Twice Twice Exceptional: Exceptional: Gifted and Gifted and Learning Learning DisabledDisabled

Presented by: Rebecca L. Mann

rlmann@purdue.edu

Definition of Giftedness:

United States Office of Education definition of Gifted and Talented Students

"those who have outstanding abilities, are capable of high performance and who require differentiated educational programs (beyond those normally provided by regular school programs) in order to realize their contribution to self and society."

Characteristics of Giftedness

Reasons well Learns rapidly Extensive

vocabulary

Excellent memory Long attention span Sensitive

Compassionate Perfectionistic Intense

Morally sensitive Strongly curious Perseveres in

interests

High degree of energy Prefers older people Wide range of

interests

Great sense of humor Avid reader Concerned

with justice

Mature judgment Keen observer Vivid

imagination

Highly creative Tends to question authority

Definition of Learning Disabilities

Public Law 94 - 142

"a child has a severe discrepancy between achievement and intellectual ability in one or more of the following areas:(I) oral expression(ii) listening comprehension(iii) written expression(iv) basic reading skill(v) reading comprehension(vi) mathematics reasoning

"disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations."

A Learning Disability is a neurological/physiological difference in the way the brain is organized.

A neurological disorder that affects the brain’s ability to receive, process, store and respond to information… At least average intelligence…Difficulty in acquiring basic academic skills…

(National Center for Learning Disabilities)

CausesCauses Differences in the structure and functioning of the brain

(National Dissemination Center)

Neurological dysfunction may be presumed or suspected, but learning disabilities have a variety of possible causes.

(Curry School of Education)

A leading theory among scientists is that learning disabilities stem from subtle disturbances in the brain structures and functions.

(Curry School of Education)

A learning disability is a neurological disorder that affects the brains ability to receive, process, stores and respond to information.

(National Center for Learning Disabilities)

Since the term learning disability does not describe a single disorder, there is no since cause that has been pinpointed.

Differences in the structure and functioning of the brain (National Dissemination Center)

Neurological dysfunction may be presumed or suspected, but learning disabilities have a variety of possible causes.

(Curry School of Education)

A leading theory among scientists is that learning disabilities stem from subtle disturbances in the brain structures and functions.

(Curry School of Education)

A learning disability is a neurological disorder that affects the brains ability to receive, process, stores and respond to information.

(National Center for Learning Disabilities)

Since the term learning disability does not describe a single disorder, there is no since cause that has been pinpointed.

Characteristics of Twice Exceptional Learners

Signs of Giftedness Signs of Learning Disabilities~excellent long-term memory

~poor short-term memory~extensive vocabulary

~oral vocabulary more sophisticated than written~ excels in reading comprehension

~struggles with decoding words~excels in mathematical reasoning

~does poorly at computation~advanced verbal skills in discussions

~refuses to do written work~facile with computers

~handwriting is illegible~grasps abstract concepts

~has difficulty with spelling and phonics~performs better with challenging work

~struggles with easy, sequential material~thrives on complexity

~difficulty with rote memorization

Signs of Giftedness Signs of Learning Disabilities

~highly creative, imaginative~often inattentive in class

~reasons well~emotions can overpower reasoning

~is a keen observer~poor auditory memory

~may have acute hearing~poor listening skills

~has very interesting ideas, extremely curious~weak in language mechanics

~had high degree of energy~may be unable to learn unless interested

~perceptive~performs poorly on timed tests

~insightful (seems "wise")~hopelessly disorganized

~excellent sense of humor~finds clever ways to avoid weak areas

~may excel at art, science, geometry, mechanics, technology, or music ~may fail at foreign languages and

subjects emphasizing audition, sequencing,

memory(Silverman)

Strengths vs. Deficiencies

Strengths DeficienciesThinking Abilities Self ExpressionHigh Creativity Organizational AbilitiesLong-term Memory Short-term MemoryAbstractions Sense Perceptions (distractibility, static

on the auditory channel, sensori-motor)Problem Solving Social InteractionsInsight Self-esteem (Coleman, 1996)

Organizational Difficulties can be: Thoughts going inThoughts coming outStuffTime

I’m a manof few words

How’s theessay

coming,Jeremy?

…he realized at a really inopportune time.

Speling…Speling…

no…no…

Spellin…Spellin…

no…no…

Sepling…Sepling…

no…no…

I got it!I got it!

