GIFTED AND

LEARNING
EXCEPTIONALITIES
BY: S T E P H E N A S H E , C A R M I N
WHETSTONE, TRACY WILLIAMS
INTRODUCTION
OF THE
DOUBLE
LABELED
INTRODUCTION OF THE
DOUBLE LABELED
Gifted and learning
exceptionalities often
coined double labeled or
twice exceptional
They demonstrate both
superior intellectual ability
and specific learning
problems.
The gift masks the
disability, and the
disability masks the gift.
TWICE EXCEPTIONAL
T W ICE
EXCEPTIONAL
TRACY WILLIAMS
D I S M A N T L I N G T H E PA R A D O X :
WHAT DOES IT MEAN TO BE
TWICE EXCEPTIONAL?
Children who are both
gifted and learning
disabled, demonstrate
noteworthy talents or
strengths in some areas
and disabling
weaknesses in others.
These children fall into
three categories:
SOCIAL AND EMOTIONAL DEVELOPMENT
OF GIFTED CHILDREN 1:47
EXAMPLES DO YOU HAVE
STUDENTS LIKE THIS?
WHAT ARE THE CHARACTERISTICS OF
TWICE EXCEPTIONAL STUDENTS?

1. TAG students who have subtle learning

disabilities,

2. unidentified TAG students whose gifts and

disabilities may be disguise by average
achievement, and

3. identified LD students who are also gifted.

 COGNITIVE STRENGTHS
Superior vocabulary
Uninhibited expression of
opinions
Uncanny sense of humor (e.g.,
sophisticated use of metaphor)
Highly imaginative
Extreme creativity
Extreme sensitivity and
intensity
Penetrating insights
High levels of problem solving
and reasoning
Interest in the big picture
Specific talent in a consuming
interest area for which students
have exceptional memory and
knowledge
Wide range of interests that
are not related to school learning
COGNITIVE CHALLENGES
Deficient or extremely uneven
academic skills
Auditory, perceptual, or visual
perception problems
Problems with long- and/or short-
term memory
Perceptual-motor difficulties
evidenced by clumsiness, poor
handwriting, or problems
completing fine-motor tasks
Slow responses; students may
appear to work slowly and think
slowly
Lack of organizational and study
skills; often messy
Difficulty following directions;
nonlinear thinking
Easily frustrated: students give
up quickly on tasks; will not risk
being wrong or making
Lack of academic initiative;
appear academically unmotivated;
avoid school tasks;
Frequently fail to complete
assignments
Difficulty expressing ideas and
getting to the point; difficulty
expressing feelings
Blaming others for their
problems
Distractibility; difficulty
maintaining attention for long
periods of time
Difficulty controlling impulses
Poor social skills: students may
demonstrate antisocial behaviors
Over-sensitivity to criticism
TAG STUDENTS WHO HAVE
SUBTLE LEARNING DISABILITIES
This group is easily identified as gifted because of high
achievement or high IQ scores.
As they grow older, discrepancies widen between expected and
actual performance.
For example, these students may impress teachers with their
verbal abilities, while their spelling or handwriting contradicts
the image.
Many of these students go overlooked for screening procedures
because they are on grade level.
Identification of a subtle disability would help students
understand why they are experiencing academic difficulties.
THE UNIDENTIFIED STUDENT

Those who are not noticed at all. These students are struggling
to stay at grade level.
Their superior intellectual ability is working overtime to help
compensate for weaknesses caused by an undiagnosed
learning disability.
These students are often difficult to find because they do not
flag the need for attention by exceptional behavior.
Their hidden talents and abilities may emerge in specific
content areas or may be stimulated by a classroom teacher
who uses a creative approach to learning.
The disability is frequently discovered in college or adulthood
when the student happens to read about dyslexia or hears
peers describe their learning difficulties.
THE IDENTIFIED LD STUDENT

These bright children, discovered within the population of

students who are identified as learning disabled, are often failing
miserably in school.
They are first noticed because of what they cannot do, rather
than because to the talent they are demonstrating.
This group of students is most at risk because of the implicit
message that accompanies the LD categorization.
Little attention, if any, is paid to the student's strengths and
interests, other than to use them to remediate weaknesses.
Interestingly, these children often have high-level interests at
home.
REASONS FOR
MISDIAGNOSES
Customary identification methods are inadequate without major modification.
Standard lists of characteristics of gifted students may be inadequate for
unmasking hidden potential in children who have disabilities. For example:
The hearing impaired cannot respond to oral directions and may also lack the
vocabulary which reflects the complexity of their thoughts.
Speech impairments makeit difficult to respond to oral tests.
The visually impaired may be unable to respond to certain performance
measures, and although their vocabulary may be quite advanced, they may
not understand the full meaning of the words they use (e.g., color words).
The learning disabledmay use high-level vocabulary in speaking but are
unable to express ideas in writing, or vice versa.
The mobility impaired may have limited life experiences, which may produce
artificially lower scores.
STRATEGIES

