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Post by healthy11 on Jan 25, 2010 15:27:06 GMT -5
Bright students with learning disabilities and/or attention deficits often have unique needs that are not addressed. Sometimes, their strengths allow them to compensate for their weaknesses, and they appear to perform like an "average" student until the workload overwhelms them. They may be overlooked for gifted programs, and not identified for appropriate special ed remediation, either. Below are some resources that parents may find helpful in identifying and helping 2e students. NOTE: THE WEB LINKS LISTED ARE FUNCTIONAL AS OF THE TIME OF THIS POSTING, but over time, some sites may change. If you find ones that are no longer current, please let us know. Web resources, listed in no particular order: www.Uniquelygifted.org www.2enews.com2ecenter.org/ www.hoagiesgifted.org/twice_exceptional.htm www.hoagiesgifted.org/underachievement.htm www.davidsongifted.org/db/Articles_id_10178.aspxwww.additudemag.com/adhdblogs/11/9857.htmlwww.davidsongifted.org/db/Articles_id_10563.aspx (lists many other resources, like www.davidsongifted.org/db/Articles_id_10782.aspx on slow processing speed, ADHD, slow cognitive tempo, etc.) www.resourceroom.net/gtld/index.asp (lists many other resources) www.li-teca.org/2eguidelines.html www.eric.ed.gov Gifted but Learning Disabled: A Puzzling Paradox. ERIC Digest #E479 www.nea.org/assets/docs/twiceexceptional.pdf www.sde.idaho.gov/site/gifted_talented/twice-exceptional/docs/2E%20Manual.pdf www.prufrock.com/client/client_pages/Parenting/Delisle/Less_Than_Perfect.cfm www.prufrock.com/client/client_pages/delisle%20ch1.cfm "Understand What Giftedness Is . . . and What It Is Not" www.nldline.com/executive_functioning.htm www.allkindsofminds.org www.visualspatial.org www.thinktonight.com/ 2enetwork@yahoogroups.com www.2enewsletter.com/ www.sengifted.org/articles_counseling/StropGoldman_TheAffectiveSideEmotionalTwiceExceptionalStudents.shtml www.fctd.info/resources/newsletters/upload/FCTD_June07_Issue63w.pdf www.gifteddifferentlearners.org 2ecenter.org/crucial-conversations-webcast/ www.wrightslaw.com/info/2e.index.htm www.wrightslaw.com/info/elig.index.htm www.greatschools.org/students/academic-skills/6833-why-boys-fail-in-school.gs?cpn=20130106weeklysend on why boys, especially, struggle in school www.giftedonlineconferences.ning.com/?xgi=caROhJu The link noted above is an invitation to join the NING website for OGTOC (Our Gifted/Talented Online Conferences) where there are hundreds of people and different chat groups for all kinds of Gifted issues, including �2e.� Some other online discussion groups are: groups.yahoo.com/group/gifted_but_learning_disabled/ groups.yahoo.com/group/GiftedAndSpedResource/ Office of Civil Rights (OCR) letter re: disabled students taking accelerated programs: www.ed.gov/about/offices/list/ocr/letters/colleague-20071226.html www.az2e.org/resources.php www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/LDGuide.pdf www.unboundpotentials.com www.ed.gov/rschstat/research/pubs/adhd/adhd-teaching.html www.grcne.com/giftedADHD.html "Teaching Strategies for Twice Exceptional Students" Published January 2003 www.tinyurl.com/yhst3tp "Gifted Children with ADHD" Published October 2003 www.tinyurl.com/yhg3sap "GT-LD Testing" (Updated December 2003) www.tinyurl.com/yl3s79v nmgifted.org/SI2008/SENG_NAGC.pdf (Dabrowski's overexcitabilties) www.cde.state.co.us/gt/download/pdf/TwiceExceptionalResourceHandbook.pdf millermom.proboards.com/index.cgi?board=Education&action=display&thread=8461 discusses inconsistent academic performance and �2e�s� www.gifted.uconn.edu/siegle/TAG/Update/Fall2009Update.pdf (Council for Exceptional Children discusses RTI for 2e, gifted) www.additudemag.com/adhd/article/8197.html?utm_source=eletter&utm_medium=email&utm_campaign=November www.gifteddevelopment.com/About_GDC/symposium.htm talks about how gifted is defined www.blogs.edweek.org/teachers/unwrapping_the_gifted/2008/02/gifted_links.html#comments Alex Pagnani, a doctoral student in Gifted and Creative Education, has written Download the Underachievement Handbook www.giftedstudy.com/newsletter/pdf/underachievement_handbook.pdf www.mislabeledchild.com www.eideneurolearningblog.blogspot.com/ www.geniusdenied.com/ www.aegus1.org/ The Association for the Education of Gifted Underachieving Students www.gt-cybersource.org/Record.aspx?NavID=2_0&rid=11330Education.Kosmix.com/SpecialEd This talks about identification of twice exceptional students using the WISC: www.nagc.org/index.aspx?id=2455 www.borntoexplore.org/gifted.htm downplays ADHD in gifted people, but provides resources that may be of interest www.startribune.com/local/34937679.html?elr=KArks:DCiUHc3E7_V_nDaycUiD3aPc:_Yyc:aUU school for 2e/2x�s www.gazette.net/stories/11062008/hyatnew181743_32475.shtml Parent awarded for 2e listserve Re: "content enhancement" www.kucrl.org/sim/brochures/CEoverview.pdf The original question asked by G. Sackett and answered by Dr. Deschler is here: www.ncldtalks.org/content/interview/detail/2626/ It�s the 8th question asked. (also contains links to good ncld Exec.Function info) research.aboutkidshealth.ca/teachadhdconnect.additudemag.com/groups/topic/Services_for_Twice_Exceptional_Kids/2e book/print resources:
The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain by Drs. Brock and Fernette Eide, ISBN 978-1-59463-079-8 (2011)
Right-Brained Children in a Left-Brained World: Unlocking the Potential of Your ADD Child by Jeffrey Freed and Laurie Parsons, ISBN 0-684-84793-0 pbk.
Upside-Down Brilliance: The Visual-Spatial Learner, by Linda Kreger Silverman, ISBN 1-932186-00-X
To Be Gifted & Learning Disabled, by Susan M. Baum, Steve V. Owen, John Dixon, ISBN 0-936386-59-2 pbk.
Misdiagnosis and Dual Diagnosis of Gifted Children and Adults by James T. Webb
The Mislabeled Child by Brock and Fernette Eide
Parenting Gifted Kids by James R. Delisle, Ph.D.
The Smart but Scattered Guide to Success "How to Use Your Brain's Executive Skills to Keep Up, Stay Calm, and Get Organized at Work and at Home" by Peg Dawson and Richard Guare (2016), ISBN 9781462516964
Different Minds by Deirdre V. Lovecky
If This is a Gift, Can I Send it Back?: Surviving in the Land of the Gifted and Twice Exceptional [Paperback] by Jen Merrill
Uniquely Gifted edited by Kiesa Kay
Genius Denied by Davidson, Davidson, & Vanderkam
Smart Kids with School Problems by Priscilla Vail (copyright 1987)
Why Bright Kids Get Poor Grades by Sylvia Rimm (1995)
Smart but Stuck by Myrna Orenstein
Bright Minds, Poor Grades by Michael Whiteley
Genius by Lynn & Lynn
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Post by mamak on Jan 26, 2010 19:55:06 GMT -5
Thank you for posting such an extensive list. Haven't had time to look at it yet but it is very awesome to have all this in one place and I look forward to checking them out
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Post by healthy11 on Jan 26, 2010 23:08:10 GMT -5
I had been keeping this information in a separate group on Greatschools, but with their latest forum redesign, it's even more difficult to find anything. Mayleng generously offered to let me create a new "2e" group here, but I think just keeping all of these resources together in one discussion may suffice, because many of the other issues are shared in common across the board. Even within Millermom, there can be other discussion threads that relate to twice exceptional students, like: millermom.proboards.com/thread/8461/inconsistent-academic-performance-info-needed
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Post by healthy11 on Feb 5, 2010 10:08:17 GMT -5
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Post by dhfl143 on May 23, 2010 23:19:22 GMT -5
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Post by dhfl143 on Jun 2, 2010 21:01:17 GMT -5
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Post by dhfl143 on Jun 21, 2010 21:23:44 GMT -5
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Post by dhfl143 on Jul 31, 2010 23:09:43 GMT -5
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Post by healthy11 on Aug 1, 2010 14:06:32 GMT -5
Thank you, dhfl. The article does mention that "The National Association of State Directors of Special Education (NASDSE) define Response to Intervention as the “practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions” (NASDSE, 2005, p. 3). It further states that this practice should be used in “general, remedial, and special education” (NASDSE, 2005, p. 3). The NASDE document does not address gifted children, nor does it define “high-quality instruction” as opportunities for acceleration or enrichment. The Colorado Department of Education (CDE) has a definition broader in nature and inclusive of all students. It defines RtI as “a framework that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standardsbased instruction and intervention that is matched to students’ academic, social-emotional, and behavioral needs” (CDE, 2008, p. 3). This definition allows for broader application of the foundational principles of an RtI model that truly includes all students and can be an effective means of addressing the complex needs of twiceexceptional learners."