It’s SPELLING TEST It’s SPELLING TEST TIME!TIME!

Spelling Test Time!!!

For your spelling test today, use the symbols in the shaded box to write your words. In other words, the word “tar” would be spelled “Tap” and the word “vary” would be spelled “Bapbl”.

A a A a Н н N n

Б б B b П п P p

Д д D d Р р R r

Э э E e С с S s

Ф ф F f Ш ш Sh sh

Г г G g Т т T t

Х х H h У у U u

И и I i В в V v

Л л L l Ы ы Y y

Indicators of Ability - Achievement DiscrepancyLook beyond test scores.Look for kids whose performance varies significantly in different areas.

WISC Studies have shown no consistent pattern in GTLD students

There may be a discrepancy between VCI and PRI (Verbal Comprehension Index and Perceptual Reasoning Index)

It is important to look at the subtest discrepancies also.

There is a tendency for twice exceptional children to have: Trouble with: Arithmetic, Digit Span, Coding

sometimes: Picture Completion High scores in: Comprehension, Vocabulary

often: Information, Similarities, Picture Arrangement, and Block

Design

Divergent answers bring down the score. Twice exceptional children tend to elaborate during testing as that is their way of demonstrating their knowledge or creativity.

Categories of Twice Exceptional Learners

Identified Gifted and Unidentified Learning Disabled

Unidentified Gifted and Unidentified Learning Disabled

Unidentified Gifted and Identified Learning Disabled

(Baum)

Categories of Twice Exceptional Learners

Identified Gifted and Unidentified Learning Disabled

Unidentified Gifted and Unidentified Learning Disabled

Unidentified Gifted and Identified Learning Disabled

(Baum)

Identified Gifted and Unidentified Learning Disabled

good verbal skillspoor spelling and/or handwritingdisorganized in their classworkdiscrepancies between strengths &

weaknesses widen as they grow olderoften viewed as "underachieving"if identified LD - tremendous weight lifted off

their shouldersoften passed over for LD support as they are

achieving at grade level

Unidentified Gifted and Unidentified Learning Disabled

bright enough to compensate for their bright enough to compensate for their learning disabilitylearning disability usually appear as average studentsusually appear as average students usually recognize their giftedness and usually recognize their giftedness and disability as adultsdisability as adults need occasions where they can show their need occasions where they can show their superior thinking in creative wayssuperior thinking in creative ways LD masks gifts and gifts mask LDLD masks gifts and gifts mask LD often gifts emerge in specific content areas often gifts emerge in specific content areas or in learning environments where non-or in learning environments where non-traditional methods are usedtraditional methods are used

Unidentified Gifted and Unidentified Learning Disabled

bright enough to compensate for their bright enough to compensate for their learning disabilitylearning disability usually appear as average studentsusually appear as average students usually recognize their giftedness and usually recognize their giftedness and disability as adultsdisability as adults need occasions where they can show their need occasions where they can show their superior thinking in creative wayssuperior thinking in creative ways LD masks gifts and gifts mask LDLD masks gifts and gifts mask LD often gifts emerge in specific content areas often gifts emerge in specific content areas or in learning environments where non-or in learning environments where non-traditional methods are usedtraditional methods are used

Unidentified Gifted – Identified Learning Disabled

~usually excel in an area of interest

~first noticed for what they cannot do

~disability depresses their intellectual performance

~good reasoning and thinking skills detected by teachers and/or parents

~most "at risk" because the LD label tends to have a focus on deficits

~often have incredible projects in the works at home

~focus is so much on their disability it is difficult for them to give themselves credit for their abilities

Unidentified Gifted – Identified Learning Disabled

~usually excel in an area of interest

~first noticed for what they cannot do

~disability depresses their intellectual performance

~good reasoning and thinking skills detected by teachers and/or parents

~most "at risk" because the LD label tends to have a focus on deficits

~often have incredible projects in the works at home

~focus is so much on their disability it is difficult for them to give themselves credit for their abilities

It’s time for It’s time for your weekly your weekly math time math time

test!test!

What every learning disabled child would love to ask…

Gifted Learning Disabled or Underachievement?

Just because a gifted student is not producing does not mean he or sheis learning disabled.

