Margaret Keane and Anna Giblin of Giftedkids.e present their webinar looking at the complex area of Dual Exceptionality - gifted children who present with learning or behavioural challenges.

1. Giftedkids.ie Webinar Series
Dual
Exceptionality
Presented by
Margaret Keane,
Founder, Giftedkids.ie
& Anna Giblin,
Giftedkids Committee
Supported by
Social Entrepreneurs Ireland,
C.T.Y.I. & N.C.T.E.

2. Summary
 Dual Exceptionality - An Introduction
 Aspergers
 Adhd/Add
 Stealth Dyslexia & the Gifted Child
 Dyspraxia & DCD
 Sensory Integration Disorders
 Support Strategies
 Resources: http://www.giftedkids.ie/dual.html
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3. Huh?????
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4. General Gifted Characteristics
 Keen powers of OBSERVATION.
 Learned to READ very early, often before
school age.
 Reads WIDELY and rapidly.
 Well developed VOCABULARY - takes delight in
using unusual and new words.
 Has great intellectual CURIOSITY.
 Absorbs information rapidly - often called
SPONGES.
 Very good MEMORY - can recall information in
different circumstances.
 Have the ability to CONCENTRATE deeply for
prolonged periods.
 Unusual or quirky sense of HUMOUR
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5. Dual Characteristics of the Gifted
Learner with Learning Difficulties
 Noticeable differences between the scores on
verbal and non-verbal sections of a test
 Auditory or visual problems which cause responses
or thought processes to appear slow
 Poor short-term memory
 Illegible handwriting and a reluctance to do
written work
 Weak organisational and study skills resulting in
poor work
 Speaking vocabulary often superior to written work
 Inability to learn unless subject is interesting
to them, which may lead to inattentiveness
 Frustration with and often dislike of school
Source: Special Education Support Services: Information on Dual Exceptionality /
Twice Exceptional. Some or all of the above may be present.
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6. The 2E Checklist!
 Evidence of a discrepancy between
ability and performance
 Evidence of an outstanding talent
or ability
 Evidence of a processing deficit –
auditory and/or visual
Source: http://www.2enewsletter.com/arch_Bracamonte_2e_Students_pubarea_3-
10.htm
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9. But with the right supports. . .!