I wonder how many states besides Colorado consider needs of gifted and 2e students in their RTI guidelines.....Unfortunately, I'm afraid very few actually do.
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Post by lep on Aug 16, 2010 2:23:23 GMT -5
How can I ever thank you for putting together these resources! Ahh, it's great to be surrounded with friends who understand ... LEP
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Post by healthy11 on Aug 16, 2010 7:15:28 GMT -5
No need for everyone to "reinvent the wheel" and start their own lists from scratch ~ we're here to help, and are glad you find it useful! (Good to see you again, LEP! )
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Post by jacksmom on Aug 31, 2010 12:15:47 GMT -5
I've attached a ppt presentation we gave to the board of ed. It's geared toward how to identify and teach 2e kids. Attachments:
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Post by healthy11 on Oct 23, 2010 19:13:20 GMT -5
Thanks to dhfl143 for mentioning this discussion by Dr. Ruth Coleman concerning RTI (Response to Intervention) for gifted kids and 2e's: ncldtalks.org/content/interview/detail/4134/Among the questions that were asked was, "What is being done about gifted children with learning disabilities? Are there any RTI models? Mary Ruth Coleman, Ph.D. said: The complex needs of gifted students with disabilities make RTI a natural fit for this population. Within an RTI framework the student’s strengths can be identified and challenging learning opportunities can be offered. The areas where the student needs additional support can also be identified and support for academic success can be provided. When the RTI approach includes support for emotional well-being and positive behavior support these can also be provided as needed. The article, “Response to Intervention and Twice-Exceptional Learners: A Promising Fit,” by Pereles, Omdal, and Baldwin, in the special issue Gifted Child Today, Summer 2009; V12-3) focuses on this. The Colorado RTI approach is a comprehensive model that has been developed to include twice exceptional students from the beginning. Information on the Colorado RTI approach can be found at the Colorado Department of Education Web site. In addition, the CEC position paper on RTI specifically mentions the importance of addressing the needs of twice exceptional learners. All of this, however, does not mean that we are problem free. In order for twice exceptional students to receive the supports and services needed, districts, schools, and educators must have the knowledge, skills, and will to create collaborative responses to address the complex combinations of strengths and areas of need that twice exceptional learners often have." In response to another question, Dr. Coleman said, "For student whose learning disabilities impact non-verbal areas and/or whose challenges are with fine/gross motor tasks (dysgraphia and dyspraxia), we need to focus on supports that mitigate the difficulties and allow the child to continue to learn and express themselves. One concrete strategy is to use assistive technology to support the expression of ideas. Assistive technology includes tape recorders to allow student to speak their thoughts and capture them, as well as computers. The computer is the easiest way to help children with difficulties writing capture their ideas and express their thoughts in a way that they can edit and organize their written productions. Learning to manage a keyboard can be challenging – but it is well worth the effort as it allows the child to produce work that matches their thinking levels. There are several software programs available to support writing, but one that I like is called Inspiration – it helps student with the pre-writing organization so that they can see how to build an effective paper. Two states have done an exceptional job developing resources on supporting student who are twice exceptional: Colorado and Idaho. If you go to their sites and do a search for "Twice Exceptional" you will find several resources that are excellent! In addition the book Smart Kids with Learning Difficulties, by Weinfeld, Barnes-Robinson, Jeweler, & Shevitz, is a useful reference. And the Council for Exceptional Children's journal, Teaching Exceptional Children, Volume 38 No. 1/September October 2005 focused on students who are twice-exceptional (I served as guest editor for this issue). While this is an older issue it is packed with valuable and practical teaching ideas! You should be able to purchase and online copy through the CEC website."
