Advocating for the Twice-Exceptional Child

Life with a twice-exceptional child - gifted with a learning disability/difference - can be enormously rewarding and at the same time extremely frustrating when attempting to advocate for an education that meets all their needs.

Perhaps the biggest challenge is circumventing the prevalent mind-set of many school administrators and educators these days who simply do not believe twice-exceptional children exist. It has become increasingly disturbing to read articles in major media outlets that our children are simply spoiled brats who need a little discipline like in the ‘old days’.

Here’s an idea: . Then, ask them to tell you again why your child does not have special needs. A simple conversation with one of these kids can be quite revealing. The breadth and depth of their knowledge can suddenly be overshadowed by their inability to complete a thought after being distracted by … well, by just about anything.

A recent study reported in Gifted Child Quarterly (Vol 59 No 2 April 2015), "The Advocacy Experiences of Parents of Elementary Age, Twice-Exceptional Children", found that parents of twice-exceptional children fight an uphill battle throughout their child’s school years. Only after educating themselves about school policies and learning how to use appropriate educational terminology when talking to school officials did they have any success; often sacrificing any sense of working ‘with’ the school. They found that rarely did school personnel act in the best interest of the child. Parents eventually lost faith in the system and simply did their best to monitor their child’s school for compliance of any meager accommodations gained in the advocacy process.

"Parents felt that school officials were not living up to their professional responsibilities, and feared that one advocacy error on the parents’ part could potentially impede their child’s future." (GCQ 59 (2) p. 114)

This scenario accurately reflects not only my own personal experiences but those of most of the parents I have worked with over the last 15 years. Lack of information, cooperation and education combine to make advocacy a daunting task. ; abandoned by a system they once placed so much value in and are suddenly faced with the reality that it simply doesn't work for everyone – certainly not for their children.

Advocating for the twice-exceptional child is like a never-ending story filled with disingenuous gestures from school officials and lack of respect for parents. Ask any parent who has walked this path and the tales reflect an eerie similarity. Few have happy endings.  Perseverance, tenacity, and a thick skin become indispensable life-skills for these parents.   

Parents in the above-mentioned GCQ study were driven by a longing that ultimately their child would achieve happiness, and become a self-sufficient and productive member of society. There was, however, a disconcerting sense that ultimately their child’s disability would over-shadow their potential.

When giftedness is identified, the disability is often ignored. In other cases, the disability may render a request for identification of giftedness unattainable. And to add insult to injury, parents who obtain an official diagnosis from private non-school professionals often find that the results are unacceptable in most school districts.

Parents are not the only ones who can benefit from further education. School administrators and teachers who take the time to learn about twice-exceptionality are found to be more empathetic and willing to develop a collaborative relationship with parents. The GCQ article references research (many listed below) conducted over more than two decades which firmly establishes that a child can be both gifted and have a learning disability.

How can this situation be improved? What has to change? Well, for starters, the well-being of each individual child needs to be front and center. They are not simply reflections of data mined from results. One-size-fits all education plans do not work with these kids. Identification of giftedness cannot supplant the necessity of accommodating any co-existing learning disabilities.

And finally, progress will only be made when and strive for true collaboration, to provide the child with a beneficial educational experience that prepares them for a fulfilling life.

What has been your experience in advocating for your child?Share your thoughts in the comment section below.

This post is a part of this month's Hoagies' Blog Hop: 2ekids. Please check out the other blogs by clicking on the link below!

References from GCQ Article:

 

(pdf) 

(pdf) 

(pdf) 

(pdf) 

(pdf) 

 

(pdf) 

(pdf) 

(pdf) 

Additional Resources:

(pdf) from the Colorado Dept. of Education 

(pdf) Canada 

(pdf) from the NEA 

(pdf) from the Virginia Dept. of Education 

(Tolan) 

(Position Statement from the NAGC) 

(pdf) (Davidson Institute for Talent Development) 

 

(Amazon) by Jen Merrill and GHF Press 

Photo Courtesy of  

Photo Courtesy of    

Read more

Gifted Education Awareness Week – Namibia

I would like to thank Roya Klingner from the Global Center for Gifted Education for inviting me to blog as a part of Gifted Education Awareness Week in Namibia.