Other reasons for underachievement:

Unrealistic expectations by others

May seek rewards in different environments

Social or emotional problems

Student's self-expectations can be too

high (a task may never be able to be

completed to perfection)

Student may have a conflict with school value system i.e. grades are trivial

May not have learned study skills due to ease of curriculum in earlier grades

Motivation, interest, and specific aptitude influence the amount of effort(Baum, 1991)

Gifted Learning Disabled or Underachievement?

Just because a gifted student is not producing does not mean he or sheis learning disabled.

Other reasons for underachievement:

Unrealistic expectations by others

May seek rewards in different environments

Social or emotional problems

Student's self-expectations can be too

high (a task may never be able to be

completed to perfection)

Student may have a conflict with school value system i.e. grades are trivial

May not have learned study skills due to ease of curriculum in earlier grades

Motivation, interest, and specific aptitude influence the amount of effort(Baum, 1991)

Library

I’m looking for something to tell me how

to be totally unique without anyone being

able to tell.

ADHD vs. GiftedADHD (DSM-IV, 1994) G/T (Silverman, 1993)

~difficulty with sustained attention, ~poor attention, often due to, daydreams boredom, daydreams

~failure to concentrate unless ~lack of persistence on tasks in one-to-one that seem irrelevant

~failure to complete independent ~task completion often reliant on activities personal interests

~ability to listen attentively seems ~often appears bored during diminishes discussions

~messy, disorganized environment ~possible disinterest in organization

~impulsivity, poor judgment ~judgment lags behind intellect

~problems adhering to rules for ~intensity possibly leading to regulating behavior struggles with authority

~activity level often heightened ~frequently high activity

~trouble following directions ~questions rules, directions

ADHDADHD HIGHLY CREATIVEHIGHLY CREATIVE

~often fails to finish tasks, especially those ~often fails to finish tasks, especially those demanded externally demanded externally

~broad range of interest often prohibits task ~broad range of interest often prohibits task completioncompletion

~distractible but not in all situations~distractible but not in all situations ~great attention in self-selected work~great attention in self-selected work

~frequent shifts in activities~frequent shifts in activities ~adaptable and sometimes erratic~adaptable and sometimes erratic

~does not appear to listen~does not appear to listen ~hypomanic to the point of not listening~hypomanic to the point of not listening

~daydreams~daydreams ~imaginative~imaginative

~misplaces items needed for work ~misplaces items needed for work completioncompletion

~so preoccupied as often to overlook the ~so preoccupied as often to overlook the concreteconcrete

~difficulty organizing work~difficulty organizing work ~finds order amidst chaos~finds order amidst chaos

~needs a lot of supervision in order to meet ~needs a lot of supervision in order to meet deadlines deadlines

~freedom of spirit that rejects externally ~freedom of spirit that rejects externally imposed limitsimposed limits

~excessive activity~excessive activity ~high energy level~high energy level

~often engages in challenges without ~often engages in challenges without considering consequencesconsidering consequences

~willing to take risks in order to satisfy plans ~willing to take risks in order to satisfy plans for creative pursuitsfor creative pursuits

~frequently acts without thinking~frequently acts without thinking ~often impulsive in actions~often impulsive in actions

~solitary activities often preferred~solitary activities often preferred ~independent often preferring to be alone~independent often preferring to be alone

~social interactions may be negative~social interactions may be negative ~little interest in relationships~little interest in relationships

~talks while tackling tasks~talks while tackling tasks ~self-talk during creative work~self-talk during creative work

~prone to rapid changes in mood~prone to rapid changes in mood ~often experiences emotional variability~often experiences emotional variabilityCrammond, 1991

Categories of Specific Learning DisabilitiesCategories of Specific Learning DisabilitiesLD TerminologyLD Terminology

DisabilityDisability Area of difficultyArea of difficultySymptoms include Symptoms include trouble withtrouble with

ExampleExample

DyslexiaDyslexia Processing languageProcessing language Reading, writing & Reading, writing & spellingspelling

Letters and words may be Letters and words may be written or pronounced written or pronounced backwardsbackwards

DyscalculiaDyscalculia Math skillsMath skills Computation, remembering Computation, remembering math facts, concepts of time math facts, concepts of time & money& money

Difficulty learning to count Difficulty learning to count by 2s, 3s, 4sby 2s, 3s, 4s

DysgraphiaDysgraphia Written expressionWritten expression Handwriting, spellingHandwriting, spelling Illegible handwriting, Illegible handwriting, difficultydifficulty

