Presentation on theme: "WHO ARE THE TWICE EXCEPTIONAL? WHAT ARE THEIR NEEDS?"— Presentation transcript:
1WHO ARE THE TWICE EXCEPTIONAL? WHAT ARE THEIR NEEDS? SUSAN BAUM, PH.D BRIDGES ACADEMY , DIRECTOR OF PROFESSIONAL DEVELOPMENT
2Two Types of Giftedness Schoolhouse or Lesson Learning GiftednessCreative/Productive Giftedness
3WHAT MAKES GIFTEDNESS? Task Commitment Above Average Ability CreativityAIUCCTP
4ICPTAU“…we believe gifted behaviors take place in certain people (not all people), at certain times (not all the time), and under certain circumstances (not all circumstances).”The Schoolwide Enrichment ModelJ.S. Renzulli & Sally M. Reis
5The Stages of Talent Development THE DISCOVERING PIECETalents are sometimes obvious. We don’t need to gather mountains of data to determine the students’ math or reading skills if their performance is beyond that of his/her peers. There are other students, however, whose skills are still being developed. Interests are piqued; they find a subject or topic that is truly intriguing; they find a mentor or role model whose work just fascinates them and they start to pursue the topic/subject in great depth.Other students have not unearthed one or more talents. There is still quite of bit of nurturing to be done or the students need to be exposed to new areas that may lead to a strength or developing interest.Identifying interests is critical to awakening that passion, drive, or motivation. Some interests are fleeting and others are always an important part of us.manifestemergentlatent
6Diagnosing Jefferson, (Norm Ledgin) Awkward gateSocially ineptUneasy with eye contactDiscomfort with emotionalityObsession with recording financial transactions
7Gifted Students with Aspergers Syndrome Classic manifestations:Knowledgeable in topics of interest, narrow focusedQuantitative impairment in social interaction,Restricted repetitive and stereotyped patterns of behavior, interests, and activities,Stereotyped or repetitive motor mannerisms,Need for structure and predictable routine
8Gifted students with ADD/ADHD Classic manifestations:Creative thinkersDifficulty sustaining attention especially in listening activitiesDifficulty completing written work,Physical restlessness or feelings of restlessnessImpulsivityDifficulty following through on instructions from others (not due to oppositional behavior or failure of comprehension)
9Gifted students with Learning Disabilities ssic manifestations:Auditory and/or visual processing problems,Limited working memory, problems following multi-step directionsDyslexia, dyscalculia, dysgraphia,Disorganized,Sensory-motor integration difficulties,Poor handwriting and spelling,Difficulty putting ideas in writing, taking notes, and taking timed tests.
10Gifted students with Non -Verbal Learning Disabilities Classic manifestations:Difficulty with nonverbal messages,Difficulty with executive functioning (organization, planning),Problems in math are common, especially in the areas of computation, word problems, and abstract applications.Concept formation and abstract reasoning may be significantly impaired.
11Gifted Students Psychological or Social Emotional Disorders Examples include ODD, OCD, Bi-Polar, social anxiety, generalized anxiety, emotional fragility
12Case Study of Blaine Official Diagnosis in Grade Four nine-year-old boy being seen for neurological examination as part of a comprehensive child study team evaluation. Information provided by mother and observations in the office setting indicates that difficulties displayed by Blaine have a multi factorial basis, including:Attention Deficit Hyperactivity Disorder;Mild Oppositional Defiant DisorderGeneralized Anxiety Disorder; andMild unevenness in skill development.
13Recommendations1. Ongoing individual counseling & family therapy 2. Ritalin and Clonadine 3. Social skills intervention to facilitate development of appropriate skills 4. Consistent behavior management at home and in school 5. No OT or PT 6. Return to regular school in cooperation with special services
14Blaine’s WISC III Profile Verbal. 142 Performance. 119 Full Scale Blaine’s WISC III Profile Verbal Performance Full Scale Verbal Comprehension Perceptual Organization Freedom from Distraction Processing Speed
15Blaine’s WISC III Profile Information: 19 Blaine’s WISC III Profile Information: Picture completion 14 Similarities: Coding Arithmetic Mazes Vocabulary: Block Design Comprehension Object assembly Digit span: Symbol Search
16WISC IV Verbal Comprehension Perceptual Reasoning Working Memory Processing SpeedFull Scale
17Profile of “2E” Students · Knowledgeable, talented in specific areas, in-depth interests· Low academic self-efficacy · Creativity used for survival · Disruptive behavior to hide disabilityPoor self regulation Depression and anxietySocial issuesSusan M. Baum, Ph.D.
