Giftedkids.ie Webinar Series
Dual
ExceptionalityPresented by
Margaret Keane, Founder, Giftedkids.ie
& Anna Giblin, Giftedkids Committee
Supported by Social Entrepreneurs Ireland,
C.T.Y.I. & N.C.T.E.
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Summary
Dual Exceptionality - An Introduction
Aspergers
Adhd/Add
Stealth Dyslexia & the Gifted Child
Dyspraxia & DCD
Sensory Integration Disorders
Support Strategies
Resources: http://www.giftedkids.ie/dual.html
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Huh?????
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General Gifted Characteristics
Keen powers of OBSERVATION. Learned to READ very early, often before
school age. Reads WIDELY and rapidly. Well developed VOCABULARY - takes delight in
using unusual and new words. Has great intellectual CURIOSITY. Absorbs information rapidly - often called
SPONGES. Very good MEMORY - can recall information in
different circumstances. Have the ability to CONCENTRATE deeply for
prolonged periods. Unusual or quirky sense of HUMOUR
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Dual Characteristics of the Gifted Learner with Learning Difficulties
Noticeable differences between the scores on verbal and non-verbal sections of a test
Auditory or visual problems which cause responses or thought processes to appear slow
Poor short-term memory Illegible handwriting and a reluctance to do
written work Weak organisational and study skills resulting in
poor work Speaking vocabulary often superior to written work Inability to learn unless subject is interesting
to them, which may lead to inattentiveness Frustration with and often dislike of school
Source: Special Education Support Services: Information on Dual Exceptionality / Twice Exceptional. Some or all of the above may be present.
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The 2E Checklist!
Evidence of a discrepancy between ability and performance
Evidence of an outstanding talent or ability
Evidence of a processing deficit –auditory and/or visual
Source: http://www.2enewsletter.com/arch_Bracamonte_2e_Students_pubarea_3-
10.htm
But with the right supports. . .!
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What do you see?
The Dual Cocktail
The Dual Cocktail
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Remember!
Asynchronous Development can suggest pathology
Gifted characteristics can mimic other labels
Important that right label is identified
Twice exceptional children need support for their abilities as well as their disabilities
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Most Common Learning Difficulties associated with 2E Children
Aspergers ADHD/ADD Dyslexia DyspraxiaSensory
Integration Difficulties
Visual/Hearing Impairment
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Something to Think About!
“Gifted children are not immune from behavioural disorders. They certainly can have ADD/ADHD, Aspergers, etc . .
However, we do believe that the characteristics of gifted children and adults themselves can sometimes imply
pathology when there is none.”
Misdiagnosis & Dual Diagnoses of Gifted Children & Adults –
James T. Webb Ph.D.et al
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ASPERGERS
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What it is:A neurological disorder that
mainly affects social interaction.
What it isn’t:A mental retardation
Asperger Syndrome
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A literal mind
Some of the Characteristics
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Difficulty reading body language
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Difficulty controlling emotions
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Tend to be obsessive about things– For example can spend hours on a computer game Will have to be reminded to have meals
– Will not understand that others don’t share their interest and will wonder why they lose friends.
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Hear things at a higher volume
See lights much more intensely
Feel pain more intensely
Much more sensitive to touch and fabrics
OversensitiviesOversensitivies
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Oversensitivies
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Can cause:
Dislike of crowded, busy places
Can appear to overact to minor injuries
Will wear clothes that are comfortable rather than stylish
Oversensitivies
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The Results:
Dislike of busy noisy places
= dislike of social gatherings
Overacting to minor injuries
= being thought of as drama queen
Wearing clothes for comfort only
= being seen as eccentric
Oversensitivies
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These oversensitivities combined
with a difficulty reading body
language means isolation for many
with AS
Many with AS are happy in their
own company, but just as many
would like to have friends, they
just don’t know how.
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When younger the person with AS may have been hyperlexic, chatting at an advanced level, and preferring the company of older people.
Particularly in the case of girls with AS may have been seen as gifted but very shy
As they get older though, they prefer the company of younger people as they are emotionally immature
The Young AS
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Work with their strengths. Many people with AS have great careers as computer programmers. They need to find jobs where interacting with people is minimal.
Whatever their passion is, try and steer that in a way that they will find their future career.
Try to find like minded people for them
What Can be Done?
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As they get older, encourage them to find clothes that are stylish as well as comfortable.
For busy, bright, noisy places shaded glasses or a peaked cap can reduce glare, and an iPod to control the noise that they hear.
Teach them body language or find a program that does that.
What Can be Done?
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Educate their teachers about their AS and how to manage it.
If possible and if necessary send them to a school that has a special unit for AS
A child with AS might benefit from an assistance dog
What Can be Done?
