Characteristics of Profoundly Gifted Students

							         Twice-Exceptionalities
   Twice-Exceptional (2e) Facts
   Intro to Game - Famous Individuals with
    Twice-Exceptionalities
   Characteristics of Gifted Children with
    Learning Disorders
   Autism
   Asperger’s Syndrome
   ADD and ADHD
   SENG video clip - The Misdiagnosis of Gifted
        Twice- Exceptional Facts:
   What is a Twice-Exceptional Student?
   …students who possess an outstanding gift or talent and are
    capable of high performance, but who also have a learning
    disability that makes some aspect of academic achievement
    difficult
   Therefore…these students meet the definitions for both gifted
    and talented and learning-disabled students (GT/LD)
   Twice exceptional children are frequently misdiagnosed because
    their capabilities mask their disabilities, and their disabilities
    mask their capabilities.
                        Guess Who?
   This person was born to an upper-middle-class family
   His mother was musically inclined and his father was an engineer
   This person was a very quiet child who did not speak until the
    age of 3
   He hated school and disliked authority
   He did poorly with rote learning. His teachers said he was a slow
    learner who would never amount to anything
   Later, he became interested in science, math, and electrical
    engineering, but failed the exam for entry into an engineering
    program
   Because of his interest in abstract and mathematical thought,
    he was interested in becoming a teacher. However, he believed
    he lacked imagination and practical ability.
   Albert Einstein- famous mathematician and physics genius.
        Characteristics of Gifted Children
            with Learning Disabilities
   Potential Strengths:
       Above average vocabulary
       Great knowledge and passion for subjects of
        interest
       Divergent thinkers – involving unusual, original,
        imaginative and creative thought processes
       Active imagination
       Excellent visual memory
       Sophisticated sense of humour
   Look Familiar?
        Characteristics of Gifted Children
            with Learning Disabilities
   Potential Weaknesses:
       Cannot do simple tasks but can complete more sophisticated activities
       Poor spelling
       Poor handwriting
       Inconsistencies in reading ability
       Does well in mathematics, but poorly in language and vice versa
       Does not do well on timed tests
       Does not respond well or consistently to auditory instructions/information
       Difficulty copying from the blackboard
       Poor organizational skills, failure to complete or hand in assignments
       Difficulty with rote memorization and sequential learning
       Disruptive in class
       Frequently off task
       Easily frustrated
       Acts out without thinking about the consequences
       Poor social skills
                       Guess Who?
   His father was a farmer and his mother died when he was young
   He was once kicked in the head by a horse and thought to be
    dead
   He had Marfan syndrome, a genetic disease that affects
    connective tissues, including those around the heart, skeleton,
    and nervous system
   He briefly attended school and was considered lazy
   He excelled at sports, was an avid reader, and liked practical
    jokes
   He was a good debater, thinker, and also liked to argue.
   Abraham Lincoln – former President of the United States
Autism and Asperger’s Syndrome
       - What are they?
   Autism is a life-long developmental disability. This means that it impairs various
    aspects of typical development and last a lifetime
   Autism is a syndrome, which means that it is a condition defined by the
    existence of a collection of characteristics. For example:
        Individuals with autism experience difficulty in verbal and/or nonverbal communication,
         which ranges in extremes from not speaking at all to being unable to interpret body
         language or to participate comfortably in two-way conversation
        People with autism exhibit rigidity in thought processes, which can include difficulty
         with learning abstract concepts, generalizing information, and tolerating changes in
         routines and/or environments
        The most outstanding hallmark of autism is difficulty with reciprocal social interaction.
         This can range from appearing to want social isolation to experiencing social
         awkwardness in attaining and maintaining ongoing relationships.
   Asperger’s Syndrome is a pervasive developmental disorder included in the
    autism spectrum disorders
   It is characterized by serious impairment in social interaction skills and
    repetitive behaviors
   Gifted students with Asperger’s Syndrome are students who possess an
    outstanding gift or talent and are capable of high performance and also have an
    autistic disorder.
      Dual Diagnosis – Gifted and
     Autism/Asperger’s Syndrome
   An increasing number of individuals with autism are
    identified as also being gifted
   Individuals with autism, whose intelligence is in the
    gifted range, become more easily tolerated by society
    over time as they learn compensatory strategies and
    are trained through behavior modification programs
   The key to their success and growth appears to be
    higher intelligence and ability to manipulate and
    thereby dilute some of their apparent autistic
    weakness and tendencies.
    Characteristics of Gifted Children
    with Autism/Asperger’s Syndrome
   Encyclopedic knowledge
   Fascination with numbers
   Exceptional musical talents
   Amazing memories
   Excellent puzzle ability
   Advanced visual memory and thinking
   Difficulty with Empathy
   Object and idea driven, not people driven.
                        Strategies
   Support of parents, teachers, and counselors
   Students with autism/asperger’s often need highly structured
    visual teaching
   To learn the meaning and value of a schedule
   Teach strategies in the exact sequence students will need to use
    them to be successful
   Consider location, distractions, & boundaries. Buzzing lights,
    motors, hallway sounds, visual distractions, and smells can
    interfere with concentration
   Behavior is communication. Work at reading the behavior and
    not taking it personally. (For example, sounds that trigger
    behavior)
   Transitions, changing teachers, schools, etc can be difficult.
      So how can Educators Distinguish
      between Giftedness and Autism or
           Asperger’s Syndrome?
   Gifted children have normal friendships with those
    who share interests
   They understand interpersonal situations and the
    emotions of others
   Their own emotions are appropriate to the topic
   They can show sympathy and empathy
   They are aware of others’ perception of them
   They have little or no motor clumsiness
   They tolerate abrupt routine changes
   Speech and humor are more adult-like
   They understand metaphors and idioms.
                Guess Who?

