Twice Exceptional

Know me, understand me, educate me.

Who are the gifted?§ 3822. Categories for Identification.• Each district shall use one or more of these

categories in identifying pupils as gifted and talented. In all categories, identification of a pupil's extraordinary capability shall be in relation to the pupil's chronological peers.

• (a) Intellectual Ability• (b) Creative Ability• (c) Specific Academic Ability• (d) Leadership Ability• (e) High Achievement• (f) Visual and Performing Arts Talent

Who is “Twice Exceptional?”

• Students who are BOTH:– Identified as gifted in one or more areas– Have one or more disabilities

• Twice exceptional students are not exceedingly rare but are often overlooked. Their disabilities and gifts may sometimes mask each other

• With sufficient support, twice exceptional students are high achievers

How Does Twice ExceptionalityPresent in Childhood?

• Asynchrony• Inattentive• High Sensitivity• Frustrated• Intense• Disorganized• Distractible

Characteristics and Behavior Patterns of Gifted that lead to Misdiagnosis

• Judgment lags behind intellect (asynchronous development)

• Non-conformity; challenges others and traditions; refuses to accept authority; disrupts status quo

• Strong-willed behavior; frequent disagrees strongly with parents, teachers, peers; gets in power struggles; is stubborn; gets angry

• Visual-Spatial (“Right Brain”) non-linear learning styles

• Perfectionism—very self-critical; unwilling to take risks; oversensitive to criticism

• Poor handwriting• Unusual sleep patterns• Peer relation problems

Overexcitabilities, Personality Traits, and the Gifted Person

“Overexcitabilities are inborn intensities indicating a heightened ability to respond to stimuli. Found to a greater degree in creative and gifted individuals, overexcitabilities are expressed in increased sensitivity, awareness, and intensity, and represent a real difference in the fabric of life and quality of experience. Dabrowski identified five areas of intensity-Psychomotor, Sensual, Intellectual, Imaginational, and Emotional. A person may possess one or more of these.” (Lind, 2002)

Psychomotor OE

“…a heightened excitability of the neuromuscular system. This Psychomotor intensity includes a "capacity for being active and energetic" (Piechowski, 1991, p. 287), love of movement for its own sake, surplus of energy demonstrated by rapid speech, zealous enthusiasm, intense physical activity, and a need for action (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991).

Sensual OE “Sensual OE is expressed as a heightened

experience of sensual pleasure or displeasure emanating from sight, smell, touch, taste, and hearing. “They have an increased and early appreciation of aesthetic pleasures such as music, language, and art, and derive endless delight from tastes, smells, textures, sounds, and sights. But because of this increased sensitivity, they may also feel over stimulated or uncomfortable with sensory input. When emotionally tense, some individuals high in Sensual OE may overeat, go on buying sprees, or seek the physical sensation of being the center of attraction (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991).

Intellectual OE

“Intellectual OE is demonstrated by a marked need to seek understanding and truth, to gain knowledge, and to analyze and synthesize (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). “Other characteristics may include relishing elaborate planning and having remarkably detailed visual recall. People with Intellectual OE frequently love theory, thinking about thinking, and moral thinking. This focus on moral thinking often translates into strong concerns about moral and ethical issues-fairness

Imaginational OE “Imaginational OE reflects a heightened play

of the imagination with rich association of images and impressions, frequent use of image and metaphor, facility for invention and fantasy, detailed visualization, and elaborate dreams (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991).

“They find it difficult to stay tuned into a classroom where creativity and imagination are secondary to learning rigid academic curriculum. They may write stories or draw instead of doing seatwork or participating in class discussions, or they may have difficulty completing tasks when some incredible idea sends them off on an imaginative tangent.” (Lind, 2002) 

Emotional OE

“Emotional OE is often the first to be noticed by parents. It is reflected in heightened, intense feelings, extremes of complex emotions, identification with others' feelings, and strong affective expression.” (Piechowski, 1991) “Emotionally overexcitable people have a remarkable capacity for deep relationships; they show strong emotional attachments to people, places, and things.” (Dabrowski & Piechowski, 1977).

What are the challenges to identifying a GT/LD student?

