Gifted and

Learning
Exceptionalities
Aspergers, LD, ADD, etc.

By Marcela Crowe
Twice-exceptional Children-2E
Definition:

Gifted disabled are

individuals with exceptional
ability or potential who are
capable of high performance
despite such disabilities as
hearing, speech, vision,
orthopedic, or emotional
impairments, learning
disabilities, or other health
problems, either singly or in
combination (U.S. Congress,
1975; Yewchuk & Lupart,
1993)
Twice Exceptional
https://www.youtube.com/watch?v=oiQKhHs04J0
The gifted disabled are
individuals with exceptional
ability or potential despite
their disabilities.
Children typically recognized
only for their disabilities not
for their gifts and talents.
Gifted Children with
Disabilities
Programs for twice-exceptional
children are rare.
Until 1970s: Giftedness and disability
were mutually exclusive categories
(Grimm, 1998)
Although legislation requires that
children with disabilities must be
Programming served, 2E children may be omitted
ideas directed
Needs of Gifted
Identification of toward from special services such as special
Students with
Disabilities
2E Students accommodating education classes, a reading teacher,
these students psychological services, Individual
needs.
Education Programs, etc.
2E students may perform at grade
level. Although they are intellectually
gifted, their disabilities may depress
their gifts.

Needs
Children with low-
incidence disabilities are
usually served by
specialists who have
inexperience with gifted
children specialists
focus more on the
impairment. (Bireley, 1991)
Social rejection:
Mainstreamed children
with disabilities,
particularly emotional
disturbances, frequently
are not accepted by their
peers.
Low-incidence disabilities
Autism: Researchers have discovered more
autistic persons (Bill Gates, Sir Isaac
Newton, Vincent Van Gogh) who are gifted
and talented. Known for their gifted
contributions not for their autism.
Aspergers disorder (AD)/ High functioning
autism. The gifted nerd has
characteristics that resemble an AD child.
Easily misdiagnosed and over-diagnosed.
Gifted with learning disabilities (LD) more
disruptive in class (Baum and Owen, 1988).
Students feel less effective in class.
Frustration, tension, fear of failure lead to
defensiveness.
Identification of a disability immediately
leads teachers to their lowering of
expectations for the students despite
students giftedness. Low expectations lead
to feelings of inadequacy.
Identification
Identifying gifted children with disabilities is difficult.
Gifts typically remain invisible to teachers and even to parents.
Example: Surveys in TX (Boodoo et al., 1989) Out of 388 gifted
coordinators in TX only 75 school districts reported selection of gifted
children with learning disabilities.
The disability may obscure the expression of the special gifts and
talents. Not identified for gifted programs.
Impairments may interfere with obtaining a high score on the
intelligence test- most commonly instrument used for identifying gifted
children.
Example: Kevin, a 9-yr old fourth grader, was totally blind and with a
young appearance. Adults wanted to take care of him. After the
dependence patterns were changed and skill gaps closed, IQ score141.
Girls have as many learning disabilities as boys but are identified later
because they show fewer behavioral problems.
Identification Issue for 2E Students
Use multiple data sources for gifted programming identification.
Avoid combining multiple pieces of data into a single score.
Reduce qualifying cutoff scores for gifted program to account for
depression of scores due to the disability.
Compare assessments: standardized, psychological tests, performance in
class, in-class assessments, daily classwork.
Confer with parents.
Use cultural sensitive assessments.

Characteristics of Twice-exceptional Students

https://www.youtube.com/watch?v=bB5AyWd1m_w
Identifying Gifted Children with Attention Disorders