11. What do you see?
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12. The Dual
Cocktail

13. The Dual
Cocktail

14. Remember!
 Asynchronous Development can
suggest pathology
 Gifted characteristics can mimic
other labels
 Important that right label is
identified
 Twice exceptional children need
support for their abilities as
well as their disabilities
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15. Most Common Learning Difficulties associated
with 2E Children
Sensory
Visual/Hearing
Aspergers ADHD/ADD Dyslexia Dyspraxia Integration
Impairment
Difficulties
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17. Something to Think About!
“Gifted children are not immune from behavioural disorders.
They certainly can have ADD/ADHD, Aspergers, etc . .
However, we do believe that the characteristics of gifted
children and adults themselves can sometimes imply
pathology when there is none.”
Misdiagnosis & Dual Diagnoses of Gifted Children & Adults –
James T. Webb Ph.D.et al
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18. ASPERGERS
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19. Asperger Syndrome
What it is:
A neurological disorder that
mainly affects social
interaction.
What it isn’t:
A mental retardation
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20. Some of the
Characteristics
 A literal mind
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21.  Difficulty reading body language
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22.  Difficulty controlling emotions
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23.  Tend to be obsessive about things
– For example can spend hours on a computer
game Will have to be reminded to have meals
– Will not understand that others don’t share
their interest and will wonder why they
lose friends.
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24. Oversensitivies
Oversensitivies
 Hear things at a higher volume
 See lights much more intensely
 Feel pain more intensely
 Much more sensitive to touch and
fabrics
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25. Oversensitivies
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26. Oversensitivies
Can cause:
 Dislike of crowded, busy places
 Can appear to overact to minor injuries
 Will wear clothes that are comfortable
rather than stylish
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27. Oversensitivies
The Results:
 Dislike of busy noisy places
= dislike of social gatherings
 Overacting to minor injuries
= being thought of as drama queen
 Wearing clothes for comfort only
= being seen as eccentric
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28.  These oversensitivities combined
with a difficulty reading body
language means isolation for many
with AS
 Many with AS are happy in their
own company, but just as many
would like to have friends, they
just don’t know how.
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29. The Young AS
 When younger the person with AS may
have been hyperlexic, chatting at an
advanced level, and preferring the
company of older people.
 Particularly in the case of girls
with AS may have been seen as gifted
but very shy
 As they get older though, they
prefer the company of younger people
as they are emotionally immature
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30. What Can be Done?
 Work with their strengths. Many
people with AS have great careers as
computer programmers. They need to
find jobs where interacting with
people is minimal.
 Whatever their passion is, try and
steer that in a way that they will
find their future career.
 Try to find like minded people for
them
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31. What Can be Done?
 As they get older, encourage them
to find clothes that are stylish
as well as comfortable.
 For busy, bright, noisy places
shaded glasses or a peaked cap can
reduce glare, and an iPod to
control the noise that they hear.
 Teach them body language or find a
program that does that.
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32. What Can be Done?
 Educate their teachers about their AS
and how to manage it.
 If possible and if necessary send them
to a school that has a special unit for
AS
 A child with AS might benefit from an
assistance dog
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33. What to Watch For!
 A person with AS likes routine so any
change in this can cause great stress,
which in turn can cause major meltdowns.
 Times of change such as primary to
secondary, secondary to college and
college to the world of work are
difficult enough for most people, but
for people with AS it can be major.
 Watch out for depression particularly at
these times
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34. Resources
 http://www.aspireireland.ie/
 http://www.thechildrensclinic.ie/autism.html
 http://www.reconnectautism.org/
 http://www.guidedogs.ie/services/assistance_dogs.php
 http://www.help4aspergers.com/pb/wp_b5b62f86/wp_b5b62f8
6.html
 http://www.aspie.com/resources
 http://www.autismhangout.com/
 http://www.grasp.org/
 http://www.templegrandin.com/
 http://www.fhautism.com/
 DVD available from Aspire in relation to second level
students with AS
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35. Recommended Reading
 Aspergirls: Author Rudy Simone:
ISBN 978-1-84905-826-1
 The Explosive Child: Ross W. Greene:
ISBN 0-06-093102-7
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36. Similarities Between
Gifted & Aspergers
 Excellent Memory – facts & events
 Highly skilled verbally
 Questions incessantly or talks about
issues that are important to them
 Excitabilities/Sensitivities
 Well developed sense of natural justice
 Asynchronous Development
 Passionate & absorbed in subjects that
interest them
Misdiagnosis & Dual Diagnoses of Gifted Children & Adults – James T. Webb Ph.D.et al
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37. Key Differences
Aspergers Gifted
• Can appear to lack • Can connect socially
empathy with others with those who share
– needs guidance their interests
• Are unaware largely • Very aware of their
of their social inability to find a
deficits “fit” socially
Misdiagnosis & Dual Diagnoses of Gifted Children & Adults – James T. Webb Ph.D.et al

