Twice Exceptional LearnersThese are students that have a dual diagnosis. One can easily mask the other. Most are identified for their disability.

Famous and Twice Exceptional

Place the following people under one of the following categories:• Learning Disabled• ADD/ADHD• Physically Disabled• Autistic• No known Disabilities

Satoshi Tajiri (Creator of Pokémon)

Whoopi Goldberg

Frida Kahlo

EleanorRoosevelt

Walt Disney

Madonna

Beethoven

Steven Spielberg

Bill Gates

Oprah Winfrey

Let’s See how many you have right! Asperger’s (High Functioning Austim):

Bill Gates and Satoshi Tajiri Learning Disabled:

Walt Disney and Whoopi Goldberg ADHD:

Eleanor Roosevelt and Steven Spielberg Physical Disabilities:

Beethoven (Deaf) Frida Kahlo (Polio and Severe and Traumatic

Injuries) Madonna and Oprah have no known disabilities

Imagine being gifted ANDLearning disabledADD/ADHDPhysically disabledBlindDeafAutistic

As we explore this topic, please use your graphic organizer to record two to four characteristics of each type of exceptionality. Use your Window Notes page to record your answers to the questions. Be sure to answer questions in at least two different learning styles.

Diagnosing Gifted Students That Are Also Learning DisabledIt is very difficult to diagnose both because the gifted student is adept at being able to compensate for his disabilities. Review school records to look for patterns of strengths

and weaknesses. Look for discrepancies between their high ability and

achievement. Do NOT compare these students to ones their own age.

There may be evidence of a processing deficit. They may seem to tune out, but this is because of the extra effort that is required for them to compensate in their area of weakness.

Early intervention is needed to help the student reach their full potential.

Characteristics of a Gifted Child With a Learning Disability Compensates better than peers Wide variety of interests High risk for becoming dropouts High abstract reasoning ability Good mathematical reasoning ability Advanced vocabulary Imaginative and creative Sense of humor Overly sensitive Perfectionist Unreasonable expectations for self Failure to complete assignments

Suggestions For Working With Gifted and Learning Disabled StudentsThe twice exceptional learner needs a supportive environment that meets all their needs. Enrichment for his gifted area Remediation for his learning disability Developmental instruction in subjects of average

growth Counseling (the gifted child’s need to succeed often

leaves them very frustrated). Twice exceptional learners benefit from support groups in the home and educational setting.

These can be accomplished in a variety of different learning settings.

Time to think about Working With Gifted and Learning Disabled StudentsWhat is a twice exceptional child?

Imagine the following situation: You're a child in a gifted cluster class. You excel in language arts, science, and social studies. However, no matter how hard you try you struggle with math. Your friends seem to do well. How would you feel?

How do you diagnose a gifted student with a learning disability?

What can you do to make sure twice exceptional students don't fall through the cracks?

Giftedness and ADD/ADHDWhat do you think you know about ADD/ADHD? Take a moment to discuss.

What is ADD/ADHD? ADHD-Not a learning disability but

can affect a child's ability to achieve in the classroom. Typical manifestations are: trouble paying attention, sitting still, or finishing tasks.

ADD- (inattentive type)- is when a child has difficulty focusing/staying focused on a task.

These difficulties usually begin before the person is 7 years old. However, these behaviors may not be noticed until the child is older.

What signs can I look for to determine ADD/ADHD?

Inattentive Type can't stay focused on play or school work; don't follow through on instructions or

finish school work or chores; can't seem to organize tasks and activities; get distracted easily; and lose things such as toys, school work, and

books. (APA, 2000, pp. 85-86)

Hyperactive-impulsive type

get out of their chairs when they're not supposed to;

run around or climb constantly; have trouble playing quietly; talk too much; fidget and squirm; blurt out answers before questions

have been completed; have trouble waiting their turn; interrupt others when they're

talking; and Butt- in on the games others are

playing. (APA, 2000, p. 86)NOTE: Parents and teachers do not cause AD/HD. Still, there are many things that both parents and teachers can do to help a child with AD/HD.FIRST, rule out other reasons for the child's behavior, and find out if the child has other disabilities along with AD/HD.SECOND, determine what is specifically hard for that child....

What strategies can I implement in my classroom to help students with this issue? Post rules, schedules, and assignments. Clear rules and routines Give step by step directions verbally

and in writing. Let the student work on the computer Hold high expectations

Time to think about Working With Gifted and ADD/ADHD StudentsWhat are ADD and ADHD?

What personal experience do you have working with ADD/ADHD students? Now imagine they are also gifted.

How can you determine if a student has ADD or ADHD?

Finish this analogy: Having ADD and being gifted is like having _____________ and being ____________.

Gifted students with Physical Disabilities Underserved and under stimulated Focus is usually on accommodations for

disabilities instead of cognitive abilities Students often focus their gifted

strengths on accommodating for their disability which can diminish the appearance of both.