1.The gifts may mask the disability.– The student is identified as gifted yet is

exhibiting difficulty in school and is considered to be underachieving.

– The student is working at or near grade level.– The underachievement is attributed to poor

self-concept, lack of motivation, or laziness.

RESULT: The disability may not be recognized or addressed.

What are the challenges to identifying a GT/LD student?

2. The disability may mask the giftedness.– The student is identified as having learning

problems.– The student may have inadequate

assessments or depressed IQ scores.

• RESULT: The areas of giftedness may not be recognized or addressed.

What are the challenges to identifying a GT/LD student?

3. The giftedness and the disability may mask each other.– The student appears to possess average

abilities and no disability.

• RESULT: Both the areas of giftedness and the disability may not be recognized or addressed.

GT/LD Cognitive Strengths Verbal and/or visual spatial abilities Problem-solving and reasoning abilities Background information and vocabulary Making connections between events, ideas,

and situations Grasping abstract concepts—they are often

“whole-to-part” learners who see the big picture

High-level thinking tasks with complexity Creativity and imagination—they often share

interesting or “out-of the box” ideas Curiosity—they ask a lot of questions, at

times challenging information or authority

GT/LD Cognitive Needs

Memory—particularly rote or short-term memory

Executive functioning—the ability to plan, initiate, organize, execute, and shift one’s own cognitive effort

Processing speed—the ability to take in, process, and apply new information quickly

Working memory—the ability to hold and use information in short term memory.

Language—particularly word-retrieval, and organization of ideas.

Auditory and sequential processing

GT/LD Mathematics Strengths

Displaying strong grasp of conceptsThinking logically and symbolically at

high levelsComing up with new or alternative

solutions to problemsRelating math concepts to novel

situations

GT/LD Mathematics Needs

ComputingRetaining and recalling math factsProcessing sequentially (following

algorithms, showing work, explaining how the answer was found)

GT/LD Reading Strengths

Listening comprehension (deeper meaning, making connections, inferential thinking, insights)

Using high-level vocabulary and sharing vast background knowledge

Applying shared inquiry (high-level discussion and questioning)

Grasping themes and getting the main ideas

GT/LD Reading Needs

Phonemic awareness and decoding (phonics)

Oral reading fluency (pace and smoothness)

Memory, recalling accurate/adequate details

GT/LD Writing Strengths

Being creative and showing originality of thought

Coming up with content, ideas, information

Elaborating verbally and providing unlimited description and detail

Incorporating high-level vocabulary

GT/LD Writing Needs

Representing ideas on paperApplying basic skills (handwriting,

capitalization, punctuation and spelling)Organizing, sequencing, and elaborating

on ideas (what is important, what is salient, what is first, what is next, etc.)

BEST PRACTICES

1. Accelerated and enriched instruction in and through thestudent’s areas of strength.

• Meet the students where they are and take them to the next level of skill and knowledge.

• Provide access to enrichment, challenge, and rigor.

• Consider including the following in accelerated and enriched instruction:

• Exposure to above-grade-level content in mathematics, reading/language arts, science, or social studies

• Appropriate use of curriculum (i.e. William and Mary and/or Junior Great Books)

• Curriculum compacting, enrichment activities, or acceleration to the next grade level.

2. Opportunities for instruction in skills and strategies in thoseacademic areas where there is a lack of progress because ofthe student’s disability(ies).• IEP goals and objectives are based on

the student’s needs• Remediation may include instruction in

decoding/encoding, mathematics strategies, the writing process, organizational skills and strategies, self-advocacy, social and behavioral skills, and/or any other need area determined by the IEP team.

2. Opportunities for instruction in skills and strategies in thoseacademic areas where there is a lack of progress because ofthe student’s disability(ies).• IEP goals and objectives are based on

the student’s needs• Remediation may include instruction in

decoding/encoding, mathematics strategies, the writing process, organizational skills and strategies, self-advocacy, social and behavioral skills, and/or any other need area determined by the IEP team.

2. Continued• These goals and objectives are considered

necessary for the student to gain access to the general education curriculum and they must be academically relevant.

• While this “remedial” instruction is important, it should never replace the gifted components of instruction for the GT/LD student.

