42x48 Final At Posternagc
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Lori J. Flint, Ph.D., [email protected] Tara L. Jeffs, Ph.D., [email protected] Department of Curriculum & Instruction College of Education East Carolina University
WHO Contrary to popular belief, being gifted does not correlate with being perfect, which means gifted children can have virtually every disability other children can, except for being mentally handicapped (MH). Being bright and having a disability frequently means being painfully aware of your own imperfections, and possessing a strong desire to not stand out for them. When students are intellectually and academically capable, with numerous strengths, but also areas where assistance is necessary with either subject matter or self-regulation to help them achieve to their potential, we refer to them as being twice exceptional (2E). Many students are intellectually and academically capable, with numerous strengths, yet also need to learn survival skills to carry him or herself safely through school and beyond. Interventions for these and other gifted-and-otherwise-abled children must factor in that these are people who are gifted first, so by definition have strengths that can be harnessed to remediate their relative weaknesses.
WHY With being gifted often comes a lack of tolerance for work that is low-level, rote and, repetitive, and a lack of patience for those who would intervene with good intentions but boring tasks. And, because they are children, they like many of the same things other kids do: cell phones, PDA’s, iPod, computers, smart pens and the like. The next point is a tricky one: most gifted students are like their peers and do not wish to stand out by seeming different from other students, though a few will do everything possible to set themselves apart from the crowd. Knowing a particular child’s stance on the topic will help students, parents, and educators make the best possible choices for assistive technology for a student who is twice exceptional. The best tools or techniques for a child with dual exceptionalities are never one-size-fits-all, but those that, instead, take into account the particular child’s needs and interests and help them function in their particular environment with an appropriate degree of visibility.
WHAT & HOW
ON THE HORIZON Flexible student-focused learning centers, micro devices and ultimate social/learning communities are on the horizon. In a world where technology and information move at warp speed, it works to everyone’s benefit to harness these and direct them in appropriate and engaging ways, which means being inclusive for many learners rather than exclusive to just a few.
Student needs for assistive technology can fit into two broad categories: self regulation (or survival skills) and specific subject area needs. Technology can be used to assist students in either or both of these areas.
MAKING IT WORK
No matter what the particular needs, when working with gifted children with other exceptionalities, it is particularly important that all interventions be interest and/or strength-based. Because gifted schoolchildren grow up to become gifted adults with the potential to contribute significantly to society, interventions, tools, and techniques must also be authentic and readily translatable to the world in which the student exists, and not just some contrived SOMETHING to say we did it. When we teach survival skills early on, these become embedded in the person and can be carried with them into college and then the workforce.
Successful use of technology to assist twice exceptional students is not only based in strength, it also utilizes other principles of Universal Design for Learning. UDL includes providing students with multiple tools to ensure success, matching tools with tasks, distinguishing between compensation and remediation, and removing barriers to access. One-size-fits-all is not an option when working with twice exceptional students. A carefully designed program of intervention considers UDL, access to resources, advocacy, student interest and LOTS of creativity! There is no limit to the ways in which we can use AT to help gifted children with exceptionalities, provided we keep a few factors in mind.
For handouts,
MORE INFORMATION A Guidebook for Twice Exceptional Students. Montgomery County, MD.
www.montgomeryschoolsmd.org/curriculum/ enriched/gtld/docs/ Twice%2520Exceptional.pdf
Baum, S., & Owen, S. (2003). To be gifted and learning disabled: Strategies for helping bright students with LD, ADHD, and more. Mansfield Center, CT: Creative Learning Press. Closing the Achievement Gap for Students Who Are Twice Exceptional: Preparing Ohio Schools to Meet the Needs of Gifted Students with Disabilities. Ohio Department of Education. www.ode.stae.oh.us >Learning Conditions >Gifted Education >Resources and Tools for Gifted Education. Iowa Department of Education: Access to assistive technology. http:// www.iowa.gov/educate/index.php? option=com_content&task=view&id=572&Itemid=1607 Jensen, E. A fresh look at brain-based education. Phi Delta Kappan, 2008. http://lz95.org/msn/faculty/jclemens/A%20Fresh%20Look%20at %20Brain2.pdf Johnson, L. J., Karnes, M. B., & Carr. V. W. (1997). Providing services to children with gifts and disabilities: A critical need. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 516-527). Needham Heights, MA:Allyn and Bacon.