38. ADHD/ADD
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39. ADD/ADHD
What it is:
A biological brain based condition
that is characterised by poor
attention and distractibility and
or hyperactivity
What it isn’t:
An excuse for bad behaviour
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40. Some of the
Characteristics
 Easily distracted
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41. Some of the
Characteristics
 Because they are easily distracted
they have a tendency to leave things
unfinished.
 They also have short term memory
issues and unless something is right
in front of them they forget to do
it.
 As a result their homes or work
spaces are often full of clutter
 The person with ADD/ADHD often gets
overwhelmed with this clutter
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42.  They are mainly visual thinkers
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43. Some of the
Characteristics
 Since many people with ADD/ADHD
are visual thinkers they will
have difficulty learning in a
verbal world
 Using mind maps is a great way to
help the visual learner A
B
C
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44.  They start many projects but finish
few
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45. Some of the
Difficulties
 Again because of their lack of focus
they have a tendency to take on many
different projects, but they
complete very few.
 This gives them a feeling of not
being able to do anything and can
result in low self esteem
 Try and help them to reduce the
number of projects they take on and
encourage them to do one or two and
do them well
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46.  Have difficulty saying no
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47. Some of the
Difficulties
 The person with ADD/ ADHD will
have difficulty saying no, and so
end up trying to juggle a million
and one things. This can end up
causing a load of stress.
 One good bit of advice. They
should not add something to their
life until they have subtracted
something.
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48. The Difference
between ADD and ADHD
 People with ADD have difficulty
concentrating and focusing
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49. The Difference
between ADD and ADHD
 The person with ADD will not have
a huge amount of outward signs.
This child can go un noticed and
simply thought of as a bit of a
day dreamer.
 The hyperactivity is in her mind,
with lots of thoughts fighting for
position. It usually affects
girls in this way.
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50.  People with ADHD have difficulty
concentrating and focusing, AND
difficulty sitting still.
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51. The Difference
between ADD and ADHD
 The person with ADHD will have
difficulty sitting still and it will
be obvious to parents and teachers
that there might be something up.
 Try to understand, this child is not
being bold, he/she simply can’t sit
still.
 Sometimes medication helps
 A lot of young women end up
suffering from depression because of
undiagnosed ADD
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52. Some resources
 http://www.adhd.ie/
 http://www.hadd.ie/
 http://www.thechildrensclinic.ie/
 http://www.incadds.ie/add-research-
resources.php
 Reading: ADD friendly ways to organize
your life: ISBN 978-1-58391-358-1
 Add and Your Money: A Guide to Personal
Finance for Adults with Attention
Deficit Disorder
 You Mean I'm Not Lazy, Stupid or Crazy
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53. Similarities Between
Gifted & ADHD/ADD
 May exhibit behavioural problems
in classroom
 Can have problems completing work
& have organisational issues
 Poor persistence with assignments
 Can have poor peer group relations
Misdiagnosis & Dual Diagnoses of Gifted Children & Adults – James T. Webb Ph.D.et al
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54. Key Differences
ADHD/ADD Gifted
• Behavioural problems • Behavioural problems
not situation occur when they
specific start school
• Finds it difficult • Can commit well to
to consistently tasks that interest
perform • Can become totally
• Easily distractible consumed by the task
• Can find it if interesting – not
difficult to adhere distracted by
to rules or may be environment
unaware they exist • Can question rules

55. Key Differences
Key Differences
ADHD/ADD Gifted
• Easily distractible • Easily distracted if
• Finds it difficult to task uninteresting
return to the task • Returns to task
quickly after
• Poor organisational distraction
skills& work practices • Can intentionally fail
can lead to failure in to complete task by
tasks way of protest
• Finds it difficult to • Can move seamlessly
move between tasks from one task to
• Can be seen as another if interested
impulsive in • Interrupts
interactions with conversations to
clarify
others

56. Dyslexia
‘Dyslexia causes difficulties in learning to read, write and spell.
Short-term memory, maths, concentration, personal organisation and
sequencing may also be affected.’
(Dyslexia Institute UK, 2002)
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57. Dysorthographia
Spelling
Difficulties
Handwriting Dysgraphia
Difficulties
Manipulation Dyscalculia
of Numbers
Spatial &
Coordination Dyspraxia
Difficulties