   She was a fatherless child whose
    mother struggled financially
   Suffering from dyslexia, she could not
    read, write, or do mathematical
    problems
   Teachers described her as a class clown
    and she left school at age 16.
   Cher (Cherilyn Sarkisian LaPiere)-
    famous entertainer
     ADD and ADHD- What are they?
   ADD (Attention Deficit Disorder): An inability to
    control behavior due to difficulty in processing neural
    stimuli

   ADHD (Attention Deficit Hyperactivity Disorder):
    Refers to a family of related chronic neurobiological
    disorders that interfere with an individual's capacity
    to regulate activity level (hyperactivity), inhibit
    behavior (impulsivity), and attend to tasks
    (inattention) in developmentally appropriate ways

   Some students posses an outstanding gift or talent
    and are capable of high performance, but also have
    been identified as having ADD/ADHD.
          Characteristics of Gifted
             Children with ADD
   ADD
      Often fails to give close attention to details or makes careless
       mistakes in schoolwork, work or other activities
      Often has difficulty sustaining attention in tasks or play activities

      Often does not seem to listen when spoken to directly

      Often does not follow through on instructions and fails to finish
       schoolwork, chores, or duties in the workplace
      Often has difficulty organizing tasks and activities

      Often avoids, dislikes, or is reluctant to engage in tasks or
       activities that require sustained mental effort (such as schoolwork
       or homework)
      Often loses things necessary for tasks or activities (e.g., toys,
       school assignments, pencils, books, or tools)
      Often easily distracted by extraneous stimuli