• Often, acceleration and enrichment opportunities are the vehicle for the student to learn, practice, and apply his/her newly learned skills and strategies. Skill and strategy instruction can be integrated and embedded into high-level instruction to provide a more comprehensive approach.

3. An appropriately differentiated program, including individualizedinstructional adaptations and accommodations

• Adaptations and modifications involve differentiated content, process, or product and describe multiple pathways to the same goals.

• Adaptations and modifications are not watered-down or “easier” tasks or busy work.

3. An appropriately differentiated program (cont.)• Modified accommodations must meet the

following criteria:– Be individualized for each student– Be used in instruction and assessment– Be based on the student’s strengths– Provide equal opportunity for the student to

demonstrate his/her knowledge– Be evaluated and continued only if they are

effective– Empower (not enable) the student– Move the student from dependence on adults to

independence, when appropriate

4. Comprehensive case managementA case manager who is knowledgeable and

sensitive to the needs of a GT/LD learner is critical. He/she is responsible for —

• coordinating all aspects of the student’s IEP• advocating for the student’s needs,• communicating with teachers and parents,• promoting and fostering self-awareness and

self-advocacy, and• providing a safe haven for the student.

ALIGNING INTERVENTION WITH OBSTACLES

Writing• Notes/copying from board: copies, supplemental copies,

skinny notes, graphic organizers, outlines to complete, picture notes, 5 main ideas, verbal rehearsal, provide copies of warm-ups, pair

• Essays: graphic organizer/outline first, verbal prewriting conference, quiet area to work, frequent, task analysis, checklists, rubrics, extra time, grade for content only, allow for verbal elaboration, examples of model papers, frames/outlines.

• Worksheets: ensure adequate space to write or attach paper, allow words and phrases instead of sentences, reduce visual clutter, fold in half, assign fewer problems/questions (circle or mark).

• Charting/graphing/drawing (only a problem if there is fine motor difficulty): alternatives, partner or buddy, provide a template/outline, make it large enough.

• Other: computer, electronic spellers, consider alternatives to writing for demonstrating content knowledge, reduced workload.

Organization• Homework/assignments: planbooks and calendars

(monitored), homework Websites, homework buddy, frequent progress reports, digital recorders, daily verbal check-in, ensure understanding, task analysis and mini-deadlines, label papers and have a place for each, prompt to submit work, routine for submitting work, reduced workload vs. extended time, keep assignments visible and accessible (out of sight, out of mind), ongoing list of assignments and due dates.

• Binders/materials: color coding, accordion files, give a moment to file things, time to clean out, storage bin for “old stuff”, routines/systems, keep a stash of supplies, copies of texts for home/class.

• Test prep: study guides/outlines, assign tasks (flashcards, write questions, practice problems…), preview test questions—type and length.

Reading• Worksheets/overheads: pair visual/auditory

information, partner or groups, adequate time to finish, include visuals.

• Articles and other short texts: highlight critical information, preview vocabulary, adequate time, provide in advance, read aloud software, partner reading.

• Textbooks/novels: chunk assignments, provide titles in advance for recorded books, provide structure for note-taking, in-class read aloud, reduced workload, previewing content (activate prior knowledge, provide summaries/sparknotes.com/character and plot analyses/movie version…).

• Tests/quizzes: extra time, quiet place, reading support, verbatim reading, read aloud software.

Memory• Acquisition: multiple intelligences/multisensory approach

to instruction, whole to-part instruction, focus on concepts vs. facts, connect with prior knowledge, higher level application of information, real-world applications, advance organizers, preview instructional units, concept maps, teach details in context.

• Recall: mnemonics, visual imagery, visual or verbal cues and prompts, notes, outlines, formula cards, “cheat sheets”, picture vocabulary, word banks.

• Retention: reteach and review, have student apply the information, have student teach information, have student organize information, provide/develop resources (see recall), study guides, guided practice

Math• Worksheets: Reduce quantity of

problems, adequate space, graph paper, read aloud word problems.

• Calculations: Calculator, charts.• Vocabulary: visuals, posted, reference

sheets.• Formulas: formula cards.• Geometric Figures: 3D models,

adaptive tools (see OT), scaffolded drawings or constructions.