Focus attention on the development of the gift

Provide a nurturing environment
Value differences
Encourage Compensation Strategies
Offer choice
Help students develop strategies to overcome weakness
Use technology to promote productivity
Personalized learning
Differentiate learning
OVEREXCITABILITY
OR
SUPERSENSITIVITIE
S

A RT H U R A S H E
CHARACTERISTICS OF
OVEREXCITABILITIES
From Polish psychologist
Kazimierz Dabrowski
Identified five areas in which
children exhibit intense
behaviors, also known as
"overexcitabilities" or
"supersensitivities."
They are psychomotor, sensual,
emotional, intellectual and
imaginational.
Gifted children tend to have
multiple intensities, although
one is usually dominant.
1 PSYCHOMOTOR OVER-EXCITABILITIES

competitivenes
s

Compulsive Impulsive
organizing behavior

Psychomot
or

Nervous habits Rapid speech

Physical
expressions of sleeplessness
emotions
2 SENSUAL OVER-
EXCITABILITIES
Appreciation
of beauty,
Need for
whether in
comfort
writing, music,
art or nature.
Sensitive to
Sensitivity to smells, tastes,
pollution or textures of The primary sign of this intensity is a heightened
awareness of all five senses: sight, smell, taste,
foods touch and hearing.

Craving for Tactile

pleasure sensitivity
3 INTELLECTUAL OVER-
EXCITABILITIES
Love of
It is characterized by
Deep knowledge
activities of the mind.
curiosity and
Children who lead with this learning
intensity seem to be thinking
all the time and want Analytical,
Avid
answers to deep thoughts. theoretical
reading
thinking
Sometimes their need for
answers will get them in
Asking of
trouble in school when their Independe
probing
questioning of the teacher nt thinking
questions
can look like disrespectful
challenging.
 4 IMAGINATIONAL
OVER-EXCITABILITIES
Vivid
drea
ms Good
Fear of
the sense
unknow of
n humor The primary sign of this intensity is thefree play of
the imagination.
Their vivid imaginations can cause them to
Imaginatio visualize the worst possibility in any situation.
nal Magic It can keep them from taking chances or getting
Detailed al involved in new situations.
visualizati
on thinki
ng

Love Love of
of poetry,
fanta music,
drama
sy
5 EMOTIONAL
OVEREXCITABILITIES
Timid
ity;
shyn
ess
Need
for anxie
secur ty
ity
Extre
mes of
emoti
Lonel
on
Stron iness
g ;
mem depr
ory Conc essio
ern n
for
other
s
STRATEGIES FOR
OVEREXCITABILITIES
PSYCHOMOTOR SENSUAL
Build activity and movement Whenever possible, create an
into their lives. environment which limits
Be sure the physical or offensive stimuli and provides
verbal activities are comfort.
acceptable and not Provide appropriate
distracting to those around opportunities for being in the
them. limelight by giving
Provide time for spontaneity unexpected attention, or
and open-ended, facilitating creative and
freewheeling activities. dramatic productions that
have an audience.
Provide time to dwell in the
delight of the sensual and to
create a soothing
environment.
STRATEGIES FOR OVER-
EXCITABILITIES
INTELLECTUAL IMAGINATIONAL
Show how to find the Help individuals to
answers to questions. differentiate between
Provide or suggest ways their imagination and
for those interested in the real world by having
moral and ethical issues them place a stop sign in
to act upon their. their mental videotape,
If individuals seem or write down or draw
critical or too outspoken the factual account
to others, help them to before they embellish it.
see how their intent Help people use their
may be perceived as imagination to function
cruel or disrespectful. in the real world and
promote learning and
STRATEGIES FOR
OVEREXCITABILITIES
EMOTIONAL
Accept all feelings, regardless of
intensity. They feel that those high
in Emotional OE are just being
melodramatic. But if we accept
their emotional intensity and help
them work through any problems
that might result, we will facilitate
healthy growth.
Teach individuals to anticipate
physical and emotional responses
and prepare for them. By knowing
the warning signs and acting on
them early, individuals will be
better able to cope with emotional
situations and not lose control.
GIFTED STUDENTS
AND ASPERGERS
SYNDROME
CARMIN WHETSTONE
 Aspergers syndrome is
defined as a developmental
disorder characterized by
higher than average
intellectual ability coupled
with impaired social skills
and restrictive, repetitive
Aspergers
patterns
syndrome of interest
is no and
activities.
longer a diagnosis
of its own.
Some otherItcharacteristics
is of
now part of asyndrome may
Aspergers
broader category
include: prodigious
known as autism
vocabularies and expertise,
spectrum
very disorder
tedious and obsessive.
(ASD).
 make eye
contact.
E RS
R G
S P E O ME Child seems
A
N DR ES
S Y P L
A M awkward in
EX
Inability to pick up on social
social cues such as body situations.
language or facial Child doesnt
expressions. know what to
Child may show few say/how to
emotions or speak in a respond
flat, robotic kind of way. when
Child may dislike engaged in
change/have trouble conversation.
moving from one class to
another during
the school day.
 Gifted students
with Aspergers
syndrome may
have:
high intelligence levels.
intense focus.
great memorization skills.
high vocabulary levels.
tendencies to be
introverted.
 HOW DO I ACCOMMODATE GIFTED STUDENTS
WHO HAVE ASPERGERS SYNDROME ?

