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/