18Identification of “2E” Students · Giftedness:Behavior may mask giftTest scores may be misleadingFail to meet traditional guidelines forgiftednessSpecial NeedsGrade level performanceOvercompensationUnwilling to accept dual exceptionalitySusan M. Baum, Ph.D.
19StrategiesBecome knowledgeable about how characteristics of giftedness affect and interact with learning, behavior and attention.Keep careful records of the kinds of support the student needs to complete homework, stay on task, and memorize information.Make sure professionals on the team evaluating the youngster are also knowledgeable about the issues facing twice exceptional students.Persist until the appropriate diagnoses are made. Assure that the team uses information that details when the student is at his personal best as well as those times when she is struggling.ASusan M. Baum, Ph.D.
20Identification of “2E” students at Bridges Academy Currently students are deemed gifted for the purposes of the Bridges Academy program in one of 3 ways:1) If they have already been identified as gifted through the achievement of a Full scale IQ score above 130.Because twice-exceptional students often have one or more low sub-scores that depress full-scale scores and mask gifts, we look for signs of cognitive strengths using index or sub-test analysis.
21Identification of 2 E: Bridges Academy 2) A significant difference between or among indices with the student scores in the superior range in VCI o PRI (120+) and the scores in WMI or PSI fall within the average range (90-119).3) Their IQ falls within the average range but attains scores in at least three subtest scores (from VCI or PRI) 12 or above.Once superior cognitive abilities are identified, we look for further evidence of gifted behavior-- exceptional interests, passion, and creativity in one or more academic area or discipline
22BEHAVIORAL TRAITSStudents have been found to have one or more of the following traits which at times are mistaken for manifestations of learning differences.Advanced vocabularyAdvanced interests and passions in specific areasAbility to grasp new ideas and concepts easilyHigh energyRisk takingCuriosityArgumentative, cynicalIndifferent to common conventions and courtesiesMay not participate in class activities
24TALENT CENTERED MODEL FOR TWICE EXCEPTIONAL LEARNERS Susan M. Baum, Ph.D..
25Twenty –five years of research Learning disabled students with superior cognitive ability: Avalidation studyWest Hartford Enrichment Program for Gifted LearningDisabled StudentsState grants on GLD and the effect of talent development onachievement: Project Rescue, North Haven, CheshireProject High Hopes, Javits GrantPrince Georges County, MD.Garrett County Public Schools\Bridges AcademyNumerous case studiesSusan M. Baum, Ph.D.
26How do we meet their needs? (Developing the IEP) Talent developmentA supportive physical environmentChallenging curriculumDifferentiated instruction and accommodations.Targeted remediation and support servicesSocial & emotional supportSusan M. Baum, Ph.D.
28Talent Development Physical Environment Challenging Curriculum Social & Emotional SupportDifferentiated InstructionTalent DevelopmentPhysical EnvironmentChallenging CurriculumTargeted RemediationSusan M. Baum, Ph.D.
29Why Talent Development? Provides pathway to successDevelops self regulation and awarenessof how to be successfulEmotional releaseBasis for socializationDevelops identity and positive sense ofselfOpportunity to see students at theirpersonal best.Susan M. Baum, Ph.D.
31Student CV: Family context CV: Learning Differences crCV: Gifts, talents, and interestscrcrcrCV: Family contextcrcrStudentCV: Learning DifferencescrCV: Evolving social and emotional profilecrcrcrCV: Learning disabilitiescrcrcrcrcr
32GIFTS, TALENTS and INTERESTS Talent Development opportunities (TDO): Master Writers, Science Research, History Research, ArtEnriched curriculum unitsGIFTS, TALENTS and INTERESTSOutside TDOs: Mock Trial, summer and evening courses, special classesTalent alignment through choiceStudent-initiated Type III projects: independent projects with real-world audience and impactGrade/course acceleration
33Enrichment Triad Model TYPE I*GENERAL EXPLORATORY ACTIVITIESTYPE IIGROUP TRAINING ACTIVITIES.TYPE IIIINDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMSEnvironmentin GeneralRegularClassroomBRIDGES.