Namibiais a young nation which only gained its independence 30 years ago. It is a large but sparsely populated country located on the southwest coast of Africa. Namibia’s many natural resources include diamonds, uranium, and zinc () and recently discovered off-shore oil reserves. “Unfortunately, the country’s high per capita GDP, relative to the region, hides one of the world’s most unequal income distributions.” () Fewer than 33% of its students complete grade 10. The USAID reports unemployment rates as high as 40% to 50%. Yet even in this less than perfect environment, there exist teachers who are motivated to identify and instruct gifted learners.

One organization, Namibian Dreams () founded by two aid workers in the country aptly describes the situation, “[There are a] saddening number of cases where children who had obvious potential found themselves demoralized by circumstances -- disease, poverty, or familial strife, to name just a few examples -- and resigned to a life without any hope for future educational or professional advancement. Far too many children in Namibia are prohibited from realizing all the possibilities available to similarly gifted children in more developed parts of the world. That does not mean they have any less potential than these more privileged children, only that some work is required to make the most of this potential.”

In a report from CfBT Education Trust on Early Childhood Care (), obstacles to providing quality education in southern Africa– including Namibia– were delineated. Many aid organizations seek to help the region, but “joint approaches are often cumbersome affairs, and organized largely by donors with little local ownership.” Furthermore, cultural differences affect how outside contributions are viewed by the indigenous population. “Although culture is always hard to define and locate, from a number of perspectives the North American/European emphasis on individuality, competition and consumerism is deeply antithetical to more communal ways of living and to respectful treatment of the environment. …African states…have produced their own African Charter of the Rights and Welfare of the Child, which stresses the responsibilities children owe to their families and society and the obligation of the child ‘to respect his parents, superiors and elders at all times and to assist them in case of need’.” In short, cultural attitudes too often hinder awareness and consideration for the needs of gifted education in the region.

Gifted children exist in all regions and countries of the world. In virtually every setting, raising awareness of their existence is the first step in providing for their education and well-being. The next step is to ensure that teachers are provided with knowledge of how to meet the needs of these extraordinary children and then to implement appropriate educational programs. Thanks to the Global Centerfor Gifted Education () for taking the important first step! 

Read more

R*E*S*P*E*C*T for the Academically Gifted

Respect is one of those words that can signify something very good or whose lack of can be used as a tool to inhibit the growth of intellectual curiosity. In part one of this post I discussed the need for respect of teachers. Good teachers deserve our respect and poor ones need our support to become better teachers.

This brings me to the topic of this post … respect for the academically gifted and for the need to provide appropriate education based upon that respect. Having researched approaches to gifted education around the world over the past 9 months, I have noted that in countries that score high on international assessments … there is a respect for gifted learners. No surprise there.

Even while schools in the U.S. and many other industrialized nations are slashing funding for gifted programs FIRST, other countries are recognizing the need for greater investment in the development of their gifted students. In a word, they have begun to RESPECT these students and their potential to improve society. Countries as diverse as Hungary, Ireland, Zimbabwe, Malaysia, Denmark, Kenya, Saudi Arabia, and Russia are investing in gifted education.

The new Hungarian Presidency of the EU got the ball rolling in Europe even before taking office by announcing early on that talent development would be a priority during this administration. This culminated with the First Talent Day in Europe in April, 2011. Many member countries of the EU are following suit with talent days of their own.

After many months of work by advocacy groups in the U.S., several forward thinking politicians in the Senate introduced a bi-partisan bill in Congress designated as The Talent Act. It remains to be seen if hard-line, anti-education congressmen will join in supporting this important piece of legislation.

It is interesting to note that when countries become mired in economic strife … they suddenly realize that they need smart people to help them out of their troubles. The very same people they ridiculed as nerds, derided as elitists, cut funding for in their own short-sightedness and bullied on the playground become the ones who they turn to for solutions to their problems.

Recognition of talent and academic potential is the final step in truly respecting these brilliant young minds. Gifted students work hard everyday to earn this respect through achievement in classrooms, research projects, academic competitions, and community service among other endeavors. Countries which grant this respect will see it returned in ways that will benefit all of their society.

