Giftedkids.ie Webinar Series

Dual

ExceptionalityPresented by

Margaret Keane, Founder, Giftedkids.ie

& Anna Giblin, Giftedkids Committee

Supported by Social Entrepreneurs Ireland,

C.T.Y.I. & N.C.T.E.

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Summary

Dual Exceptionality - An Introduction

Aspergers

Adhd/Add

Stealth Dyslexia & the Gifted Child

Dyspraxia & DCD

Sensory Integration Disorders

Support Strategies

Resources: http://www.giftedkids.ie/dual.html

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Huh?????

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General Gifted Characteristics

Keen powers of OBSERVATION. Learned to READ very early, often before

school age. Reads WIDELY and rapidly. Well developed VOCABULARY - takes delight in

using unusual and new words. Has great intellectual CURIOSITY. Absorbs information rapidly - often called

SPONGES. Very good MEMORY - can recall information in

different circumstances. Have the ability to CONCENTRATE deeply for

prolonged periods. Unusual or quirky sense of HUMOUR

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Dual Characteristics of the Gifted Learner with Learning Difficulties

Noticeable differences between the scores on verbal and non-verbal sections of a test

Auditory or visual problems which cause responses or thought processes to appear slow

Poor short-term memory Illegible handwriting and a reluctance to do

written work Weak organisational and study skills resulting in

poor work Speaking vocabulary often superior to written work Inability to learn unless subject is interesting

to them, which may lead to inattentiveness Frustration with and often dislike of school

Source: Special Education Support Services: Information on Dual Exceptionality / Twice Exceptional. Some or all of the above may be present.

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The 2E Checklist!

Evidence of a discrepancy between ability and performance

Evidence of an outstanding talent or ability

Evidence of a processing deficit –auditory and/or visual

Source: http://www.2enewsletter.com/arch_Bracamonte_2e_Students_pubarea_3-

10.htm

But with the right supports. . .!

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What do you see?

The Dual Cocktail

The Dual Cocktail

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Remember!

Asynchronous Development can suggest pathology

Gifted characteristics can mimic other labels

Important that right label is identified

Twice exceptional children need support for their abilities as well as their disabilities

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Most Common Learning Difficulties associated with 2E Children

Aspergers ADHD/ADD Dyslexia DyspraxiaSensory

Integration Difficulties

Visual/Hearing Impairment

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Something to Think About!

“Gifted children are not immune from behavioural disorders. They certainly can have ADD/ADHD, Aspergers, etc . .

However, we do believe that the characteristics of gifted children and adults themselves can sometimes imply

pathology when there is none.”

Misdiagnosis & Dual Diagnoses of Gifted Children & Adults –

James T. Webb Ph.D.et al

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ASPERGERS

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What it is:A neurological disorder that

mainly affects social interaction.

What it isn’t:A mental retardation

Asperger Syndrome

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A literal mind

Some of the Characteristics

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Difficulty reading body language

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Difficulty controlling emotions

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Tend to be obsessive about things– For example can spend hours on a computer game Will have to be reminded to have meals

– Will not understand that others don’t share their interest and will wonder why they lose friends.

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Hear things at a higher volume

See lights much more intensely

Feel pain more intensely

Much more sensitive to touch and fabrics

OversensitiviesOversensitivies

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Oversensitivies

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Can cause:

Dislike of crowded, busy places

Can appear to overact to minor injuries

Will wear clothes that are comfortable rather than stylish

Oversensitivies

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The Results:

Dislike of busy noisy places

= dislike of social gatherings

Overacting to minor injuries

= being thought of as drama queen

Wearing clothes for comfort only

= being seen as eccentric

Oversensitivies

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These oversensitivities combined

with a difficulty reading body

language means isolation for many

with AS

Many with AS are happy in their

own company, but just as many

would like to have friends, they

just don’t know how.

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When younger the person with AS may have been hyperlexic, chatting at an advanced level, and preferring the company of older people.

Particularly in the case of girls with AS may have been seen as gifted but very shy

As they get older though, they prefer the company of younger people as they are emotionally immature

The Young AS

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Work with their strengths. Many people with AS have great careers as computer programmers. They need to find jobs where interacting with people is minimal.

Whatever their passion is, try and steer that in a way that they will find their future career.

Try to find like minded people for them

What Can be Done?

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As they get older, encourage them to find clothes that are stylish as well as comfortable.

For busy, bright, noisy places shaded glasses or a peaked cap can reduce glare, and an iPod to control the noise that they hear.

Teach them body language or find a program that does that.

What Can be Done?

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Educate their teachers about their AS and how to manage it.

If possible and if necessary send them to a school that has a special unit for AS

A child with AS might benefit from an assistance dog

What Can be Done?