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Tanya
Full Member
Posts: 85
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Post by Tanya on Feb 24, 2011 22:13:10 GMT -5
Just to add to the previous post mentioning "Inspiration" as a good software program for pre-writing... I'd like to add a few other programs the kids in my classroom (I'm an EA in a gr 7/8 LD room) use for graphic organizers include: Kidspiration and Smart Ideas and we have one student who really likes using Comic Life.
Dance Mat is being used for keyboarding skills. Kurzweil and Dragon are well integrated into the subjects and we use a SmartBoard frequently.
My son who is much younger has been exposed to Clicker5 to help him compose written work. Technology is great ;D
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Post by healthy11 on May 2, 2011 7:37:03 GMT -5
Below is another 2E group/resource, headed up in Los Angeles. It also has a small subgroup pertaining to children overcoming brain tumors. In the words of the site's founder, "I've come to understand that there are federal laws that need to be applied to every situation, and that these are very important for parents to understand. The state policies and the school district policies need to be aligned with the federal laws when advocating for our special needs children, and this is where the administrators will try to tell us "we do things differently because..." But if we are knowledgeable about the FEDERAL laws we will be stronger advocates and will know how to respond to these tough administrators. Many school districts are hiring their own attorneys to help them find ways of roadblocking the parents, i.e. legal/ annoying loopholes, like stalling tactics and loosing paperwork and having parents fill out mountains of forms... If we understand the FEDERAL laws we will know better where and how to take a stand. We need to join together and help each other to raise recognition and support for our 2E children. If we stand together and increase our numbers, we will have a louder voice at the state and federal levels. If we can grow our network across the country, then we will be more effective in making changes at the federal level." Please visit our yahoo group, consider joining, (please do!) and feel free to give out our contact information to others. Marcie & Mike Booth Parents of 2 x 2E children 2E Network/ 2E Network LA: Supporting Families of Gifted and Special Needs Children email: 2E_Network_LA@ yahoogroups. com web: groups.yahoo.com/group/2E_Network_LA/
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Post by healthy11 on Jun 22, 2011 8:03:56 GMT -5
This link was provided through a 2e network that I belong to, and it discusses testing and various levels of giftedness (gifted, highly gifted, exceptionally gifted, profoundly gifted): hoagiesgifted.com/highly_profoundly.htmAmong other things, it says: What is Highly Gifted? Exceptionally Gifted? Profoundly Gifted? And What Does It Mean? by Carolyn K., director, Hoagies' Gifted Education Page The question is often asked, is my child highly gifted, or exceptionally gifted, or profoundly gifted? What does his score mean? What does her level of giftedness imply? These are important questions, and the answers vary. The terms for the levels of giftedness -- moderately, highly, exceptionally and profoundly gifted -- are not standardized, and they seem to mean different things to different people, and based on scores from different tests. Let's start with the numbers that various folks suggest: 1st column: Level of Giftedness followed by Full Scale IQ scores 2nd column: WISC-IV, WPPSI-III source: Assessment of Children 3rd column: Extended IQ score WISC-IV source: Technical Report #7 WISC–IV Extended Norms www.pearsonassessments.com/NR/rdonlyres/C1C19227-BC79-46D9-B43C-8E4A114F7E1F/0/WISCIV_TechReport_7.pdf?WT.mc_id=TMRS_WISC_IV_Technical_Report_7_Extended_Norms and publisher's 2008 NAGC presentation 4th column: Full Scale IQ score SB-5 source: Ruf Estimates of Levels of Giftedness 5th column: Full Scale IQ score WISC-III, WPPSI-R, SB-4, SB L-M Gifted or moderately gifted (G or MG)/ 130-138 / 130-145 / 120-129 /130 - 145 (132-148 SB-4) highly gifted (HG) / 138-145 / 145-160 / 125-135 /145 - 160 (148-164 SB-4) exceptionally gifted (EG) / 145-152 / 160+ / 130-140 / 160 - 180 (SB L-M only) profoundly gifted (PG) / 152-160 / 175+ / 135-141+ / 180+ (SB L-M only)
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Post by jisp on Jun 22, 2011 8:58:30 GMT -5
Healthy, I recently bought this book electronically and have been dabbling in it. It isn't the most enlightening book on gifted research but it has helped give me some insight into the issues that come with giftedness. There is a whole chapter of kids who are gifted and have learning disabilities. www.amazon.com/Gifted-Children-Realities-Ellen-Winner/dp/0465017592/ref=sr_1_1?s=books&ie=UTF8&qid=1308750961&sr=1-1She also does a good job of reviewing the myths about gifted children. This was also helpful and helped me better understand the complexities behind why there are some kids with very high wisc scores who do not necessarily seem like they are highly gifted and others who have lower wisc scores but are clearly profoundly gifted.
