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We were motivated to edit this book when we began to hear stories of exceptional students who were struggling with reading, writing, or math, but who could solve seemingly any problem with computers, or build the most intricate structures with Legos, or could draw beautiful pictures, or could tell the most creative stories but ended up in tears when asked to write it out. How is it possible to have so much talent in some areas and yet to appear to have a disability in another? What resources are available for these students? How can we ensure that these students' abilities are nurtured and developed? Our goal in this book is to provide ideas and possibly even tentative answers for educators and to stimulate more questions to be answered by researchers. We have ourselves been addressing related questions for some time. Our group at the PACE Center at Yale has explored the developmentof abilities, competencies and expertise that allow people to be successful in life. Through this work, we have collaborated with school districts and other educators and researchers across the country to expand the notion ofwhat is traditionally thought ofas intelligence. We use the conceptofsuccessful intelligence to allow for the possibility that the skills traditionally taught in school are not the only ones, and often not even the most important ones, that allow people to be successful in the world.
To Be Gifted and Learning Disabled is one of the most popular resources available on identifying and meeting the needs of twice-exceptional students. This updated third edition provides a comprehensive look at the complex world of students with remarkable gifts, talents, and interests, who simultaneously face learning, attention, or social challenges from LD, ADHD, ASD, and other disorders. Through case studies and years of research, the authors present a rationale for using a strength-based, talent-focused approach to meeting the needs of this special population. From a thorough description of twice-exceptionality and the unique learning patterns of these students, to strategies for identification, comprehensive programming, talent development, and instructional strategies, this book explores the distinguishing strengths (yellows) and complex challenges (blues) that these students face. In painting, green is a mix of yellows and blues. Because of their individual characteristics, twice-exceptional students come in a remarkable range of greens. 2018 NAGC Book of the Year Award Winner
Using the proven methods he developed to overcome dyslexia, Ron Davis adapts those techniques to help sufferers triumph over a variety of common learning disabilities, including: •Attention Deficit Disorder (ADD) •ADHD (the hyperactive variety) •Math deficiency (dyscalculia and acalculia) •Handwriting problems (dysgraphia and agraphia) Outlining clear instructions, the author demonstrates that through a series of mental and physical exercises called "Orientation Counseling" and learning tools called "Symbol Mastery," those struggling with these conditions can now learn how to correct them, embrace their gift, and enjoy learning.
FEATURES-What a Ride I've Had! Establishing the GEC by Margaret Gosfield-The Goldilocks Question: How to Support your 2e Child and Get it "Just Right" by Linda C. Neumann-Twice-Exceptional Children, Exceptional Challenges: A Brain-based View by Judy Willis-Forging New Teacher Relationships for Your Twice-Exceptional Child by Suki Wessling-2e Resource List: A Mother's Guide by Suki Wessling-Guiding Principles: Curriculum For Twice-Exceptional Learners by M. Elizabeth Nielsen and L. Dennis Higgins-Twice-Exceptional Gifted Students: A Position Paper by California Association for the Gifted-Students with Concomitant Gifts and Learning Disabilities: A Position Paper by the National Association for Gifted ChildrenDEPARTMENTS-Parent talk: PARENTS-Come Out Of The Closet: 2-e Should Not Mean Low-e (Low Expectations) by James Webb & Janet Gore-Administrator talk: Equity and Excellence: Twice-Exceptional Gifted Learners by Carolyn R. Cooper-Counseling Corner: Coping 101: Building Persistence and Resilience in Gifted Children by Dan PetersBOOK REVIEWS-Growing Up Gifted (8th Edition) by Barbara Clark-Take Control of Dyslexia & Other Reading Difficulties by Jennifer Engel Fisher and Janet Price-The Ultimate Guide to Assistive Technology in Special Education by Joan L. GreenEDITORIAL EXCERPTHow must it feel to be highly intelligent, but unable to demonstrate that intelligence because of concomitant attributes that provide obstacles to optimum use of that intelligence? I can only imagine the frustration and even despair that children must feel in this circumstance. To know that you can easily figure things out in your mind and yet appear as less than able to classmates and adults has to grind down one's self confidence and eagerness to learn. We have focused on the topic of twice-exceptional learners (2e) several times in the past-those learners who are gifted, but have one or more learning deficits as well. However, because they are some of the least well understood and most underserved in our gifted population, it is imperative that we keep coming back with important and new information to help serve them.