58. Stealth Dyslexia
Flying under the Radar
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60. Exceptionally Able
with Dyslexia
 Often big discrepancy between ability &
performance
 Written material does not reflect
verbal responses, e.g. comprehension
 Can appear inattentive & careless with
work
 Poor handwriting
 Inventive and articulate storyteller
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61. The Verbal Paradox
 Linguistic functions NOT impaired
 Language Strengths
 Excellent vocabulary & reasoning skills
 Enjoy story telling – highly creative orally
 Many are avid silent readers
 Some avid listeners, enjoy others reading
books to them
Source: Drs. Brock and Fernette Eide
http://www.neurolearning.com/
Excellent online resource for information on 2e children with Dyslexia
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62. The Visual Paradox
 Gifted with spatial construction, strong
3D mental rotation abilities
 Strong visual / multimodal imagery
multimedia
 Weak visual 2D perception / memory
issues/ mirror reversal errors
 Visual processing errors
Source: Drs. Brock and Fernette Eide
http://www.neurolearning.com/
Excellent online resource for information on 2e children with Dyslexia
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63. Stealth
Dyslexia
• Severe
Underachievement
• Depression, Anxiety
• Begins to disengage
with learning
• Can develop
behavioural issues
RISKS IF
UNDIAGNOSED

64. Resources
 http://www.dyslexia.ie/
 http://www.teachingexpertise.com/articles/hi
ghly-able-children-with-dyslexia-395
 Dystalk
 2e - Twice Exceptional Newsletter
 Sensational Kids
 http://www.sensory-processing-
disorder.com/index.html
 http://giftedbooks.com/authorarticles.asp?id
=9
 http://www.neurolearning.com/
 http://www.uniquelygifted.org/intro.htm
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65. Dyspraxia/
DCD
Dyspraxia is a difficulty with thinking, planning and
carrying out sensory / motor tasks.
Dyspraxia Association of Ireland
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66. Characteristics of
Dyspraxia
 Poor balance
 Poor fine and gross motor co-ordination
 Poor posture
 Difficulty with throwing and catching a ball
 Poor awareness of body position in space
 Poor sense of direction
 Difficulty in hopping, skipping or riding a bike
 Sensitive to touch
 Confused about which hand to use
 Intolerance of having hair or teeth brushed, nails and hair cut
 Slow to learn to dress or feed themselves
 Find some clothes uncomfortable
 Difficulty with reading, writing
 Speech problems - slow to learn to speak and speech may be
incoherent.
 Phobias or obsessive behaviour and impatient
SOURCE: Dyspraxia Association of Ireland
http://www.dyspraxiaireland.com/whatisdyspraxia_recognise.php
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68. Resources
 Dyspraxia Ireland
 Box of Ideas – from Dyscovery
Centre
 Dyspraxia/DCD Association Cork
 Apraxia Kids (US)
 Special Education Support Service
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69. Sensory
Integration
Disorders
“Sensory Integration Dysfunction or Sensory Processing Disorder
are both ways to describe the difficulty some people's nervous
systems have taking in, integrating and making use of sensory
information. This changes how a person then responds to
changes in their own body, the environment and how they
interact with it and others around them.”
Sensory Integration Network
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71. What Works for 2E
Students
 Nurture the student’s strengths and
interests
 Foster their social/emotional
development
 Enhance their capacity to cope with
mixed abilities
 Identify learning gaps and provide
explicit, remediative instruction
 Support the development of compensatory
strategies
Source: (Reis & McCoach, 2000, and Smutny, 2001) 2E Newsletter
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72. Classroom
Strategies
 Play to their strengths
 Value their individual learning
styles
 Nurture their social emotional needs
 Include instruction to support
multiple intelligences (Gardner)
 Give guidance & support around
organisational issues
 Use assistive technology if
appropriate
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73. NEW WAYS OF SEEING
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74. “My vision is to create new possibilities
for people with ASD and influencing
society to adopt a more positive
attitude to persons with ASD.”

75. Einstein's Posthumous Diagnosis
Aspergers
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76. Einstein'sPosthumous Diagnosis
Einstein's’ Posthumous Diagnosis
Aspergers
Adhd
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77. Einstein'sPosthumous Diagnosis
Einstein's’ Posthumous Diagnosis
Aspergers
Adhd
Dyslexia
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78. Thanks to . .
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