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A person with AS likes routine so any change in this can cause great stress, which in turn can cause major meltdowns.
Times of change such as primary to secondary, secondary to college and college to the world of work are difficult enough for most people, but for people with AS it can be major.
Watch out for depression particularly at these times
What to Watch For!
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http://www.aspireireland.ie/
http://www.thechildrensclinic.ie/autism.html
http://www.reconnectautism.org/
http://www.guidedogs.ie/services/assistance_dogs.php
http://www.help4aspergers.com/pb/wp_b5b62f86/wp_b5b62f86.html
http://www.aspie.com/resources
http://www.autismhangout.com/
http://www.grasp.org/
http://www.templegrandin.com/
http://www.fhautism.com/
DVD available from Aspire in relation to second level students with AS
Resources
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Aspergirls: Author Rudy Simone:
ISBN 978-1-84905-826-1
The Explosive Child: Ross W. Greene:
ISBN 0-06-093102-7
Recommended Reading
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Similarities Between Gifted & Aspergers
Excellent Memory – facts & events
Highly skilled verbally
Questions incessantly or talks about issues that are important to them
Excitabilities/Sensitivities
Well developed sense of natural justice
Asynchronous Development
Passionate & absorbed in subjects that interest them
Misdiagnosis & Dual Diagnoses of Gifted Children & Adults – James T. Webb Ph.D.et al
Key Differences
Aspergers
• Can appear to lack empathy with others – needs guidance
• Are unaware largely of their social deficits
Gifted
• Can connect socially with those who share their interests
• Very aware of their inability to find a “fit” socially
Misdiagnosis & Dual Diagnoses of Gifted Children & Adults – James T. Webb Ph.D.et al
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ADHD/ADD
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ADD/ADHD
What it is:A biological brain based condition
that is characterised by poor attention and distractibility and
or hyperactivity
What it isn’t:An excuse for bad behaviour
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Easily distracted
Some of the Characteristics
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Because they are easily distracted they have a tendency to leave things unfinished.
They also have short term memory issues and unless something is right in front of them they forget to do it.
As a result their homes or work spaces are often full of clutter
The person with ADD/ADHD often gets overwhelmed with this clutter
Some of the Characteristics
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They are mainly visual thinkers
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A
B
C
Since many people with ADD/ADHD are visual thinkers they will have difficulty learning in a verbal world
Using mind maps is a great way to help the visual learner
Some of the Characteristics
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They start many projects but finish few
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Again because of their lack of focus they have a tendency to take on many different projects, but they complete very few.
This gives them a feeling of not being able to do anything and can result in low self esteem
Try and help them to reduce the number of projects they take on and encourage them to do one or two and do them well
Some of the Difficulties
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Have difficulty saying no
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The person with ADD/ ADHD will have difficulty saying no, and so end up trying to juggle a million and one things. This can end up causing a load of stress.
One good bit of advice. They should not add something to their life until they have subtracted something.
Some of the Difficulties
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People with ADD have difficulty concentrating and focusing
The Difference between ADD and ADHD
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The person with ADD will not have a huge amount of outward signs. This child can go un noticed and simply thought of as a bit of a day dreamer.
The hyperactivity is in her mind, with lots of thoughts fighting for position. It usually affects girls in this way.
The Difference between ADD and ADHD
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People with ADHD have difficulty concentrating and focusing, AND difficulty sitting still.
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The person with ADHD will have difficulty sitting still and it will be obvious to parents and teachers that there might be something up.
Try to understand, this child is not being bold, he/she simply can’t sit still.