Allow them to pursue their academic interests along with requiring

them to follow the curriculum.
Make use of para-professional in extreme cases.
Maintain a routine and consistent rules.
Seat students with Aspergers syndrome close to the teacher.
Provide social training without role play: usage of comic strips.
Avoid whole concept instruction without addressing the parts of the
concept first.
Include visual aids in instruction and as social reminders on their
desks.
Gifted with Aspergers syndrome
INTROSPECTION

Could my own
child be double
labeled?
 What characteristic of Aspergers syndrome shocked you
as interesting?
What are some similar characteristics of gifted students
and students with Learning Disabilities?
What is one way you could to accommodate twice
exceptional students in your classroom?
How would you go about reinforcing social skills with a
gifted student with Aspergers syndrome in your
classroom?
What would be the best approach to infusing students
interest into the curriculum? For students with
exceptionalities?
BROCHURES OF INTEREST
(PRINTABLES)
Brochure from Greeley Eva
ns School
Weld County School
District 6
Brochure from Linda Gonza
lez
Teaching Students Who
Are Gifted and ADHD
Brochure from Spotsylvani
a County Schools
(Fredericksburg, VA)
Twice Exceptional Students
More Twice Exceptional Bro
chure Links
ADHD/ADD
KOREY J OH N S ON
 WHAT IS ADHD?

The three primary characteristics ofADHDare

inattention, hyperactivity, and impulsivity. The signs and
symptoms of a childwith attention deficit disorder has
depends on which characteristics are predominate
COMMON BEHAVIORS
ASSOCIATED WITH GIFTEDNESS
Poor attention, boredom, daydreaming in specific
situations
Low tolerance for persistence on tasks that seem
irrelevant
Judgment lags behind development of intellect
Intensity may lead to power struggles with authorities
High activity level; may need less sleep
Questions rules, customs and traditions
HOW TO IDENTIFY ADHD
VERSUS GIFTED STUDENTS?
A large percentage of gifted children have commonly
high energy levels which can be perceived as
hyperactive activity however their energy is often
focused and directed. If the content is boring or not
aligned to their learning style then gifted students are
not engaged. While on the other hand an ADHD student
is not focused on anything at all and cannot achieve the
task at hand.
HOW DO YOU IDENTIFY IF YOUR GIFTED
CHILD HAS ADHD?

First ask yourself if anyone in your family has ADHD.

Next consider these questions:
Does your child have a poor sense of time
Does your child struggle with procrastination, typically beginning
homework when it's nearly time for bed?
Is your child a night owl who seems to get a "second wind" later in the
evening?
Is your child an "absent-minded professor"?
Does your child hyper-focus to the extent that he or she doesn't hear you
when you call?
Is your child a dawdler who has great difficulty getting up on time in the
morning, and getting ready for school once he or she is out of bed?
Is he or she very likely to misplace personal items - jackets, keys, wallets, etc.?
WHAT HAPPENS IF YOU ARE GIFTED AND
HAVE ADHD?

With mild ADHD symptoms, children who are gifted,

tend to hide their ADHD and they often do well in
school, especially elementary school.
If they have problems, they typically occur during
middle school when teachers expect their students to
become more independent, organized, and productive.
They may struggle to be organized and so are unable to
turn in assignments or forget about assignments.
WHAT CAN A PARENT DO?

Parents can help children with learning disabilities achieve such success
by
encouraging childs strengths
be able to identify their weaknesses
good understanding of the educational system
working with professionals so you can learn about strategies for
dealing with specific difficulties.
MORE QUESTIONS

What does it mean to be double labeled or twice

exceptional?
How can educators help students who are gifted
and have a learning exceptionality?
Think of a student in your class now who could
possibly be double labeled. How does he/she
behave or interact with others? What behaviors
are exhibited?
REFERENCES
https://www.understood.org/en/friends-feelings/empowering-your-c
hild/building-on-strengths/gifted-childrens-challenges-with-lear
ning-and-attention-issues
http://education.wm.edu/centers/ttac/documents/packets/twiceex
ceptional.pdf

https://www.verywell.com/dabrowskis-overexcitabilities-in-gifted
-children-1449118

https://www.youtube.com/watch?v=oiQKhHs04J0
http://sengifted.org/archives/articles/overexcitability-and-the-gift
ed