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A person with AS likes routine so any change in this can cause great stress, which in turn can cause major meltdowns.

Times of change such as primary to secondary, secondary to college and college to the world of work are difficult enough for most people, but for people with AS it can be major.

Watch out for depression particularly at these times

What to Watch For!

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http://www.aspireireland.ie/

http://www.thechildrensclinic.ie/autism.html

http://www.reconnectautism.org/

http://www.guidedogs.ie/services/assistance_dogs.php

http://www.help4aspergers.com/pb/wp_b5b62f86/wp_b5b62f86.html

http://www.aspie.com/resources

http://www.autismhangout.com/

http://www.grasp.org/

http://www.templegrandin.com/

http://www.fhautism.com/

DVD available from Aspire in relation to second level students with AS

Resources

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Aspergirls: Author Rudy Simone:

ISBN 978-1-84905-826-1

The Explosive Child: Ross W. Greene:

ISBN 0-06-093102-7

Recommended Reading

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Similarities Between Gifted & Aspergers

Excellent Memory – facts & events

Highly skilled verbally

Questions incessantly or talks about issues that are important to them

Excitabilities/Sensitivities

Well developed sense of natural justice

Asynchronous Development

Passionate & absorbed in subjects that interest them

Misdiagnosis & Dual Diagnoses of Gifted Children & Adults – James T. Webb Ph.D.et al

Key Differences

Aspergers

• Can appear to lack empathy with others – needs guidance

• Are unaware largely of their social deficits

Gifted

• Can connect socially with those who share their interests

• Very aware of their inability to find a “fit” socially

Misdiagnosis & Dual Diagnoses of Gifted Children & Adults – James T. Webb Ph.D.et al

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ADHD/ADD

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ADD/ADHD

What it is:A biological brain based condition

that is characterised by poor attention and distractibility and

or hyperactivity

What it isn’t:An excuse for bad behaviour

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Easily distracted

Some of the Characteristics

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Because they are easily distracted they have a tendency to leave things unfinished.

They also have short term memory issues and unless something is right in front of them they forget to do it.

As a result their homes or work spaces are often full of clutter

The person with ADD/ADHD often gets overwhelmed with this clutter

Some of the Characteristics

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They are mainly visual thinkers

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A

B

C

Since many people with ADD/ADHD are visual thinkers they will have difficulty learning in a verbal world

Using mind maps is a great way to help the visual learner

Some of the Characteristics

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They start many projects but finish few

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Again because of their lack of focus they have a tendency to take on many different projects, but they complete very few.

This gives them a feeling of not being able to do anything and can result in low self esteem

Try and help them to reduce the number of projects they take on and encourage them to do one or two and do them well

Some of the Difficulties

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Have difficulty saying no

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The person with ADD/ ADHD will have difficulty saying no, and so end up trying to juggle a million and one things. This can end up causing a load of stress.

One good bit of advice. They should not add something to their life until they have subtracted something.

Some of the Difficulties

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People with ADD have difficulty concentrating and focusing

The Difference between ADD and ADHD

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The person with ADD will not have a huge amount of outward signs. This child can go un noticed and simply thought of as a bit of a day dreamer.

The hyperactivity is in her mind, with lots of thoughts fighting for position. It usually affects girls in this way.

The Difference between ADD and ADHD

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People with ADHD have difficulty concentrating and focusing, AND difficulty sitting still.

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The person with ADHD will have difficulty sitting still and it will be obvious to parents and teachers that there might be something up.

Try to understand, this child is not being bold, he/she simply can’t sit still.

Sometimes medication helps

A lot of young women end up suffering from depression because of undiagnosed ADD

The Difference between ADD and ADHD

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http://www.adhd.ie/

http://www.hadd.ie/

http://www.thechildrensclinic.ie/

http://www.incadds.ie/add-research-resources.php

Reading: ADD friendly ways to organize your life: ISBN 978-1-58391-358-1

Add and Your Money: A Guide to Personal Finance for Adults with Attention Deficit Disorder

You Mean I'm Not Lazy, Stupid or Crazy

Some resources

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Similarities Between Gifted & ADHD/ADD

May exhibit behavioural problems in classroom

Can have problems completing work & have organisational issues

Poor persistence with assignments

Can have poor peer group relations

Misdiagnosis & Dual Diagnoses of Gifted Children & Adults – James T. Webb Ph.D.et al

Key Differences

ADHD/ADD

• Behavioural problems not situation specific

• Finds it difficult to consistently perform

• Easily distractible

• Can find it difficult to adhere to rules or may be unaware they exist

Gifted

• Behavioural problems occur when they start school

• Can commit well to tasks that interest

• Can become totally consumed by the task if interesting – not distracted by environment