Social Emotional• Motivation: stimulating assignments,

multisensory instruction, multiple intelligences incorporated into the classroom, flexibility, support, choices, communication, positive feedback, respect, encouragement

• Sustaining effort: reasonable/reduced workload, feedback, success, fresh starts

• Relationships: get to know the student (interests, hobbies), humor, awareness/acceptance of strengths and needs, positive feedback

• AVAILABLE

SOCIAL EMOTIONAL ISSUES

Anger• High performance expectations. These high

expectations cause twice exceptional students to work harder and longer than their intellectual peers.

• Because of their learning challenges, they may still not be satisfied with the results of their labors. It feels unfair to be blessed with the very gifts which lead to the expectation of excellent performance, yet have a constant set of roadblocks to overcome.

• A consistent diet of frustration and resentment without academic success may lead to deep-seated anger aimed at the school and at those who hold these high expectations.

Fear of Failure

• Twice exceptional students who have not learned ways to compensate in their areas of academic weaknesses may develop an expectation of failure, hence a subsequent fear of failure.

• This fear of failure may exhibit itself as anger or frustration while completing the task, high levels of stress at any stages of the task, and/or total avoidance of parts of the task or the entire task.

Strong Need to Control• Often these aforementioned emotions,

expectations, and fears can be perceived as negative and to be avoided. One way to avoid these feelings is to develop a strong need to control situations. – For instance, a student who is easily distracted may

feign illness on the day of an exam to set up a make-up situation in a much quieter teacher's office.

– A student who hates to read aloud will ask for a bathroom pass just before it is his turn to read aloud in class.

– A student who fears failure will not turn in homework to feel in control and to protect the ego, using the rationale that "I would have done well had I done the work."

Low Self-Esteem• For many twice exceptional students, the

negative coping mechanisms they adopt to deal with the anger, frustration, and fears about difficult academic tasks can lead to lower self confidence, lower risk-taking, and less willingness to put in effort on tasks which tap academic weaknesses.

• These choices can negatively impact the academic self-esteem of these students. The perceived or actual reactions of peers, parents, and teachers in response to these coping mechanisms can cause a further erosion of self-esteem, as well.

Fear of Success• It is not unusual for twice exceptional

students to experience the typical feelings of elation when achieving desired success on a difficult task.

• For many of these students, however, this elation is often short-lived and replaced by anxiety at "not being able to replicate the level of success on the next assignment."

• The anxiety often increases because the positive feedback that is received from parents, peers, and teachers can be experienced as "upping the ante," or pressure. This sequence can often result in a deep fear of success.

Strategies• Early identification and support. • Student's strengths and weaknesses are

documented, understood, and more likely to be addressed.

• Programming options which allow them to pursue areas of giftedness, while also providing opportunities to concretely learn compensatory skills (rather than having to learn them intuitively through trial and error).

• Active support system• Arm with ways to compensate for academics

issues as well as emotional support.

Resources

• Baum, S., Cooper C. & Neu, T (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities. Psychology in the Schools, 38(5), 477-490.

• Baum, S. & Owen, S. (2004). To Be Gifted & Learning• Disabled: Strategies for Helping Bright Students with LD,• ADHD, and More. Mansfield Center, CT: Creative Learning• Press. Colorado Department of Education. Twice exceptional

students: Gifted students with disabilities: An introductory resource book. Denver: Colorado Department of Education.

• Montgomery County Public Schools. A guidebook for twice exceptional children: Supporting the achievement of gifted students with special needs. Rockville, MD: Montgomery County Public Schools.

• Montgomery County Public Schools. Twice Exceptional at a Glance. Rockville, MD: Montgomery County Public Schools.

Resources

• Idaho State Department of Education, Twice Exceptional: Students with both Gifts and Challenges or Disabilities, 2010

• Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnosis of gifted children and adults: ADHD, bipolar, OCD, Asperger’s, Depression and other disorders. Scottsdale, AZ: Great Potential Press.

• Uniquely Gifted: Resources for Gifted Children with Special Needs; http://www.uniquelygifted.org/

• SENG: Supporting the Emotional Needs of the Gifted; http://sengifted.org/