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Post by healthy11 on Jun 22, 2011 10:47:38 GMT -5
Jisp, thanks for sharing your insights into the book. I haven't read it, but wonder how they treat kids with LDs, as far as recognizing their GAI scores.... I suspect those are the kids, like mine, who may not seem like their base scores match up to their levels of giftedness.
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Post by jisp on Jun 22, 2011 14:07:31 GMT -5
healthy what the book talks about is traits beyond what IQ scores are that are indicative of giftedness. And then the book talks about how it is rare for a child who is exceptionally gifted to be strong across all domains. And then it goes on to talk about how some of these kids actually struggle in other domains where they are not gifted. One thing I don't like is that she talks about how gifted kids perform on the SAT (probably because that is what was used in a lot of the Johns Hopkins studies on gifted kids).
I believe you can read some of the book online for free if you go to Amazon.
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Post by healthy11 on Jul 7, 2011 19:11:48 GMT -5
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Post by healthy11 on Sept 18, 2011 13:21:13 GMT -5
Dihicks6 posted the information below in another thread, and I'm copy/pasting it for others here: Here's what federal education law says about 2E students and kids who are passing grade-to-grade. www.wrightslaw.com/info/sec504.idea.eligibility.htmwww.wrightslaw.com/idea/index.htmThis site is particularly helpful -- it lists many OSEP (US Dept. of Educ, aka the feds) letters clarifying what schools must do in certain situations. The last link below is an OSEP letter that addresses identifying gifted kids for sped services. In short, if they have a dx'd disability that interferes with learning, they qualify. www.dmselpa.org/osepltrs.htmlwww2.ed.gov/policy/speced/guid/id....0eval1q2010.pdfIn my letter requesting the evalu, I would include the fact that federal education law (IDEA) specifically states that being gifted or having high grades does not preclude testing for sped services. We have a good sample letter on the home page under 'sample letters.'
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Post by zippity on Mar 26, 2012 19:28:13 GMT -5
How do I upload? I was combing Lexis Nexus. Found under Gifted Child Quarterly a great case study of collaboration for a 2e student. Dyslexia and gifted in the Spatial Temporal area. Caveat, it's from 2004, the WISC III is part of it.
I also have from 2011 pdf- The Cognitive and Psychosocial Characteristics of Gifted Students With Written Language Disability the response to 2010 -- Cognitive and Psychosocial Characteristics of Gifted Students With Written Language Disability and 2006 - Attributional Choices for Academic Success and Failure by Intellectually Gifted Student
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Post by zippity on Mar 26, 2012 19:39:23 GMT -5
If you would like to borrow a copy of the pdf, then email me through the board private message, must give me your email and the title in of the pdf in " " I will forward.
"Gifted Child Quarterly-2010-Assouline-102-15"
Cognitive and Psychosocial Characteristics of Gifted Students With Written Language Disability Abstract: Gifted and talented students who also have a specific learning disability (SLD) are typically referred to as twice-exceptional and are among the most underserved students in our schools. Previous special education laws promoted a wait-to-fail approach; therefore, gifted students with SLD often were overlooked because their average academic performance was not “failure” enough. The flip side to this was the fact that students’ giftedness, as measured by general ability tests, often was masked by average, yet relatively weak, academic achievement. They were not only waiting to fail, they were failing to flourish. The authors present the data gathered from 14 gifted students with SLD, specifically a disorder of written expression. Students were determined to be gifted if they earned a score of 120 (Superior) on the Verbal Scale of a cognitive ability test. They were considered to have a written language disability through an evaluation of their written language skills. The average Verbal IQ for the group was close to a standard score of 130, whereas the average Written Language Score was close to a standard score of 99. In addition to the cognitive profile for these students, the authors obtained measures of their psychosocial functioning. On average, parents, teachers, and students reported typical adaptive behavior, yet group elevations also were present on several clinical scales. The authors’ main conclusion is that a comprehensive assessment plays a critical role in (a) determining whether a student is twice-exceptional, (b) identifying the possibility of psychosocial concerns, and (c) developing educational recommendations. Putting the Research to Use: The results from our empirical study suggest that only through a comprehensive evaluation, which includes both individualized achievement and ability tests and allows for an analysis of the performance discrepancy between the two, is it possible to discover cognitively gifted students with a disorder of written expression. Diagnostic/identification procedures that do not include a comprehensive evaluation place gifted students at serious risk for “missed” diagnosis and ultimately, missed opportunity for intervention. The missed diagnosis arises from the observation that their written work is average relative to that of their peers. Equally important is the concern that some very capable students may be over-looked for screening for gifted programming because their achievement is average. Educators of students who appear to have high verbal ability while simultaneously demonstrating difficulty completing written assignments–and may even appear to be lazy or unmotivated–have a responsibility to further investigate the students’ difficulties and strengths.
