A PUZZLING PARADOX THE TWICEEXCEPTIONAL LEARNER Dr Kimberly

A PUZZLING PARADOX: THE TWICE-EXCEPTIONAL LEARNER Dr. Kimberly Hopwood Educator/Teacher Trainer/Parent Santa Ana Unified School District

TWICE-EXCEPTIONAL LEARNERS Read A Quote Share A Quote

TEACHER AWARENESS RESEARCH Respondents beliefs regarding the most important factor for evaluation of twice-exceptionality Percentage of Respondents 100% 86% 90% Behavioral difficulties in the classroom 80% 70% 13% 60% 7% 50% 40% 20% 0% 2% Peer relationships 30% 10% Parental concerns 10% 3% Yes No Not sure Respondents belief that the term “twice-exceptional” is understood by the general population 12% 59% 7% Performance on class work Performance on standardized achievement tests

Percentage of Respondents 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 43% 21% 17% 16% 3% Percentage of Respondents TEACHER AWARENESS RESEARCH 64% less than 2 hours of Autism/SPED training 58% had less than 2 hours of GATE training 40% 34% 35% 30% 25% 26% 24% 20% 15% 10% 5% 0% 0 1 -2 3 -4 5 -6 7+ Hours of Training on Autism/Asperger's Syndrome 0 1 -2 3 -4 5 -6 Hours of gifted education training 7+

THE 2 E EQUATION GATE Exceptionality + SPED Exceptionality It is not easy being green… Baum, S. , Schader, R. , & Owen, S. (2017). To be gifted and learning disabled. Waco, Texas: Pufrock Press Inc. = Twice Exceptionality (2 e)

THE 2 E EQUATION

TWICEEXCEPTIONAL DEFINED… Individuals who have been diagnosed with a learning disability and identified with high abilities or giftedness in one or more areas.

THE 2 E EQUATION Exceptionality High Potential and/or Ability in one or more areas Gifted and Talented

THE 2 E EQUATION Gifted Performance Areas • • • Mathematics Visual Arts Physical Sciences Philosophy Social Sciences Leadership • • • Religion Law Language Arts Music Life Sciences Movement Arts

THE 2 E EQUATION Gifted Characteristics ü ü ü ü Advanced content Create, invent, and design Abstract concepts and ideas Nonlinear learning styles High focus and energy in areas of talent or interest “Interest peers” rather than “age peers” Increased empathy for injustice & sensitivity to failure Baum, Cooper, & Neu (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities. Psychology in the Schools, 38, 477 -490.

THE 2 E EQUATION Exceptionality Disability and/or Developmental Difference in one or more areas Special Education Services

THE 2 E EQUATION Special Education Areas IDEA (2004) 13 disabilities ü Specific Learning Disability (SLD) ü Autism Spectrum Disorder (ASD) ü Attention Deficit/Hyperactivity Disorder (ADHD) ü General Anxiety Disorder (GAD)

WHAT DOES THE LAW SAY ABOUT 2 E? (2007) Prohibition Against Disability-Based Discrimination in Accelerated Programs It is unlawful to deny a student with a disability admission to an accelerated class or program solely because that student has an IEP or 504 plan. ü All students must receive the same opportunities to participate in accelerated programs

WHAT DOES THE LAW SAY ABOUT 2 E? (2010) US Department of Education Despite IDEA’s silence regarding “twice-exceptional” or “gifted” students… the Department believes that IDEA does provide protections for students with high cognition and disabilities who require special education services.

WHAT DOES THE LAW SAY ABOUT 2 E? (2013) Regarding determining eligibility for special education services for students with high cognition… Ø OSEP reminded all local educational agencies (LEA) of their obligation to evaluate all children regardless of cognitive skills that suspect may have one of the 13 disabilities…. Ø OSEP expressed concerns that some LEA’s are hesitant to conduct initial evaluations to determine eligibility for SPED services for children with high cognition (particularly those with mental illness or emotional disturbance).

BRIDGING THE GAP Gifted Education 2 e Special Education Differentiation Accelerate Remediate

WHY IS IT IMPORTANT? Ø Educational services must identify and serve both the academic and social-emotional needs of twice-exceptional students to maximize their achievement potential.

STUDENT PROFILES

STUDENT PROFILES ACTIVITY Read a student profile to determine what characteristics they demonstrate that exhibits a learning disability or giftedness.

PUZZLING PARADOX #1 Reading limitations but with a need for sophisticated content. Baum, S. , Schader, R. , & Owen, S. (2017). To be gifted and learning disabled. Waco, Texas: Pufrock Press Inc.

PUZZLING PARADOX #2 Creative and sophisticated ideas but difficulty putting them down on paper. Baum, S. , Schader, R. , & Owen, S. (2017). To be gifted and learning disabled. Waco, Texas: Pufrock Press Inc.

PUZZLING PARADOX #3 Task commitment and times of sustained engagement during non-preferred activities but difficulty attending to task when things require listening or auditory processing. Baum, S. , Schader, R. , & Owen, S. (2017). To be gifted and learning disabled. Waco, Texas: Pufrock Press Inc.

PUZZLING PARADOX #4 Desire to “fit in” with peers but lacking appropriate social awareness and cognition. . Baum, S. , Schader, R. , & Owen, S. (2017). To be gifted and learning disabled. Waco, Texas: Pufrock Press Inc.

3 GROUPS OF TWICE-EXCEPTIONAL LEARNERS 1 Identified Gifted with Undiagnosed Disabilities Ø Classic underachiever Ø Sloppy “experts” Ø Discrepancies appear between expected and actual performance Ø Super compensators Ø W/O identification & intervention, increase in SE, EF, ADD problems

3 GROUPS OF TWICE-EXCEPTIONAL LEARNERS 2 Identified by Disability AUTISM SPECTRUM DISORDER ATTENTION DEFICIT/HYPERACTIVITY DISORDER SPECIFIC LEARNING DISABILITY GENERAL ANXIETY DISORDER Ø Special education students Ø Labels tends to hinder the “can do” mentality Ø Usually below grade level in 2 or more areas Ø Emphasis is on addressing the disability…”fix them” mentality Ø No attention paid to the

3 GROUPS OF TWICE-EXCEPTIONAL LEARNERS 3 Not Identified as Gifted or Disabled Ø Most elusive group Ø Appear to be average Ø Hidden gifts can emerge in specific content areas Ø Significant issues with production Ø Struggles evident at home Ø Need creative approaches to demonstrate content mastery w/ minimized written production

OUR WHY…