TWICE EXCEPTIONAL GIFTED - Prufrock
TWICE EXCEPTIONALGIFTEDCHILDRENUnderstanding, Teaching, andCounseling Gifted StudentsBeverly A. Trail, Ed.D.
ContentsPreface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ixChapter 1Unique Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Chapter 2Response to Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Chapter 3Continuum of Needs and Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Chapter 4Nurturing Gifted Potential . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Chapter 5Supporting Cognitive Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Chapter 6Encouraging Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Chapter 7Fostering Interpersonal Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Chapter 8Promoting Intrapersonal Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Chapter 9Putting the Pieces Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165Appendix: Planning Continuum for Helping Twice-ExceptionalGifted Students Succeed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193From Twice-Exceptional Gifted Students by Beverly Trail, 2011 by Prufrock Press Inc. (http://www.prufrock.com)
Chapter 1Unique LearnersTTwice-exceptional learners are unique individuals with learningcharacteristics that are atypical of gifted students or students withdisabilities. There is no federal definition to guide the identification of this special population of gifted students. As a result, misconceptions and stereotypical notions hinder the identification oftwice-exceptional learners. This chapter will examine the characteristics of twice-exceptional learners and their unique learnerprofiles. It will scrutinize misconceptions and stereotypical beliefsthat hinder identification, leaving students vulnerable in an education system that does not understand their unique needs.CharacteristicsTwice-exceptional learners have the “characteristics of giftedstudents with potential for high performance, along with thecharacteristics of students with disabilities who struggle withmany aspects of learning” (Brody & Mills, 1997, p. 282). The1From Twice-Exceptional Gifted Students by Beverly Trail, 2011 by Prufrock Press Inc. (http://www.prufrock.com)
2Tw ic e -E xc e pt ion a l Gi f t e d C h i ld re nextremes of their abilities and disabilities can create academic, social, and emotional conflicts.Characteristics of Gifted LearnersTypically, twice-exceptional learners have a superior vocabulary (Nielsen,2002; Reis, Neu, & McGuire, 1995), penetrating insights into complex issues(Nielsen, 2002), and a wide range of interests (Nielsen & Higgins, 2005). Theycan develop consuming interests in a particular topic and develop expertisebeyond their years (Nielsen, 2002). Twice-exceptional learners are highly creative(Baum & Owen, 1988; Reis et al., 1995), divergent thinkers with a sophisticatedsense of humor. Their sense of humor can at times be viewed as “bizarre” (Nielsen,2002). With other gifted students they share a propensity for advanced-level content, task commitment in areas of interest, a desire for creating original products, enjoyment of abstract concepts, and a nonlinear learning style (Renzulli,1978; Tannenbaum & Baldwin, 1983; Van Tassel-Baska, 1991; Whitmore, 1980).They learn concepts quickly and hate “drill and practice” assignments, preferring open-ended assignments and to solve real-world problems (Baum & Owen,1988). They have a high energy level and tend to be more interested in the “bigpicture” than the details. Twice-exceptional learners are curious and constantlyquestioning to gain a more in-depth understanding of issues and concepts.Characteristics of Students With DisabilitiesTwice-exceptional children lack the skills they need to be successful in schooleven though they have the characteristics of gifted students. The academic performance of twice-exceptional learners can be inconsistent with reported problems with reading, expressive language, writing, and math skills (Nielsen, 2002;Reis et al., 1995). Cognitive processing deficits in auditory processing, visualprocessing, and processing speed decreases their ability to process informationand negatively influences their academic achievement. Lack of organizationalskills results in messy desks, backpacks, lockers, and problems keeping track ofpapers. Deficits in prioritizing and planning make it difficult for them to complete assignments in a timely manner. They are easily distracted and experiencedifficulties in focusing and sustaining attention (Reis et al., 1995). Problemswith gross and fine motor coordination is evidenced by poor handwriting andlack of coordination when playing sports (Weinfeld, Barnes-Robinson, Jeweler,& Shevitz, 2002). Many twice-exceptional learners experience short- and longterm memory deficits, making it difficult to memorize math facts and remembernames of letters and grammar and spelling rules. They have difficulty thinking ina linear fashion and may be unable to follow directions (Nielsen, 2002).From Twice-Exceptional Gifted Students by Beverly Trail, 2011 by Prufrock Press Inc. (http://www.prufrock.com)