DyspraxiaDyspraxia Fine Motor SkillsFine Motor Skills Coordination, manual Coordination, manual dexteritydexterity

Trouble with scissors, Trouble with scissors, buttoning, drawingbuttoning, drawing

Information Processing DisordersInformation Processing Disorders

Auditory Processing Auditory Processing DisorderDisorder

Interpreting auditory Interpreting auditory informationinformation

Language development, Language development, readingreading

Difficulty anticipating how a Difficulty anticipating how a speaker will end a sentencespeaker will end a sentence

Visual Processing Visual Processing DisorderDisorder

Interpreting visual Interpreting visual informationinformation

Reading, writing, and Reading, writing, and mathmath

Difficulty distinguishing Difficulty distinguishing letters like “h” and “n”letters like “h” and “n”

Other Related DisordersOther Related Disorders

Attention Deficit Attention Deficit Hyperactivity Hyperactivity Disorder (AD/HD)Disorder (AD/HD)

Concentration and focusConcentration and focus Over-activity, Over-activity, distractibility & distractibility & impulsivityimpulsivity

Can’t sit still, loses interest Can’t sit still, loses interest quicklyquickly

Twenty-third Annual Report to Congress on the Implementation of IDEA, US Department of Education, 2001Twenty-third Annual Report to Congress on the Implementation of IDEA, US Department of Education, 2001

Reading Fluency Test Time!Reading Fluency Test Time! Groups of two One person is the recorder and one is the reader.

When we say “begin” the reader will have one minute to read as much as he or she can of the passage in orange print.

The recorder will make a mark on the white paper each time the reader incorrectly reads a word.

The recorder will write down the number of words the reader was able to read during the one minute time frame and subtract the number of errors. The resulting score is the reader’s fluency score.

The reader and the recorder will reverse roles and go through the same process with a new reading passage.

Is it ADHD or Giftedness?

Does the child show these behaviors at home?Does the child show these behaviors at home?

Could a lack of interest or relevancy play a part? Could a lack of interest or relevancy play a part?

Is the child unable to concentrate even when interested in the subject?Is the child unable to concentrate even when interested in the subject?

Have any curricular modifications been made in an attempt to change the behaviors?Have any curricular modifications been made in an attempt to change the behaviors?

Has the child been interviewed? What are his or her feelings about the behaviors?Has the child been interviewed? What are his or her feelings about the behaviors?

Does the child feel out of control? Does the child feel out of control?

Do the parents perceive the child to be out of control?Do the parents perceive the child to be out of control?

Has the child been taught strategies to limit stimuli and deal with stress? Has the child been taught strategies to limit stimuli and deal with stress?

Has the child been taught appropriate social skills?Has the child been taught appropriate social skills?

Can the "inattentive" child repeat the instructions?Can the "inattentive" child repeat the instructions?

Do the behaviors occur at certain times of the day, during certain subjects, with Do the behaviors occur at certain times of the day, during certain subjects, with certain teachers, in certain environments and not in other circumstances?certain teachers, in certain environments and not in other circumstances?

Is the child getting the appropriate amount of teacher attention? Is the child getting the appropriate amount of teacher attention?

Does the child demand constant attention from the teacher?Does the child demand constant attention from the teacher?

Is the child just demonstrating his or her personality, type of giftedness, or intensity?Is the child just demonstrating his or her personality, type of giftedness, or intensity?(Silverman, 1994(Silverman, 1994))

Is it ADHD or Giftedness?

Does the child show these behaviors at home?Does the child show these behaviors at home?

Could a lack of interest or relevancy play a part? Could a lack of interest or relevancy play a part?

Is the child unable to concentrate even when interested in the subject?Is the child unable to concentrate even when interested in the subject?

Have any curricular modifications been made in an attempt to change the behaviors?Have any curricular modifications been made in an attempt to change the behaviors?

Has the child been interviewed? What are his or her feelings about the behaviors?Has the child been interviewed? What are his or her feelings about the behaviors?

Does the child feel out of control? Does the child feel out of control?

Do the parents perceive the child to be out of control?Do the parents perceive the child to be out of control?

Has the child been taught strategies to limit stimuli and deal with stress? Has the child been taught strategies to limit stimuli and deal with stress?