35Talent Development Opportunities at Bridges Winter session electivesOutdoor educationMentorshipsHistory Day CompetitionsMusic ensembles/ Jazz festivalTalent groups: art, writing, science, technologyMock trial….and growing possibilities
36LEARNING DIFFERENCES Small class size Instructional strategies Varied resources for accessing content, e.g. books on tape DVDs, speakers, field tripsLEARNINGDIFFERENCESProject and product choicesIndependent and group workPhysical environment, e.g., flexible seating and work space options,
37LEARNING DISABILITIES Instructional strategies Use of technology, e.g., laptops, calculators, Smart boardsLEARNINGDISABILITIESUse of assistive technology, e.g., audio texts, voice recognition softwareExtended time for tests, homework assignments,Study skills functioning skills embedded in the curriculum and taught through tutoring and homework supportUse of scaffolding to support and nurture executive functioning
38Is about …Main IdeaDetailsMain IdeaDetailsMain IdeaDetailsSo what Is about …Main IdeaDetailsMain IdeaDetailsMain IdeaDetailsSo what? What is important to understand about this?
39EMERGING SOCIAL AND EMOTIONAL PROFILE Socialization is enhanced through interests such as technologyExposure to therapies (art, music, equine) connect students to emotions and awareness.EMERGING SOCIAL AND EMOTIONAL PROFILEUsing drama to nurture social skills and encourage the disposition of the performer.Team approach: in-house educational therapist and clinical psychologist support students through crises.Field trips, competitions, etc. provide authentic contexts for social behaviors.Talent development opportunities provide a positive approach for coping
40Social and Emotional Support Prevalent IssuesSelf EsteemIdentitySocial SkillsFriendshipFrustration and OverwhelmEmotional Readiness to LearnBridges Academy
41Support Services: A Team Approach Educational TherapistsPsychologistsAlternate therapies/ equine, art, musicSpeech and languageOccupational therapistSocial skills coachesMedical personnelTeam meetingsSusan M. Baum, Ph.D.
42Collaboration with outside therapists, doctors, tutors and Bridges staff to help parents support their children.Orientation eventsFAMILY CONTEXTBreakfast With…Parent education workshop seriesOngoing communicationReferrals for family therapy
43Edward Hallowell (2005)I have learned first and foremost to look for interests, talents, strengths, shades of strengths or the mere suggestion of a talent.Knowing that a person builds a happy and successful life not on remediated weaknesses but on developed strengths, I have learned to place those strengths at the top of what mattersSusan M. Baum, Ph.D.
44FORMAL EDUCATIONAL PLAN 2007 – 2008 TALENT AREAS OF INTERESTsketching, sculpture, art, drama, writingTALENT DEVELOPMENT POSSIBILITIESDramatic roles in class performances, intersession drama course, talent development in art class, design and create mural project of her original creations on wall of office, self-initiated writing project with peer
45ABILITY/ACADEMIC PROFILE StrengthsVerbal analytic abilitiesPerceptual reasoning abilitiesReading skillsWeaknessesWorking memoryAttentional skillsExpressive language skillsPragmatic language skillsMath and writing skillsExecutive functioning skills
46SOCIAL/EMOTIONAL Oppositional behaviors Possible Triggers: not wanting to participate in class activities, feeling overwhelmed by writing tasks, difficulty sustaining attention during class, wanting to do work later with her educational therapist, being vulnerable to others knowing that she doesn’t know what to do.Words to Say: I know you can do this with my support, provide encouragement for her cognitive and emotional resourcesActions to Take: Make agreements with her as to when it is appropriate for her to work/draw in class, provide cues for attention, provide explicit instruction and reinforcement.Long Term Behavioral Goal(s): to develop awareness of social skills to establish and maintain relationships to engage in areas of high interest, creativity and motivation
47REMEDIATIONGoal: to improve writing skillsGoal: to improve executive functioning skillsACCOMMODATION/COMPENSATIONStructure KeyboardAllow drawing in class during discussionsProvide explicit instruction Break tasks into manageable chunks Allow breaksProvide cues for organization Provide reinforcement for behaviors
48EXECUTIVE FUNCTIONING SKILLS Perceive, Initiation, Modulate, Gauge, Focus/Select, Sustain, Stop/Interrupt, Flexible/Shift, Inhibit, Hold, Manipulate, Organize, Foresee, Generate, Associate, Balance, Store, Retrieve, Pace, Time, Execute, Monitor, Correct (McCloskey, 2007)Intrapersonal (Control in relation to the self)Interpersonal (Control in relation to others)Environment (Control in relation to the natural and man-made environment)
49Support IEP No Med. Psychiatrist Social Skills Group Educational Therapist
50Edward Hallowell (2005)I have learned first and foremost to look for interests, talents, strengths, shades of strengths or the mere suggestion of a talent.Knowing that a person builds a happy and successful life not on remediated weaknesses but on developed strengths, I have learned to place those strengths at the top of what mattersSusan M. Baum, Ph.D.