Un iqu e L e a r ne r sStrengthsChallengesStrengthsChallenges superior vocabulary highly creative resourceful curious imaginative questioning problem-solving ability sophisticated sense of humor wide range of interests advanced ideas and opinions special talent or consuming interest easily frustrated stubborn manipulative opinionated argumentative sensitive to criticism inconsistent academic performance difficulty with written expression lack of organization and study skills difficulty with social interactionsFigure 1. Frustrations result from conflicting strengths and challenges.Social and Emotional CharacteristicsTheir unique characteristics can thrust twice-exceptional children into emotional frustration (Nielsen & Higgins, 2005). The extreme frustration thesegifted learners feel when they cannot meet their own and others’ expectations,combined with frustration of teachers who cannot understand why a bright childdoes not achieve, leads to conflict, misunderstandings, and failure in school.They can appear stubborn, opinionated, and argumentative, yet they also can behighly sensitive to criticism. Many twice-exceptional learners have limited interpersonal and/or intrapersonal skills (Nielsen, 2002; Reis et al., 1995) and canbecome the target of peer bullying, which leads to feelings of isolation when theyare unable to experience normal peer relationships. In an effort to avoid failure,twice-exceptional learners may try to manipulate the situation. A refusal to complete assignments may be an attempt to avoid failure. When faced with failure,twice-exceptional learners can become very anxious, angry, and depressed.It is the contrast between the student’s abilities and disabilities that createsconflicts and tends to makes school a frustrating experience for the twice-exceptional learner, their parents, and teachers. Figure 1 provides a visual representation of the combination of contrasting strengths and challenges that createsacademic, social, and emotional problems for twice-exceptional learners. Use thisFrom Twice-Exceptional Gifted Students by Beverly Trail, 2011 by Prufrock Press Inc. (http://www.prufrock.com)3
4Tw ic e -E xc e pt ion a l Gi f t e d C h i ld re nfigure to help students, parents, and teachers understand how the strengths andchallenges influence the achievement and behavior of twice-exceptional learners.Figure 2 provides a more extensive list of twice-exceptional characteristics. Copythis list and ask teachers and parents to identify specific strengths and challengesof a twice-exceptional learner. This information will be used to identify needs inthe Twice-Exceptional Planning Continuum, presented later in this book.Different PerspectivesHistorically, the academic, social, and emotional needs of twice-exceptionalstudents have been overlooked because of stereotypical notions (Whitmore,1981). Widespread beliefs that gifted students score uniformly high on tests ofintelligence and are teacher pleasers have prevailed since the early 20th centurywhen Lewis Terman began using the Stanford-Binet IQ test, an intelligence test,to identify students with mental retardation (now called intellectual disabilities)who would not benefit from education and to identify students with superiormental abilities (Davis & Rimm, 2004). Gifted students and students with intellectual disabilities were believed to be at opposite ends of the intellectual spectrum. The early focus of gifted education was on students with superior IQ scoresand the focus of special education was on children with intellectual disabilities.Education of Gifted StudentsEarly research brought empirical and scientific credibility to the field ofgifted education. Terman became known as the father of gifted education forhis longitudinal study of 1,528 gifted students that began in 1921. This studyconcluded that gifted students had superior mental abilities and were physically,psychologically, and socially healthier than their peers (Burks, Jensen, & Terman,1930; Oden, 1968; Terman, 1925; Terman & Oden, 1947, 1959). Students wereselected for the study based on their IQ scores. Davis and Rimm (2004) werecritical of the selection process used for this study because classroom teachersselected the students who would participate in IQ testing. Students selected forthe study were more likely to be teacher pleasers. It should be noted that twostudents, Luis Alvarez and William Shockley, were not included in the studybecause their IQ scores were not high enough, yet years later they achieved distinction as Nobel Prize winners. The description of the gifted child as the “nearperfect child” is not an accurate picture of many gifted children, and it continuesto place destructive internal and external pressures on students who are gifted butdo not fit the perfect mold (Davis & Rimm, 2004).The field of gifted education has experienced many ups and downs. WhenRussia launched the satellite Sputnik in 1957, American education was criticizedFrom Twice-Exceptional Gifted Students by Beverly Trail, 2011 by Prufrock Press Inc. (http://www.prufrock.com)
