates Distractibility makes holding focus for the entire sequence of part-to- whole learning difficult

Learns concepts all at once Loses track of parts and sequence if concept is Non-linear thinking helps concept learning if and only if concept is not presented in parts without overview of whole solely linear/sequential

Learns complex concepts easily; Finds complex concepts easier when able to stay Fast scanning “overview” of details leads to learning of overall picture struggles with easy skills hyper-focused or concept

Is a good synthesizer Is better at analysis and synthesis when able to stay Non-linear thinking aids both analysis and synthesis, if and only if hyper-focused hyper-focused

Sees the big picture; may miss details Can get the big picture despite frequently missing Sometimes misses the big picture altogether due to missed details details

Reads maps well Seeing spatial relations is a strength, if and only if Can get lost in map details and lose track focused

Is better at math reasoning than Visualizes math concepts as a whole but misses Math concepts understood, computation poor (e.g., due to computation details impulsivity)

Learns whole words easily Whole-word learning more likely than phonetic Phonics difficult due to non-sequential learning style methods

2e Newsletter 2006 • March/April Must visualize words to spell them Can often visualize better, but not the only successful Often finds phonetic-sequential process of spelling difficult method

Much better at keyboarding than Quick visual-motor control facilitates keyboarding over As fine motor demands are lessened, speed of output and consistent handwriting handwritten work quality of output are better with keyboard

Creates unique methods of If and only if organization is accomplished, it is often Must hyper-focus to become organized; then can do well organization unique

Arrives at correct Can reach solution if and only if able to stay focused Non-linear thinking can bypass sequential problem-solving mode solutions intuitively on the problem

Learns best by seeing relationships Overview or higher-order relationships noticed, even if Both learning (input) and performance (output) are more difficult due details may not be to distractibility

Has good long-term visual memory Once image gets into long- term memory, it stays!! Long-term memory of visual image is dependent on whether learner is focused enough at time of presentation

Learns concepts permanently; does Once concept is in long-term memory, it stays; retrieval Repetition may be necessary to get information into long-term not learn well by drill or repetition suffers from internal distractibility memory since first presentation may be missed due to distraction

Develops own methods of problem Likely to display idiosyncratic problem-solving with Displays non-standard, non-linear problem solving patterns; yet can solving novel solution sets be less self-controlled to achieve productivity

Is sensitive to teachers’ attitudes Is sensitive if and only if attentive to the qualities of May miss social cues and body language of teacher or peers the teacher

Generates unusual solutions to Non-linear thinking can greatly exceed linear problem Excellent at generating ideas when hyper-focused; poor at following problems solution through

Develops quite asynchronously Asynchronous development is the norm Typically displays consistent inconsistency across areas of (unevenly) development

May have very uneven grades Likely to be an underachiever with marked grade Consistent inconsistency; grade depends upon whether focused or variability not

Enjoys geometry and physics Non-linear & 3-D aspects of these subjects have more Enjoys those subjects in active, hands-on laboratory format, rather interest than auditory-sequential subjects than sit-and-listen classroom

Masters other languages through Immersion is the best method since novelty and visual Language learning is easier if unable to revert to well-known first immersion experience draw attention language

Is creative and technologically, Technological, mechanical, and other creative abilities Definitely able to be creative, generative, and productive; may have mechanically, emotionally, or are much more frequent than in the general population difficulty following through spiritually gifted

Is a late bloomer Undoubtedly blooms later than peers! Social-emotional development most likely delayed Visual-Spatial Learner (VSL) Qualities and Functions when Both Visual-Spatial Attention Deficit/ Learning and AD/HD Are Present Hyperactivity Disorder (AD/HD) Learner