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Post by zippity on Mar 26, 2012 19:45:27 GMT -5
If you would like to borrow a copy of the pdf, then email me through the board private message, must give me your email and the title in of the pdf in " " I will get back to you.
"Gifted Child Quarterly-2004-Cooper-83-94"
A Case Study of a Child With Dyslexia and Spatial-Temporal Gifts
A B S T R A C T This case study details the history and K–5 school experience of a boy with dyslexia and spatial-temporal gifts. It describes assessment, evaluation, and identification procedures; the learning specialist’s interventions and program; the critical role of the parent; and the services provided by the gifted program. Specific interventions are described for both remediating dyslexia and supporting the spatial-temporal gift. A literature review of dual exceptionalities is included and suggests that mathematical difficulties be included in the definition of dyslexia. A definition of spatial-temporal intelligence provides an understanding of 4-dimensional space-time.
The mind of a child is complex. When two exceptionalities— that of dyslexia and that of spatial-temporal giftedness— combine, parents and school systems are under tremendous pressure to find educational solutions that are intellectually stimulating. A child, who will be called Vaun, was identified for dyslexia and spatial-temporal giftedness in a New England school system. This case study describes how the school identified and serviced Vaun’s two exceptionalities. It describes the assessment and evaluation, the learning specialist’s interventions, the critical role of the parent, and the services provided by the gifted program. Vaun’s thoughts about his school experience are also included
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Post by healthy11 on May 6, 2012 21:51:55 GMT -5
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Post by healthy11 on Sept 20, 2012 9:52:58 GMT -5
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Post by dhfl143 on Mar 18, 2013 22:37:09 GMT -5
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Post by healthy11 on Jun 3, 2013 19:19:37 GMT -5
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Post by healthy11 on Oct 13, 2013 9:24:07 GMT -5
gcq.sagepub.com/content/57/4/234.full.pdf+htmlCreativity and Working Memory in Gifted Students With and Without Characteristics of Attention Deficit Hyperactive Disorder: Lifting the Maskby C. Matthew Fugate, Sydney S. Zentall and Marcia Gentry The above article from Gifted Child Quarterly, published by Sage on behalf of NAGC, highlights the fact that 2e students with ADHD who have poorer working memory have GREATER creativity...."...In psychology, creativity has been defined as the process of incorporating seemingly irrelevant and unrelated information to solve problems (Runco, 2004). This suggests that a wide focus of attention, often described as distractibility and documented for individuals with ADHD, may be useful for creative thought and insight..." "We concluded that ADHD is associated with creativity when it is assessed by behavior and personality, but there is better evidence of creative performance on storytelling and problem -solving tasks (generating more unique ideas, strategies, solutions, and uses of objects) in average IQ groups of students with characteristics of ADHD than for comparison groups. From the data in this study, we further concluded that creativity, defined as divergent thinking assessed on the TTCT using the Creativity Index, is not compromised by poor working memory for a gifted group of students with characteristics of ADHD. In fact, there was correlational evidence that poor working memory was associated with improved divergent thinking. Even though gifted students with ADHD often experience obstacles in school, evidence of greater potential for creative achievement exists. Indeed, the results of this study suggest that the combination of inattentiveness and hyperactivity contributes to creativity. This was documented in the positive correlation reported in this study between the ADHD Index and the Creativity Index, suggesting that inattention and hyperactivity combined may contribute to creativity more than inattention alone—the latter of which has been suggested by prior researchers (e.g., Carson et al., 2003). The implications of this study are related to the need for appropriate educational opportunities that capitalize on these strengths of this twice-exceptional population."
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Post by dhfl143 on Oct 24, 2013 22:36:35 GMT -5
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