ACCESS vs. BARRIERS Because we have ready access to multiple levels of technology, we tend to assume others do, too. But, before we attempt to fit technological assistance to a child, we must collaboratively assess the student’s access to technology. That is, do they have Internet access? What kind? A home computer? Computer literate parents? A telephone? Cell or land-line, or both? A needs’ assessment can help us readily identify which assistive technologies are and are not viable in a particular situation. Because all children have the right to a free, appropriate public education (FAPE), money should never be a barrier to assistive technology for any child. In a perfect world, this is so, but in today’s world, it frequently is. Knowing what resources are available in the schools, community, and student’s home can help remove barriers that might interfere with their getting the help they need.
Every time responsive educators and advocating parents push to place technology in the hands of their twice-exceptional students, they take one step closer to being relevant in the 21st century. No where but in our schools are people expected to function with primitive technologies that not only do not get the job done, but actually impede progress.
Kokot, S. J. (2003). Diagnosing and treating learning disabilities in gifted children: A neurodevelopmental perspective. Gifted Education International, 17, 42-54. Morrison, W., Jeffs, T., & Rizza, M. In Montgomery, D. (ed). (2009). Able, gifted and talented underachievers. UK: Wiley-Blackwell. Siegle, D. (2005). Using Media & Technology with Gifted Learners. Waco, TX: Prufrock. Twice exceptional. http://
A team approach is especially pertinent to successful use of assistive technology with twice exceptional students. Advocacy must be available, especially when implementing out-of-the-box solutions. The most important person on that team is the student! Why? Because the AT team can recommend all the technology in the world but if the student does not choose to buy into it, no benefits can ever come.
, and further information, see: http://atdoctor.blogspot.com/
www.hoagiesgifted.org/twice_exceptional.htm
Twice exceptional students: Gifted students with disabilities. Colorado Department of Education. www.cde.state.co.us/gt/download/pdf/ TwiceExceptionalResourceHandbook.pdf Universal Design for Learning. http://www.cast.org/teachingeverystudent/
Image from http://www.cast.org/research/udl/index.html
WHO Contrary to popular belief, being gifted does not correlate with being perfect, which means gifted children can have virtually every disability other children can, except for being mentally handicapped (MH). Being bright and having a disability frequently means being painfully aware of your own imperfections, and possessing a strong desire to not stand out for them. When students are intellectually and academically capable, with numerous strengths, but also areas where assistance is necessary with either subject matter or self-regulation to help them achieve to their potential, we refer to them as being twice exceptional (2E). Many students are intellectually and academically capable, with numerous strengths, yet also need to learn survival skills to carry him or herself safely through school and beyond. Interventions for these and other gifted-and-otherwise-abled children must factor in that these are people who are gifted first, so by definition have strengths that can be harnessed to remediate their relative weaknesses.
WHY With being gifted often comes a lack of tolerance for work that is low-level, rote and, repetitive, and a lack of patience for those who would intervene with good intentions but boring tasks. And, because they are children, they like many of the same things other kids do: cell phones, PDA’s, iPod, computers, smart pens and the like. The next point is a tricky one: most gifted students are like their peers and do not wish to stand out by seeming different from other students, though a few will do everything possible to set themselves apart from the crowd. Knowing a particular child’s stance on the topic will help students, parents, and educators make the best possible choices for assistive technology for a student who is twice exceptional. The best tools or techniques for a child with dual exceptionalities are never one-size-fits-all, but those that, instead, take into account the particular child’s needs and interests and help them function in their particular environment with an appropriate degree of visibility.
WHAT & HOW
ON THE HORIZON Flexible student-focused learning centers, micro devices and ultimate social/learning communities are on the horizon. In a world where technology and information move at warp speed, it works to everyone’s benefit to harness these and direct them in appropriate and engaging ways, which means being inclusive for many learners rather than exclusive to just a few.
Student needs for assistive technology can fit into two broad categories: self regulation (or survival skills) and specific subject area needs. Technology can be used to assist students in either or both of these areas.