Un iqu e L e a r ne r sCharacteristics of Twice-Exceptional LearnersCognitive Characteristics Discrepancy among standardized test scoresSuperior verbal and communication skillsVisual learner with strong perceptual reasoning skillsHigh level of reasoning and problem-solving abilitiesConceptual thinker who comprehends “big picture”Unable to think in a linear fashionAuditory processing deficits and difficulty following verbal instructionsSlow processing speed and/or problems with fluency and automaticityExecutive functioning deficits in planning, prioritizing, and organizingHighly creative, curious, and imaginativeHigh energy levelDistractible, unable to sustain attention, or problems with short-term memorySensory integration issuesAcademic Characteristics Demonstrates inconsistent or uneven academic skillsAdvanced ideas and opinionsWide range of interestsAdvanced vocabularyPenetrating insightsSpecific talent or consuming interestHates drill and practice assignmentsDifficulty expressing feelings or explaining ideas or conceptsWork can be extremely messyPoor penmanship and problems completing paper-and-pencil tasksAvoids school tasks, and frequently fails to complete assignments.Appears apathetic, is unmotivated, and lacks academic initiativeInterpersonal Characteristics Difficulty relating to peers, poor social skills, and/or antisocial behaviorCapable of setting up situations to own advantageIsolated from peers and does not participate in school activitiesTarget of peer bullyingCannot read social cluesLacks self-advocacy skillsDisruptive or clowning behaviorIntrapersonal Characteristics Highly sensitive to criticismPerfectionist who is afraid to risk making a mistakeDenies problems and/or blames others for mistakes and problemsBelieves success is due to ability or “luck”Behaves impulsivelySelf-critical, has low self-esteem and self-efficacyHigh levels of anxiety and/or depressionEasily frustrated, gives up quickly on tasksFigure 2. Characteristics of twice-exceptional learners. Adapted from Nielsen,1993.From Twice-Exceptional Gifted Students by Beverly Trail, 2011 by Prufrock Press Inc. (http://www.prufrock.com)5
6Tw ic e -E xc e pt ion a l Gi f t e d C h i ld re nfor the lack of challenging curriculum. According to the National Associationfor Gifted Children (n.d.b), this triggered an effort to improve education andpaved the way for the development of challenging curriculum for gifted studentswho were capable of completing advanced study in math and science. Later, elitism characterized by the belief that gifted students are inherently superior led toan anti-intellectual backlash directed toward gifted education (Colangelo, 2003).Today, No Child Left Behind legislation has placed greater emphasis on studentswho are not performing at acceptable levels (VanTassel-Baska, 2006).Education of Students With DisabilitiesStudents with intellectual disabilities were excluded from public education,forcing parents to keep their children at home or put them in an institution.In 1954, Brown v. Board of Education ended separate but equal education andopened the doors for similar gains by special education. Because many students with disabilities continued to be denied a public education, parents beganto lobby for a free, appropriate public education (FAPE) for their children in1960. The Elementary and Secondary Education Act (ESEA) addressed inequities of students in 1965. Congress established the Bureau for the Education ofthe Handicapped in 1966 with the Title VI amendment to the Elementary andSecondary Education Act (ESEA) and provided a small amount of federal fundsfor the education of students with disabilities.Parents lobbied for state laws requiring local education agencies (LEAs) toprovide special education services to their children with disabilities. Two federal court cases focused attention on students with disabilities. PennsylvaniaAssociation for Retarded Citizens (PARC) v. Commonwealth of Pennsylvania (1971)and Mills v. Board of Education of District of Columbia (1972) found under theFourteenth Amendment of the United States Constitution that it was the responsibility of state and local school districts to educate students with disabilities. TheEducation for the Handicapped Act (EHA) combined several initiatives to provide limited financial assistance under one law in 1972. States joined advocatesto seek passage of federal legislation to subsidize the cost of special education.FAPE for special education students became a reality with the 1975 Educationfor All Handicapped Children Act (EAHCA). It was renamed the Individualswith Disabilities Education Act, or IDEA, in 1990. IDEA was reauthorized withsubstantive changes in 1997 and again in 2004.Converging IdeasDuring the 1970s, definitions of both gifted education and special education broadened. The Marland (1972) definition included intellectual, specificFrom Twice-Exceptional Gifted Students by Beverly Trail, 2011 by Prufrock Press Inc. (http://www.prufrock.com)
Un iqu e L e a r ne r sacademic, leadership, creative and productive thinking, visual and performingarts, and psychomotor abilities. The ranks of special education were expanded toinclude more students with less severe disabilities. EAHCA and IDEA includedstudents with physical, language, speech and vision, mental retardation (nowconsidered intellectual disabilities), and emotional and behavioral disabilities.With the expanded definitions in the 1970s came the realization that gifted students could have disabilities and the categories of gifted and disabled were notmutually exclusive (Davis & Rimm, 2004; Grimm, 1998).The Council for Exceptional Children formed a committee in 1975 to discusstwice-exceptional students (Coleman, 2005). That year, two twice-exceptionalprojects received federal funding. A project in Chapel Hill, NC, was based onBloom’s taxonomy and a project at the University of Illinois focused on Guilford’sStructure of the Intellect (SOI). In 1976, the Council for Exceptional Childrenand the Connecticut