2E students require a dually differentiated program: one that

nurtures their gifts and talents while accommodating for
learning weaknesses.
ADHD : difficult concentration, distractibility, impulsivity,
disorganization, and hyperactivity.
Overuse and misuse of stimulant drugs. Problem is specially
severe for gifted children.
Unchallenging curriculum for gifted children can cause
children to show ADHD-like symptoms.
Giftedness may mask ADHD, and ADHD may mask giftedness.
Recommendation: Alternative approaches to medication:
consistency, appropriate limit-setting, curriculum changes,
emphasis on positive interests and accomplishments.
Recommendations:
Provide in-service workshops for teachers of the disabled, which focus
on characteristics of giftedness and the identification of G/T children.
Identifications: Use non-verbal tests such as Naglieri Nonverbal
Abilities Test, the Universal Nonverbal Intelligence Test, Ravens
Progressive Matrices Tests for deaf children.
Test that are designed and normed for children with disabilities such as
the Leiter International Performance Scale Revised (Leiter-R), Tests for
Creative Thinking, the Renzulli Creativity Scale.
Use rating scales, IQ and achievement scores, self-nomination, Parent
Checklist and Student Checklist.
Disabled students compared with others who have the same disability .
Discriminate between dependence and disability. (Why Bright Kids Get
Poor Grades by S.B. Rimm)
Critical Ingredients of Programs for Gifted Children with
Disabilities
View the child as a gifted child who
may need some special assistance
because of his/her ability.
Reduce communication limitations.
Students learn to compensate for
their disabling conditions but need
more work than normal students.
Computers present growing
possibilities for extending the
needed communication. Example :
Ovation- permits the blind student
to feed paper into the machine that
reads aloud.
Educators are not
acquainted with technologies
for students with disabilities.
Example: Creation of app by
Argentinian teachers.
In many cases 2E children
cannot be identified without
aids that allow them to
communicate.
 Self-concept Development
Gifted children with disabilities
feel less capable and less worth:
rejection by others, labelling,
lowered teacher expectations,
sense of being different.
Programs should be directed
not only toward helping
disabled gifted children achieve
but also to help them appreciate
their gifts.
Study the childhood of
successful adults.
2E students require social
activities with other gifted
children to avoid feeling alone.
Recommendation:
In the classroom: mixed learning
teams, jigsaw method,
cooperation and interdependence,
peer-tutoring, self-contained 2E
classes, special school for gifted
disabled, self-assessment.
Encourage independent learning-
one to one attention that is not
too dependent.
Best Practices in the Classroom
Use an interdisciplinary Explore avenues to meet student
curriculum. needs.

Provide opportunities for student Avoid offering G/T programs as

inquiry and questioning of incentives.
content.
Allow students to participate in
Include passion areas in enrichment programs.
instruction.
Rely on students strengths.
Offer alternate ways to
demonstrate understanding.
If possible, offer gifted education
https://www.youtube.com/watch?v=sYaQuo08MO8
services for 2E students.
Maureen Neihart - Workshop 'Helping Twice Exceptional
Students Succeed: What works?'
Questions: What is more effective?
1. The child who has a writing disability could
a. Tell his/ her story to a teacher c. Dictate his/her story into a tape recorder
b. Compose a story with a word processord. Talk the story by using a voice-
activated computer
2. Blind children could
c. Have material read to them b. Read the material in Braille
c. Hear the material in a listening device
3. 2E students need
a. One-on-one instruction c. Small groups
b. Public Schools d. Private schools
Video links:
Faces of the Twice Exceptional https://www.youtube.com/watch?v=zVwz7hRGfGo

What is Twice-Exceptional and Gifted? By Dr. Dan Peters, Summit Center https://www.youtube.com/watch?v=PlQ4z-1OVw4

Characteristics of Twice-exceptional Students by Catholic Education Office Sydney Online Learning

https://www.youtube.com/watch?v=bB5AyWd1m_w

A Chance to Read: Twice Exceptional ldonline https://www.youtube.com/watch?v=Us8-tG6R024

Twice Exceptional (2e) Child - Brainworks.info https://www.youtube.com/watch?v=BeaoBHsqA8s

Maureen Neihart - Workshop 'Helping Twice Exceptional Students Succeed: What works? https://
www.youtube.com/watch?v=sYaQuo08MO8

GOLD program Gifted and Learning Disabled - 1/3 https://www.youtube.com/watch?v=rBFC35pI-Rw

A Life Twice Exceptional What is Twice Exceptionality? Silver Huang https://

www.youtube.com/watch?v=HibK-LtlCxM

Walking the Path with Twice Exceptional Learners https://www.youtube.com/watch?v=N0jISzJEcC4

ERIC : Gifted Disabled http://eric.ed.gov/? ti=Gifted+Disabled

Learning Disabilities, What Are the Different Types? By

The National Center for Learning Disabilities
https://www.youtube.com/watch?v=yG_xSBsFMPQ
Strengths of Students with Learning Disabilities and Other Disorders by
The National Center for Learning Disabilities
https://www.youtube.com/watch?v=CYHzJGTA6KM
Resources:

Davis, Gary A., and Sylvia B. Rimm. Gifted Children

with Disabilities." Education Of The Gifted and Talented.
Englewood Cliffs, N.J.: Prentice-Hall, 395-417. Print.

Famous People with Disabilities Hoagies Gifted

Education page http://
www.hoagiesgifted.org/eric/fact/famous.html

TIME - What Genius and Autism Have in Common . July, 2012

BY MAIA SZALAVITZ @MAIASZJU
A study of eight child prodigies finds that share some striking
characteristics, most notably high levels of autistic traits and an
overrepresentation of autism in their close family members