Has the child been taught appropriate social skills?Has the child been taught appropriate social skills?

Can the "inattentive" child repeat the instructions?Can the "inattentive" child repeat the instructions?

Do the behaviors occur at certain times of the day, during certain subjects, with Do the behaviors occur at certain times of the day, during certain subjects, with certain teachers, in certain environments and not in other circumstances?certain teachers, in certain environments and not in other circumstances?

Is the child getting the appropriate amount of teacher attention? Is the child getting the appropriate amount of teacher attention?

Does the child demand constant attention from the teacher?Does the child demand constant attention from the teacher?

Is the child just demonstrating his or her personality, type of giftedness, or intensity?Is the child just demonstrating his or her personality, type of giftedness, or intensity?(Silverman, 1994(Silverman, 1994))

Strategies for Teaching the Twice Exceptional Student

NURTURE GIFTS, RESPECT CHILD

Curricular Needs

Differentiation

Challenging material at advanced level

Interdisciplinary

Don't make everything a secret Language Arts lesson

Make the curriculum relevant

Provide individually paced curriculum in areas of giftedness &

disability

Using strengths to compensate for weaknesses

Find a mentor in the child’s area of interest who likes child

Find the child’s interest area and use that area to remediate

Love sharks + poor reader = start with books about sharks

Strategies for Teaching the Twice Exceptional Student

Accommodations

Books on tape

AlphaSmart or other word processor

Spell checker/spelling guide

Inspiration software

Teaching StrategiesMore Accommodations

Assisted note taking

Computers for instruction

Study guides

Highlight in different colors

Yellow for spelling errors

Pink for grammar errors

Gather information through interviews, videos, experiments

Options for communicating ideas

Slides, models, speeches, mime, mural, video production

Avoid rote memorization and timed tests

Tape lectures

Calculator

Oral tests

Abbreviate written assignments

Allow extra time for assignments and tests

Teaching Strategies Equate success with effort

Promote active inquiry involving discussion & experimentation

Provide open-ended challenges that require divergent thinking

Offer options that enable child to use his strengths and

learning style

Incorporate projects that investigate real

problems & real audiences

Highlight abstract thinking

Design enrichment activities to circumvent

weaknesses

Provide options to all students so child isn’t singled out

Encourage looking for relationships and patterns

More Teaching Strategies Create a supportive environment

Model celebrating individual differences

Minimize "teacher talk"

Use mnemonics for concepts requiring recall

Encourage visualization

Get eye contact before speaking

Teach goal setting

Independent Projects in area of interest

•Teach child how to break down project into parts

•Allow child opportunity to share with class and/or to

showcase the talent

More Teaching Strategies Create a supportive environment

Model celebrating individual differences

Minimize "teacher talk"

Use mnemonics for concepts requiring recall

Encourage visualization

Get eye contact before speaking

Teach goal setting

Independent Projects in area of interest

•Teach child how to break down project into parts

•Allow child opportunity to share with class and/or to

showcase the talent

Counseling

Provide emotional support

Teach child to be his or her own advocate

If possible, have child work with other GTLD

students

Help child become aware of strengths and

weaknesses

Teach social skills

Find role models

Organizational Strategies

Color code book covers and notebooks

Graphic organizers

Create flow charts

Colored stickers on desk

Red = turn in homework

Yellow = put homework in backpack

Blue = take lunchbox home

Time management

How long do you think it will take? Have student time himself or herself.

Use egg timer

Get watch with alarm

Strategies for parents

Take photos of things to remember

- tape to the back of the door or mirror

Rearrange room to make it practical

Find tutor - don't be homework heavy - celebrate child's gifts

Work with the school to create a supportive team

Be a role model

Focus on effort, not grades

Do not allow child to use learning disability as an excuse

Expect child to use skills; have child do practical tasks

(i.e. thank you notes)

Time management

How long do you think it will take? Have student time himself or herself.

Use egg timer

Get watch with alarm

Strategies for parents

Take photos of things to remember

- tape to the back of the door or mirror

Rearrange room to make it practical

Find tutor - don't be homework heavy - celebrate child's gifts

Work with the school to create a supportive team

Be a role model

Focus on effort, not grades

Do not allow child to use learning disability as an excuse

Expect child to use skills; have child do practical tasks

(i.e. thank you notes)

“Summer’s over kids! Now, all you round pegs

get back into your square holes!”