When Giftedness Hides Behind
Disabilitiesby Kim Drain
“Hide not your talents. They for use were made.What’s a sundial in the
shade?”~Benjamin Franklin
What if no one saw you for who you really are?
PROBLEM STATEMENT Because learning disabilities often mask giftedness in students, these twice- exceptional children (2Es) are not identified for Gifted and Talented programs, denying them the educational opportunities to realize their full potential.
What does a 2E student look like?
• A 10-year-old who writes like a 2nd grader but solves 9th grade math problems
• A student who uses high-level vocabulary when speaking but is unable to express
himself in writing• A perfectionist who makes careless mistakes• A bundle of inconsistencies• Albert Einstein, Whoopi Goldberg, and these
familiar faces:http://www.youtube.com/watch?v=0pAI5FhNnyo&feature=related
Why do 2E students go unidentified?
Standard assessments not modified for disabilities
Attention placed on bad behavior while the gifts go unnoticed
Parents and teachers focused on “fixing” the disability
Why do 2E students go unidentified?
They may seem “average”
“…the disability may appear less severe because the child is using the intellect to cope, while the efforts expended … may hinder other expressions of giftedness.” (Willard-Holt, 1999)
ADHD or Bored? ADHD
• Poorly sustained attention
• Diminished persistence on tasks without immediate
gratification• More active, restless
• Often talk excessively
(Willard-Holt, 1999)
BORED
• Poor attention, daydreaming
• Reduced persistence on tasks that seem irrelevant
• High activity level; need less sleep
• Difficulty restraining desire to talk
ADHD or Bored?
ADHD• Shift from one uncompleted task to another• Difficulty following rules• Problem behaviors exist in all settings
For additional characteristics of gifted students with learning disabilities, go to:http://www.hoagiesgifted.org/eric/e574.html
BORED• Begin many projects, see few to completion• Question rules, traditions• Do not exhibit problem behaviors in all situations
(Willard-Holt, 1999)
The Gap is Widening
The Gap is Widening
• 70,000 K-12 students identified by reportingdistricts in 2006
• 2-5% of gifted students have learning disabilities• 2-5% of students with learning disabilities
are also gifted• Experts estimate these numbers will grow as
more school districts become aware of2Es. (Bracamonte, 2010)
Challenges 2E Students Face
• More stress than the typical adolescent• Feeling isolated• Organizational/time management difficulties• Pressure of higher expectations• Programs tend to focus on the disability and
accommodations rather than on the talents
• Frustration
Research Purpose
The goal of this research is to promote equity in Gifted and Talented programs
by discovering new ways to identify and serve under-represented
populations, particularly twice-exceptional students.
Significance of the Study
In this global community, we need to “broaden our view of giftedness to include students from diverse backgrounds who have the potential to contribute significantly …” (Smith, 2005)An example of what these kids can do once we identify and encourage them:http://www.youtube.com/watch?v=1ygzz0V6CmM&feature=related
Conclusion: Unmasking Solutions
Conclusion: Identification Methods
Nontraditional indicators and assessments
Compare with others who have similar disabilities
Accept into program on trial basis
Conclusion: Enhanced Programs
Instruction focuses on strengths rather than on disability
Nurturing environment fosters social and emotional growth
Provides help with organizational skills, remediating disability,
assistive technology
References
Bibliography
• Bracamonte, M. (2010, March/April). 2e Students: Who they are and what they need. 2e Newsletter. Retrieved
from http://www.davidsongifted.org
• Coleman, M. R. (2006). Surviving or thriving? 21 gifted boys with learning disabilities share their school stories .
Teaching Gifted Students with Disabilities. Retrieved from http://
www.prufrock.com/client/client_pages/GCT_Readers/Disabilities.cfm
● Smith, L. & Puttcamp, C. (2005, March). Discovering treasures: One district’s effort to identify under-
represented gifted students. Parenting for High Potential. Retrieved from http://www.davidsongifted.org
• Willard-Holt, C. (1999, May). Dual exceptionalities. Hoagies' Gifted Education Page. Retrieved from http
://www.hoagiesgifted.org/eric/