Department of Education sponsored the first conference ontwice-exceptionality. About this time, Maker (1977) hypothesized that the incidence of giftedness should occur at the same rate in the population of studentswith disabilities as it did in the population of students without disabilities. Sheestimated that 3% of special education students were gifted. Today, we do notknow exactly how many students fall into the ranks of twice-exceptionality, butin 1993, The National Research Center on the Gifted and Talented reported that2%–7% of the special education population was comprised of twice-exceptionallearners, based on data collected by the center (see Nielsen, 1993).In a seminal article, Whitmore (1981) indicated a new area of professionalspecialization was beginning. She calculated that between 120,000 and 180,000handicapped students were gifted. However, in 1982, the U.S. Supreme Courtin Board of Education of Hendrick Hudson Central School District v. Rowley foundthat Amy Rowley, a hearing impaired student, was performing adequately andprogressing through the grades. The Supreme Court held that the law did notrequire states to develop the potential of students with disabilities (La Morte,2005). This decision has negatively influenced the education of gifted studentswith disabilities and prevented students who performed at grade level fromreceiving special education services. From 1990–1996, the Jacob K. Javits GiftedEducation Grant funded the Twice-Exceptional Child Project (Nielsen, 1989,1993) that continues to guide the education of twice-exceptional students. Inaddition, Project High Hopes (Baum, 1997), funded from 1993 to 1996, focusedon authentic projects and the importance of developing the strengths of twiceexceptional students.DefinitionsA clear definition of giftedness supports common understanding, whileFrom Twice-Exceptional Gifted Students by Beverly Trail, 2011 by Prufrock Press Inc. (http://www.prufrock.com)7
8Tw ic e -E xc e pt ion a l Gi f t e d C h i ld re nincomplete definitions can lead to misunderstandings and sporadic progress(Moon, 2006). Definitions can discriminate against students and deny servicesto special populations of students including minority, poor, underachieving, disabled, and gifted students (Davis & Rimm, 2004). An equitable definition ofgiftedness helps educators identify and serve children from a wide variety of backgrounds and cultures (Moon, 2006). Labeling students can have both positiveand negative influences on expectations of others and the student’s self-esteem.Being identified as gifted raises expectations while identification of a disabilitytends to lower teacher expectations (Bianco, 2005). To be effective, an educational definition should reflect current theory and research, be incorporated intothe schoo
gifted education. Terman became known as the father of gifted education for his longitudinal study of 1,528 gifted students that began in 1921. This study concluded that gifted students had superior mental abilities and were physically, psychologically, and socially healthier than their peers (Burks, Jensen, & Terman,
Gender through Tradition in „Prufrock‟ and „Songs to Joannes‟ George Temple (University of Kent) I’m not gonna write you a love song In the 1910s, T.S. Eliot‟s 'The Love Song of J Alfred Prufrock' and Mina Loy‟s 'Songs to Joannes'1 irrevocably expanded the tradit
Some parents marvel that such a complex, precocious child was born to them. But most gifted children come from gifted parents, and lots of gifted parents don’t realize they’re gifted until they discover it in their children. “But I used to be exactly the same way,” they protest. And then it hits them. Ohhhhh.
the Education of Gifted/Talented Students (19 TAC §89.5). 1.2 Gifted/talented education policies and procedures are reviewed and recommendations for improvement are made by an advisory group of community members, parents of gifted/talented students, school staff, and gifted/talented education staff,who meet regularly for that purpose.
Guidance and Counseling for the Gifted INTRODUCTION This notebook provides a guide for instructors and participant materials for the gifted endorsement course titled Guidance and Counseling for the Gifted. BACKGROUND The original Guidance and Counseling of the Gifted course development took place in 1992.
If they are really gifted they can manage on their own. Gifted students are a homogenous group, all high achievers. Gifted students have fewer problems than others because their intelligence and abilities somehow exempt them from the hassles of daily life. The future of the gifted student is assured - a world of opportunities awaits.
A Gifted IEP is a written plan describing the specially designed instruction to be provided to a gifted student. The initial Gifted IEP shall be based on and responsive to the results of the evaluation and shall be developed and implemented in accordance with Chapter 16 (22 Pa. Code§16.31(a)) Gifted IEP's are reviewed/revised at least annually.
gifted education process. Parents have valuable information to contribute about the kinds of programs and services necessary for their child to be successful in school. To ensure the rights of children who are gifted, Pennsylvania has adopted regulations relating to Special Education for Gifted Students found at 22 Pa. Code, Chapter 16.
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