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Twice exceptional
- what we need to understand about 2E students
to make school work for them
Pia Rehn Bergander
NORDISK TALANGKONFERENS 15-16.8 2019
Utbildningsdepartementet
High IQ, low test scores?
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What is intelligence?Intelligens (av latin intellego, att förstå, begripa, inse, avgöra), mental förmåga; förmågan att
utifrån givna grunder avsiktligt utveckla sitt tänkande. Till intelligensen räknas vanligen förmågorna
att resonera, planera, lösa problem, associera, tänka abstrakt, förstå idéer och språk, komplicerade
orsakssammanhang samt förmågan till inlärning.
Intelligence has been defined in many ways, including: the capacity for logic, understanding, self-
awareness, learning, emotional knowledge, reasoning, planning, creativity, critical thinking, and
problem solving. More generally, it can be described as the ability to perceive or infer information,
and to retain it as knowledge to be applied towards adaptive behaviors within an environment or
context. (Wikipedia)
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learning disorder
and/or neuroatypicalHigh IQ
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www.gilbertgifted.org
ADHDAttention Deficit Hyperactivity Disorder
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Really?
intensity
emotional sensitivity
focused on meaning
highly capable under
right circumstances
asynchronicity
perfectionism
importance-based
nervous system
inconsistencies
procrastination
interest-based
nervous system
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personal interest
novelty
challenge or competition
do or die deadline
Driving forces ADHD/2E
School is built on…
…repeating what someone else thinks is important
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…the assumption that everyone learns according to age
and on demand
What doesn’t work
important according to teacher/parent/grandma
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promises of rewards/grades/praise
reminders of negative consequences
What gets you in the zone?
Copy that. Create a challenge. Compete?
+ practice being in the in-between time
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ASD
Autism Spectrum Disorder
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intense interests
deep knowledge in areas of interest
emotional sensitivity
sensory processing disorders?
highly capable under
right circumstances
curiosity/drive to try new ways
asks challenging questions and
engages others in conversation
adapts well to change
questions rules
holistically oriented
repetitiveness
one-way verbal style
resists change
adheres to rules and
needs structure
detail-oriented
Need for structure
Sensitive to bright lighting, noise, crowds…
Struggles with unstructured and/or unusual
activities (breaks, lunchtime, excursions etc)
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ASD characteristics in school setting
School is…
…constant change
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…constant external stimuli
…constant social interaction
Find the girls!
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Overlapping ASD/ADHD
30-80% of individuals with ASD also have ADHD
20-50% of ADHD also meet criteria for ASD
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How common is 2E?
Linda Silverman, Gifted Development Center: 1/6 of tested
10-30% of gifted individuals?
Giftedness can maskneuroatypicalsymptoms
I can’t do it! Too slow!
Neuroatypical symptoms can mask giftedness
I got it already…
I didn’t mean it like that…
No, that’s not what you said!
I just can’t write it down...
Please listen to me…
Giftedness and neuroatypical symptomscan even each other out
student seems typical and average
Why is it important to know if a giftedstudent is 2E?
No accomodations school failure
Increased risk of dropping out falling behind in life
Increased risk of mental health problems, physical health
problems, substance abuse, shortening of life etc
Why is it important to recognizegiftedness in a student?
Without the stretch they won’t develop efficient learning strategies for life.
Without meaningful work in school they tend to let their energy go where no one
wants it to go.
High-potentiality students have the right to have their education goals met –
it’s the law.
What works?
• The right level of challenge
• Understandable, meaningful tasks
• Relationships that build trust
• Being seen and appreciated
• Being one step ahead
• Chances to move on
• Chances to dig deeper
Educational ideas
• Allow for differentiated work and
demonstrations of knowledge
• Minimize or eliminate repetitive work
and handwriting
• Remember that learning is not linear
• Be responsive to student’s day-to-day
needs
Educational ideas 2
• Be aware of high sensitivities and
accomodate (lighting, noise, space…)
• Offer duplicate sets of books
• Seat student physically close to you
• Don’t single out – offer accomodations
to all students
• Make use of student’s strengths
Making a circle into a square
www.spsm.se/npfElever med särskild begåvning och NPF
Pia Rehn Bergander
References
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• Developmental and cognitive characteristics of ”high-level potentialities” (highly gifted) children; L Vaivre-Douret (2011)
• Attention-deficit/hyperactivity disorder in children with high IQ: results from a population-based study; M Z Katusic, B Robert G
Voigt, W J Barbaresi (2012)
• Diagnosis of ADHD among gifted children in relation to KEDI-WISC and TOVA performance; P K Chae, J-H Kim, K-S Noh (2003)
• Giftedness and ADHD: a strengths-based perspective and approach; J F Skolnick (2017)
• The gift of giftedness? A closer look at how labeling influences social and academic self-concept in highly capable
learners; M Ryan (2013)
• A unique challenge: sorting out the differences between giftedness and Asperger’s disorder; Amend E et al (2009)
• The neurobiology of giftedness; John G Geake (2002)
• Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder; M K Cain, J Kaboski (2019)
References
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• A new understanding of ADHD in children and adults; Thomas E Brown (2013)
• Addressing controversy in ADHD; Russell Barkley (2019)
• With understanding comes calm; Julie Skolnick
• www.nagc.org
• www.teca2e.org
• www.sengifted.org
• Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder; M K Cain, J Kaboski (2019)
• All pictures from www.pixabay.com
Stand up and stretch!
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Ingenting är psykiatri innan det blir en funktionsförlust. Annars är det bara personlighet.
Predrag Petrovic (psykiatriker/hjärnforskare KI)
Med vilket stöd kan eleven?
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Alla barn och elever i samtliga skolformer ska ges den ledning och stimulans som de
behöver i sitt lärande och sin personliga utveckling för att de utifrån sina egna
förutsättningar ska kunna utvecklas så långt som möjligt enligt utbildningens mål.
Elever som till följd av en funktionsnedsättning har svårt att uppfylla de olika kunskapskrav
eller kravnivåer som finns ska ges stöd som syftar till att så långt som möjligt motverka
funktionsnedsättningens konsekvenser.
Elever som lätt når de kunskapskrav som minst ska uppnås eller de kravnivåer som gäller
ska ges ledning och stimulans för att kunna nå längre i sin kunskapsutveckling.
Lag (2018:1098) – träder i kraft enligt ovan 2019-07-01