MAKING IT WORK
No matter what the particular needs, when working with gifted children with other exceptionalities, it is particularly important that all interventions be interest and/or strength-based. Because gifted schoolchildren grow up to become gifted adults with the potential to contribute significantly to society, interventions, tools, and techniques must also be authentic and readily translatable to the world in which the student exists, and not just some contrived SOMETHING to say we did it. When we teach survival skills early on, these become embedded in the person and can be carried with them into college and then the workforce.
Successful use of technology to assist twice exceptional students is not only based in strength, it also utilizes other principles of Universal Design for Learning. UDL includes providing students with multiple tools to ensure success, matching tools with tasks, distinguishing between compensation and remediation, and removing barriers to access. One-size-fits-all is not an option when working with twice exceptional students. A carefully designed program of intervention considers UDL, access to resources, advocacy, student interest and LOTS of creativity! There is no limit to the ways in which we can use AT to help gifted children with exceptionalities, provided we keep a few factors in mind.
For handouts,
MORE INFORMATION A Guidebook for Twice Exceptional Students. Montgomery County, MD.
www.montgomeryschoolsmd.org/curriculum/ enriched/gtld/docs/ Twice%2520Exceptional.pdf
Baum, S., & Owen, S. (2003). To be gifted and learning disabled: Strategies for helping bright students with LD, ADHD, and more. Mansfield Center, CT: Creative Learning Press. Closing the Achievement Gap for Students Who Are Twice Exceptional: Preparing Ohio Schools to Meet the Needs of Gifted Students with Disabilities. Ohio Department of Education. www.ode.stae.oh.us >Learning Conditions >Gifted Education >Resources and Tools for Gifted Education. Iowa Department of Education: Access to assistive technology. http:// www.iowa.gov/educate/index.php? option=com_content&task=view&id=572&Itemid=1607 Jensen, E. A fresh look at brain-based education. Phi Delta Kappan, 2008. http://lz95.org/msn/faculty/jclemens/A%20Fresh%20Look%20at %20Brain2.pdf Johnson, L. J., Karnes, M. B., & Carr. V. W. (1997). Providing services to children with gifts and disabilities: A critical need. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 516-527). Needham Heights, MA:Allyn and Bacon.
ACCESS vs. BARRIERS Because we have ready access to multiple levels of technology, we tend to assume others do, too. But, before we attempt to fit technological assistance to a child, we must collaboratively assess the student’s access to technology. That is, do they have Internet access? What kind? A home computer? Computer literate parents? A telephone? Cell or land-line, or both? A needs’ assessment can help us readily identify which assistive technologies are and are not viable in a particular situation. Because all children have the right to a free, appropriate public education (FAPE), money should never be a barrier to assistive technology for any child. In a perfect world, this is so, but in today’s world, it frequently is. Knowing what resources are available in the schools, community, and student’s home can help remove barriers that might interfere with their getting the help they need.
Every time responsive educators and advocating parents push to place technology in the hands of their twice-exceptional students, they take one step closer to being relevant in the 21st century. No where but in our schools are people expected to function with primitive technologies that not only do not get the job done, but actually impede progress.
Kokot, S. J. (2003). Diagnosing and treating learning disabilities in gifted children: A neurodevelopmental perspective. Gifted Education International, 17, 42-54. Morrison, W., Jeffs, T., & Rizza, M. In Montgomery, D. (ed). (2009). Able, gifted and talented underachievers. UK: Wiley-Blackwell. Siegle, D. (2005). Using Media & Technology with Gifted Learners. Waco, TX: Prufrock. Twice exceptional. http://
A team approach is especially pertinent to successful use of assistive technology with twice exceptional students. Advocacy must be available, especially when implementing out-of-the-box solutions. The most important person on that team is the student! Why? Because the AT team can recommend all the technology in the world but if the student does not choose to buy into it, no benefits can ever come.
, and further information, see: http://atdoctor.blogspot.com/
www.hoagiesgifted.org/twice_exceptional.htm
Twice exceptional students: Gifted students with disabilities. Colorado Department of Education. www.cde.state.co.us/gt/download/pdf/ TwiceExceptionalResourceHandbook.pdf Universal Design for Learning. http://www.cast.org/teachingeverystudent/
Image from http://www.cast.org/research/udl/index.html
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