...One of the classroom assistants, Irene, decided to tell Ruth a story around the giving of invitations for her birthday party while she was feeding her. Mummy Sylvia was going to give a big party to celebrate Ruth’s birthday and a number of guests were to be invited, amongst them the classroom staff. At this point, Irene started asking Ruth whether she wanted to invite Duncan. Ruth signed no. Irene repeated verbally Ruth’s sign. No, then, shall we invite Jasmine? No again. Shall we invite Irene? No also. Shall we invite Ritienne? Again a negative answer. Shall we invite Joanne? Yes. Irene said: you only want Joanne at your party? And Ruth put her hand in front of her chest and laughed, moving her right leg in the air, an action which she normally does when enjoying herself. The teaching staff were suddenly involved and very interested in this play and asked Irene to go through the story with Ruth all over again. They suggested that this time Irene should change the sequence of their names recounted to Ruth. And so she did. But once more Ruth only invited Joanne for her birthday party. The whole process was repeated several times, still with Joanne being the only person chosen from the school staff. The teaching staff now was participating and commenting on Ruth’s responses. They tried to reason with Ruth in vain and persuade her in various ways to change her mind. Their arguments were similar to the following: You say no to Jasmine, but she is the one who escorts you home everyday – now is that fair? And Duncan, who loves you so much and spends so much time with you – don’t you want to invite him to your party? The staff members became concerned at Ruth’s refusals and not a little offended. There were moments when Joanne was trying to excuse herself and explain why she thought that Ruth would choose her. She tried to convince the others that Ruth was only joking, that in reality she does want to invite all of them... (p.140) This book addresses the question of agency that children with profound and multiple learning disabilities (PMLD) have in educational contexts. When children have such severe impairment, the idea of their agency often does not cross the mind of adults around them. However this book draws upon the work of Jacques Derrida, Félix Guattari and Gilles Deleuze in relation to nine stories on engaging with children with PMLD, showing to readers the profound influence that children have upon the lives and actions
Tells the stories of eight people who never stopped trying. From humiliation in school and the anxiety of coping with everyday life unable to read, these people lived in a world of dashed hopes until they discovered their learning disability and unlocked their true gifts.
Joan Lash Treland, forerunner in identifying and remediating students with learning disabilities, focuses on a rarely discussed issue: high ability students who achieve at lower than expected levels. By identifying gifted, successful persons in fields ranging from science to politics, Joan begins the exploration of problems that deprive society of the benefits that the gifted underachievers should be contributing to our world. Joan examines the research into dyslexia, plus low performance not related to other handicapping conditions and brings the need for educators to delve into the necessity of identifying and remediating the physical, social, and psychoeducational conditions that cause individuals with great promise to lead lives of low to mediocre performance. In addition to the valuable organization of research, Joan's work makes public an often ignored waste of talent by educators and society as a whole. Highlighting this issue provides educators with an opportunity to find a societal/educational "fix" to a little understood, but serious problem. In her thesis regarding the learning issues that too often define an individual's ability to contribute to society, Joan Treland has examined the contributions and learning problems overcome by eminent individuals including Thomas Edison, Winston Churchill, Auguste Rodin, George S. Patton, William James, Hans Christian Anderson, Eleanor Roosevelt, Gamal Abdul Nasser, Katherine Mansfield, Albert Einstein. The gifts of these "learning challenged," dyslexic geniuses have brought the world advances in science, beauty, understanding of the mind, and overcome threats to world peace. Ironically, each of these individuals suffered from the shame of learning in a different way, viewing the world through a different perspective. By focusing on the abilities and challenges of these gifted individuals Joan Treland presents an alternate view of learning and teaching to the strengths of the individual students. Educators and those in charge of public policy should read this wake-up call to a society that consistently wastes its most valuable resource: the ignored, gifted, and underachieving student. Dyslexia, depression, and lack of motivation frequently prevent talented young people from contributing to our society at the high level that should be expected given their overlooked talents. Joan Treland gathered the research-now parents, educators, and the political leaders must act.
Gifted students who are at risk because of learning disabilities, gender issues, or economic disadvantages are highlighted in this volume.