Read more

R*E*S*P*E*C*T

Respect. It’s something everyone wants, but not everyone receives. In fact, in many places it is in short supply these days. In the world of education, it plays a defining role. In countries where respect is evident, students’ test scores shine. Unfortunately, leaders in the education sector haven’t figured this out … yet. They often seem like a cat chasing its tail trying to find the reasons why their schools are failing. They get caught up in the blame game which only makes matters worse.

A glimmer of hope has begun to emerge since the release of the latest test scores from PISA last December. Someone finally decided to compare the high and low scores on these tests to determine the differences between countries and their respective approaches to education.

It is here that we find the reason for the title of this post – R*E*S*P*E*C*T. In the countries which had the highest scores, teachers had the respect of their students, the parents, school administrators, and the community-at-large. There was one other group who was respected by these societies – high ability learners. Surprised? You shouldn’t be. Skeptical? You’re allowed to be. I will discuss these two groups – teachers and academically gifted students - in two separate posts.

First … teachers. As the parent of a gifted student, you may be quick to judgment on this one, but hold on! Admittedly, there are good teachers and there are bad teachers. This holds true universally. BUT … and that is a big BUT … the way in which countries deal with this problem is dramatically different. It has been found that as the quality of teachers increase, so does the respect for the entire profession. And we all know that a good teacher can change a life and the world … forever!

So what is different about the education systems in countries like Singapore, China/Hong Kong, Finland, South Korea and Japan? Why do their students consistently score so much higher on international assessments? Their per-pupil expenditure is much less than in other countries with lower scores such as the U.S. Their teachers are paid on par with other professions (some are subsidized by their governments). Often, class size can be as high as 50 students per class with only one teacher. Many of these countries have few or no standardized tests.

A major difference is that these societies give overwhelming support to their teachers from the day they decide to become a teacher to the day they retire. Teachers are encouraged to become life-long learners. In China, teachers receive 360 hours of professional development a year. 360 hours!!! They are held accountable, but not blamed for their student’s test scores – the student is actually accountable for those.

Teacher evaluation is an ongoing process. In Singapore, advancement is determined by many criteria – student assessment performance being only one part of it. Teachers are also reviewed for their use of best practices, if they use a holistic approach to student development, and to determine if their practices serve as a catalyst in improving school culture. These teachers receive continual feedback on their performance … what is working and what is not. In Japan, teacher evaluation comes from administrators, parents, and community members. An under-performing teacher can be pulled from the classroom for a year and required to go to re-training. It is even possible for a teacher to be redirected to another profession.

In the end, it becomes a matter of respect … well deserved respect for good teachers … who are fairly treated, provided comparable compensation to other valued professions, and who receive excellent professional development. It makes sense to me.

(Respect for gifted students will follow in Part 2.)

Read more

Are You Raising a Gifted Bully?

Bullying has been in the news a lot lately. It has been around since man had his first sentient thought. It has always been an ugly reminder that being human does not mean we are kind, compasionate creatures. Unfortunately, bullying is all too often ignored or swept under the rug as something each of us just has to 'deal with'.

Most people see bullies as being the bad kid on the block who intimidates weaker kids on the block or the jock who is always picking on the nerdy kid. However, gifted kids can be bullies, too.

An important part of raising a gifted child is to guide them toward an understanding of what it means to be gifted. If you encourage them to believe they are better than everyone else based upon their intellectual abilities without regard to the responsibility it brings, you may be raising a bully.

Sure, gifted children are bullied by their peers. However, parents of these children need to teach them the social skills to understand how to deal with bullies and not succomb to their level of behavior.

I cringe when I hear gifted kids disparage those kids who are in Learning Support. It happens much more often than people realize since the push for inclusion has become the standard in most schools. It is heartbreaking to see a child be called a 'retard' who doesn't have the mental capacity to 'deal with it'.

I am not saying that all gifted kids are bullies. What I am saying is that parents of gifted children have the responsibility to make sure their child does the right thing when it comes to bullying - tell an adult immediately if they are bullied and tell their parents. And above all, respect the gifts they have and act as a positive role model for those around them.

Read more