Characteristics of Gifted students withVisual

Impairment Fast rate of learning Superior memory Superior verbal

communication skills and vocabulary advanced problem-solving skills Creative production or thought

that may progress more slowly than sighted students in some academic areas

Ease in learning Braille Great persistence Motivation to know Sometimes slower rate of

cognitive development than sighted students

excellent ability to concentrate (Whitmore & Maker, 1985)

Hearing Impairment Development of speech-reading skills

without instruction Early reading ability Excellent memory Ability to function in the regular school

setting Rapid grasp of ideas High reasoning ability Superior performance in school Wide range of interests Nontraditional ways of getting information Use of problem-solving skills in everyday

situations Possibly on grade level Delays in concept attainment Self starters Good sense of humor Enjoyment of manipulating environment Intuition Ingenuity in solving problems Symbolic language abilities (different

symbol system)(Cline, 1999; Whitmore & Maker, 1985)

Characteristics of Gifted students with Physical Disabilities Development of compensatory skills Creativity in finding alternate ways of communicating and accomplishing tasks Impressive store of knowledge Advanced academic skills Superior memory Exceptional problem-solving skills Rapid grasp of ideas Ability to set and strive for long-term goals Greater maturity than age mates Good sense of humor Persistence, patience Motivation to achieve Curiosity, insight Self-criticism and perfectionism Cognitive development that may not be based on direct experience Possible difficulty with abstractions Possible limited achievement due to pace of work

(Cline, 1999; Whitmore & Maker, 1985; Willard-Holt, 1994)

Time to think about Working With Gifted and Physically Disabled StudentWhat makes it difficult to identified giftedness in physically disabled students?

Have you ever know anyone with a physically disability that found great success despite their disability? How were they able to find success?

Compare and contrast gifted student with visual and hearing impairments.

What programs could a school put in place for a gifted student that was wheel chair bound and blind?

Autism and Giftedness Autism Spectrum Disorder (ASD) is a

developmental disability that is characterized by: Severe communication difficulties

Illegible handwriting Rote memorization difficulties Poor spelling, phonics, and decoding

Social impairments/ Behavioral difficulties and intensities Difficulties in group settings Yelling out (inappropriate timing or comments)

Specialized or limited (almost obsessive) interests Extensive and advanced vocabulary (more advanced

oral than written performance)

Diagnosis of Twice-Exceptional Children ASD students with advanced abstract reasoning

abilities can be difficult to detect: because of their giftedness they can develop

strategies to mask their learning disability. Adequate performance is the result of high

cognitive ability, which allows for the student to compensate in a less-than-challenging curriculum.

The high cognitive ability may not fully realized because the disability prevents the student from fully expressing his or her talents (Silverman).

Understanding Autism

Time to think about Working With Gifted and AutismDescribe the characteristics of an autistic/gifted child?

Think about your students (present and past). Could you have had an ASD student that may have been also gifted? Do you feel you differentiated properly for him/her?

How is a child with Autism different from a child that is just gifted?How is the Autistic Child different?

If you had to explain Autism using only images, what images would you use? Create 5-8 images to explain Austism.

Differentiating for Twice Exceptional ChildrenSupportive teachers that teach to their strengths and programs that provide the necessary accommodations are a must! Enrichment

Don't water down the curriculum. Find alternate methods of presentation/communication: interviews, pictures, videos. Provide experiential learning not just instructional learning.

Provide advanced organizers or technological supports to help students receive, i.e., outlines of class lectures, assistive technology, study guides.

Differentiating for Twice Exceptional Children:

Communication – Focus on Strengths! Offer alternate modes for students to

communicate their ideas Instead of an essay: murals, speeches, mime,

film productions, visual presentations and demonstrations, etc.

Allowing students to hand in work using technology provides students the opportunity to submit work they can feel proud of.

Plan for student-directed learning - use centers!

Offer students strategies for remembering information such as mnemonics (allow students to create these!), visualization, etc.

“Giftedness can be combined with blindness, deafness,

cerebral palsy, other physical handicaps, and psychological

dysfunctions. It provides no immunity against physical

diseases and accidents that impair functioning.”“The gifted are not immune, although they may present a

more complicated picture.”-Winebrenner, S

The U.S. Department of

Education estimates that there

are approximately 360,000

twice-exceptional children in

American schools

Now what? Create an action plan

on how you will know if you have gifted students

Develop differentiation strategies that you add to your “bag of tricks” that incorporate these type of learners!

And Remember: Work with your school experts (Special Education

Department, Gifted teachers, Social Workers, etc.)

The worse you can do, is “do nothing”

For more information . . . http://www.gifteddevelopment.com/What_is_Gifted/2echi

ldren.htm http://www.ldonline.org/indepth/adhd http://www.davidsongifted.org/db/Articles_id_10126.asp

x Baum, S. (1990). Gifted but learning disabled: A puzzling

paradox. ERIC Resource Center, doi: ED321484 NAGC position statement: Twice-exceptionality. (2009).

Retrieved from http://www.nagc.org/index.aspx?id=5094 Silverman, L. K. (n.d.). Gifted children with learning

disabilities: Lost Treasures. Retrieved from http://www.gifteddevelopment.com/What_is_Gifted/2echildren.htm

http://giftedkids.about.com/od/giftedandld/Gifted_Children_with_Learning_Disabilities.htm

http://giftedkids.about.com/od/giftedandld/a/gt_and_ld_2.htm