Sometimes medication helps
A lot of young women end up suffering from depression because of undiagnosed ADD
The Difference between ADD and ADHD
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http://www.adhd.ie/
http://www.hadd.ie/
http://www.thechildrensclinic.ie/
http://www.incadds.ie/add-research-resources.php
Reading: ADD friendly ways to organize your life: ISBN 978-1-58391-358-1
Add and Your Money: A Guide to Personal Finance for Adults with Attention Deficit Disorder
You Mean I'm Not Lazy, Stupid or Crazy
Some resources
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Similarities Between Gifted & ADHD/ADD
May exhibit behavioural problems in classroom
Can have problems completing work & have organisational issues
Poor persistence with assignments
Can have poor peer group relations
Misdiagnosis & Dual Diagnoses of Gifted Children & Adults – James T. Webb Ph.D.et al
Key Differences
ADHD/ADD
• Behavioural problems not situation specific
• Finds it difficult to consistently perform
• Easily distractible
• Can find it difficult to adhere to rules or may be unaware they exist
Gifted
• Behavioural problems occur when they start school
• Can commit well to tasks that interest
• Can become totally consumed by the task if interesting – not distracted by environment
• Can question rules
Key Differences
ADHD/ADD
• Easily distractible
• Finds it difficult to return to the task
• Poor organisational skills& work practices can lead to failure in tasks
• Finds it difficult to move between tasks
• Can be seen as impulsive in interactions with others
Gifted• Easily distracted if
task uninteresting• Returns to task
quickly after distraction
• Can intentionally fail to complete task by way of protest
• Can move seamlessly from one task to another if interested
• Interrupts conversations to clarify
Key Differences
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Dyslexia
‘Dyslexia causes difficulties in learning to read, write and spell.Short-term memory, maths, concentration, personal organisation and sequencing may also be affected.’ (Dyslexia Institute UK, 2002)
Spelling Difficulties
Handwriting Difficulties
Manipulation of Numbers
Spatial & CoordinationDifficulties
Dysorthographia
Dysgraphia
Dyscalculia
Dyspraxia
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Stealth Dyslexia
Flying under the Radar
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Exceptionally Able with Dyslexia
Often big discrepancy between ability & performance
Written material does not reflect verbal responses, e.g. comprehension
Can appear inattentive & careless with work
Poor handwriting
Inventive and articulate storyteller
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The Verbal Paradox
Linguistic functions NOT impaired
Language Strengths
Excellent vocabulary & reasoning skills
Enjoy story telling – highly creative orally
Many are avid silent readers
Some avid listeners, enjoy others reading books to them
Source: Drs. Brock and Fernette Eide
http://www.neurolearning.com/
Excellent online resource for information on 2e children with Dyslexia
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The Visual Paradox
Gifted with spatial construction, strong 3D mental rotation abilities
Strong visual / multimodal imagery multimedia
Weak visual 2D perception / memory issues/ mirror reversal errors
Visual processing errors
Source: Drs. Brock and Fernette Eide
http://www.neurolearning.com/
Excellent online resource for information on 2e children with Dyslexia
Stealth Dyslexia
•Severe Underachievement
•Depression, Anxiety•Begins to disengage with learning
•Can develop behavioural issues
RISKS IF UNDIAGNOSED
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Resources http://www.dyslexia.ie/ http://www.teachingexpertise.com/articles/highly-able-children-with-dyslexia-395
Dystalk 2e - Twice Exceptional Newsletter Sensational Kids http://www.sensory-processing-disorder.com/index.html
http://giftedbooks.com/authorarticles.asp?id=9
http://www.neurolearning.com/ http://www.uniquelygifted.org/intro.htm
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Dyspraxia/
DCD
Dyspraxia is a difficulty with thinking, planning and carrying out sensory / motor tasks.Dyspraxia Association of Ireland
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Characteristics of Dyspraxia
Poor balance Poor fine and gross motor co-ordination Poor posture Difficulty with throwing and catching a ball Poor awareness of body position in space Poor sense of direction Difficulty in hopping, skipping or riding a bike Sensitive to touch Confused about which hand to use Intolerance of having hair or teeth brushed, nails and hair cut Slow to learn to dress or feed themselves Find some clothes uncomfortable Difficulty with reading, writing Speech problems - slow to learn to speak and speech may be
incoherent. Phobias or obsessive behaviour and impatient
SOURCE: Dyspraxia Association of Irelandhttp://www.dyspraxiaireland.com/whatisdyspraxia_recognise.php
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Dyspraxia Ireland
Box of Ideas – from Dyscovery Centre
Dyspraxia/DCD Association Cork
Apraxia Kids (US)
Special Education Support Service
Resources
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Sensory Integration Disorders
“Sensory Integration Dysfunction or Sensory Processing Disorder are both ways to describe the difficulty some people's nervous systems have taking in, integrating and making use of sensory information. This changes how a person then responds to changes in their own body, the environment and how they interact with it and others around them.”Sensory Integration Network
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What Works for 2E Students
Nurture the student’s strengths and interests
Foster their social/emotional development
Enhance their capacity to cope with mixed abilities
Identify learning gaps and provide explicit, remediative instruction
Support the development of compensatory strategies
Source: (Reis & McCoach, 2000, and Smutny, 2001) 2E Newsletter
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Classroom Strategies
Play to their strengths Value their individual learning styles
Nurture their social emotional needs Include instruction to support multiple intelligences (Gardner)
Give guidance & support around organisational issues
Use assistive technology if appropriate
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NEW WAYS OF SEEING
“My vision is to create new possibilities for people with ASD and influencing society to adopt a more positive attitude to persons with ASD.”
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Einstein's Posthumous Diagnosis
Aspergers
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Einstein's’ Posthumous Diagnosis
Aspergers
Adhd
Einstein's Posthumous Diagnosis
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Einstein's’ Posthumous Diagnosis
Aspergers
Adhd
Dyslexia
Einstein's Posthumous Diagnosis
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Thanks to . .