      Often forgetful in daily activities
         Characteristics of Gifted
           Children with ADHD
     ADHD
        Often fidgets with hands or feet or squirms in seat
        Often leaves seat in classroom or in other situations in which
         remaining seated is expected
        Often runs about or climbs excessively in situations in which it is
         inappropriate (in adolescents or adults, may be limited to
         subjective feelings of restlessness)
        Often has difficulty playing or engaging in leisure activities
         quietly
        Is often "on the go" or often acts as if "driven by a motor"
        Often talks excessively
        Often blurts out answers before questions have been completed
        Often has difficulty awaiting turn
        Often interrupts or intrudes on others
    Requirements for Dual Diagnosis
   Present for at least 6 months
   Some symptoms that caused impairment were
    present before age 7
   Some impairment from the symptoms is
    present in two or more settings (e.g., at
    school {or work} and at home)
   There must be clear evidence of clinically
    significant impairment in social, academic or
    occupational functioning
   Diagnosis as a last resort!
                        Guess Who?
   Her father was an alcoholic and she lived with her maternal
    grandparents
   She had little affection for her mother who called her “Granny”
    because of her appearance
   She was sickly, bedridden, hospitalized often, and wore a back
    brace due to a spinal defect
   She bit her nails, had phobias, was shy, felt rejected and ugly,
    craved praise and attention, was insecure, and had deep feelings
    of inadequacy
   A daydreamer, she often preferred to be isolated
   After many years in school, she began to exhibit leadership
    qualities; she proved to be altruistic and wanted to help the
    elderly and poor.
   Eleanor Roosevelt- famous for her efforts as a reformer,
    humanitarian, and philanthropist
    So How Can Parents or Teachers Distinguish
       Between ADD/ADHD and Giftedness?
   Seeing the difference between behaviors that are sometimes associated with giftedness
    but also characteristic of ADD/ADHD is not easy, as the following parallel table shows

                             Behaviors Associated with ADD/ADHD
   Poorly sustained attention in almost all situations
   Diminished persistence on tasks not having immediate consequences
   Impulsivity, poor delay of gratification
   Impaired adherence to commands to regulate or inhibit behavior in social contexts
   More active, restless than normal children
   Difficulty adhering to rules and regulations

                              Behaviors Associated with Giftedness
   Poor attention, boredom, daydreaming in specific situations
   Low tolerance for persistence on tasks that seem irrelevant
   Judgment lags behind development of intellect
   Intensity may lead to power struggles with authorities
   High activity level; may need less sleep
   Questions rules, customs and traditions
                         Strategies
   Be patient. These kids need lots of extra attention
   Sit the student close to the teacher's desk. This gives you not
    only more control over the child's activities, but also allows you
    to help him/her more readily
   Surround students with ADD/ADHD with good role models
   Have the student repeat instructions and concepts back to you
    to be sure that he/she was listening
   Limit distractions as much as possible
   Break down larger tasks into smaller ones when giving
    instructions
   Make frequent use of lists, color-coding, and reminders.
                       Guess Who?
   He came from a middle class family of seven children and his
    father was a carpenter
   He had an enlarged head at birth and was not able to talk until
    he was almost 4 years old
   He enrolled in school 2 years late due to scarlet fever and
    respiratory infections. He lost his hearing, had a high-pitched
    voice, and his attendance in school was poor
   He was stubborn, aloof, shy, self-centered, and disengaged with
    the learning process. He did not seem to care about school. One
    teacher said that his brains were addled (rotten), even though
    he had an excellent memory, read well, displayed perseverance,
    asked questions, and was a good problem solver
   He liked to build things.
   Thomas Edison- the famous inventor
                                 Resources
   Characteristics of Gifted Children with Learning Disabilities:
    http://www.tki.org.nz/r/gifted/reading/theory/disabilities_e.php
   Misdiagnosis and Dual Diagnosis of Gifted Children and Adults
   Characteristics of Gifted Children with Asperger’s Syndrome:
    http://ericec.org/fact/asperger.pdf
   Gifted Children with AS vs. Average Children with AS: Different Minds
   Detecting Non-Asperger’s Syndrome Children Who Are Simply Gifted: Gifted Children,
    Gifted Education
   Misdiagnosis with ADHD:
    http://www.sengifted.org/articles_counseling/Lind_BeforeReferringAGiftedChildForAD
    D.shtml
   Gifted Children, Gifted Education
   Smart Kids with Learning Difficulties
   Gifted Dyslexics: http://eideneurolearningblog.blogspot.com/2006/05/gifted-
    dyslexics.html
   Dyslexics Misdiagnosis:
    http://www.sengifted.org/articles_counseling/Webb_MisdiagnosisAndDualDiagnosisOfGi
    ftedChildren.shtml
SENG VIDEO – Misdiagnosis of
      Gifted Children