• Can question rules

Key Differences

ADHD/ADD

• Easily distractible

• Finds it difficult to return to the task

• Poor organisational skills& work practices can lead to failure in tasks

• Finds it difficult to move between tasks

• Can be seen as impulsive in interactions with others

Gifted• Easily distracted if

task uninteresting• Returns to task

quickly after distraction

• Can intentionally fail to complete task by way of protest

• Can move seamlessly from one task to another if interested

• Interrupts conversations to clarify

Key Differences

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Dyslexia

‘Dyslexia causes difficulties in learning to read, write and spell.Short-term memory, maths, concentration, personal organisation and sequencing may also be affected.’ (Dyslexia Institute UK, 2002)

Spelling Difficulties

Handwriting Difficulties

Manipulation of Numbers

Spatial & CoordinationDifficulties

Dysorthographia

Dysgraphia

Dyscalculia

Dyspraxia

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Stealth Dyslexia

Flying under the Radar

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Exceptionally Able with Dyslexia

Often big discrepancy between ability & performance

Written material does not reflect verbal responses, e.g. comprehension

Can appear inattentive & careless with work

Poor handwriting

Inventive and articulate storyteller

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The Verbal Paradox

Linguistic functions NOT impaired

Language Strengths

Excellent vocabulary & reasoning skills

Enjoy story telling – highly creative orally

Many are avid silent readers

Some avid listeners, enjoy others reading books to them

Source: Drs. Brock and Fernette Eide

http://www.neurolearning.com/

Excellent online resource for information on 2e children with Dyslexia

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The Visual Paradox

Gifted with spatial construction, strong 3D mental rotation abilities

Strong visual / multimodal imagery multimedia

Weak visual 2D perception / memory issues/ mirror reversal errors

Visual processing errors

Source: Drs. Brock and Fernette Eide

http://www.neurolearning.com/

Excellent online resource for information on 2e children with Dyslexia

Stealth Dyslexia

•Severe Underachievement

•Depression, Anxiety•Begins to disengage with learning

•Can develop behavioural issues

RISKS IF UNDIAGNOSED

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Resources http://www.dyslexia.ie/ http://www.teachingexpertise.com/articles/highly-able-children-with-dyslexia-395

Dystalk 2e - Twice Exceptional Newsletter Sensational Kids http://www.sensory-processing-disorder.com/index.html

http://giftedbooks.com/authorarticles.asp?id=9

http://www.neurolearning.com/ http://www.uniquelygifted.org/intro.htm

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Dyspraxia/

DCD

Dyspraxia is a difficulty with thinking, planning and carrying out sensory / motor tasks.Dyspraxia Association of Ireland

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Characteristics of Dyspraxia

Poor balance Poor fine and gross motor co-ordination Poor posture Difficulty with throwing and catching a ball Poor awareness of body position in space Poor sense of direction Difficulty in hopping, skipping or riding a bike Sensitive to touch Confused about which hand to use Intolerance of having hair or teeth brushed, nails and hair cut Slow to learn to dress or feed themselves Find some clothes uncomfortable Difficulty with reading, writing Speech problems - slow to learn to speak and speech may be

incoherent. Phobias or obsessive behaviour and impatient

SOURCE: Dyspraxia Association of Irelandhttp://www.dyspraxiaireland.com/whatisdyspraxia_recognise.php

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Dyspraxia Ireland

Box of Ideas – from Dyscovery Centre

Dyspraxia/DCD Association Cork

Apraxia Kids (US)

Special Education Support Service

Resources

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Sensory Integration Disorders

“Sensory Integration Dysfunction or Sensory Processing Disorder are both ways to describe the difficulty some people's nervous systems have taking in, integrating and making use of sensory information. This changes how a person then responds to changes in their own body, the environment and how they interact with it and others around them.”Sensory Integration Network

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What Works for 2E Students

Nurture the student’s strengths and interests

Foster their social/emotional development

Enhance their capacity to cope with mixed abilities

Identify learning gaps and provide explicit, remediative instruction

Support the development of compensatory strategies

Source: (Reis & McCoach, 2000, and Smutny, 2001) 2E Newsletter

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Classroom Strategies

Play to their strengths Value their individual learning styles

Nurture their social emotional needs Include instruction to support multiple intelligences (Gardner)

Give guidance & support around organisational issues

Use assistive technology if appropriate

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NEW WAYS OF SEEING

“My vision is to create new possibilities for people with ASD and influencing society to adopt a more positive attitude to persons with ASD.”

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Einstein's Posthumous Diagnosis

Aspergers

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Einstein's’ Posthumous Diagnosis

Aspergers

Adhd

Einstein's Posthumous Diagnosis

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Einstein's’ Posthumous Diagnosis

Aspergers

Adhd

Dyslexia

Einstein's Posthumous Diagnosis

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Thanks to . .