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LEARNING
EXCEPTIONALITIES
BY: S T E P H E N A S H E , C A R M I N
WHETSTONE, TRACY WILLIAMS
INTRODUCTION
OF THE
DOUBLE
LABELED
INTRODUCTION OF THE
DOUBLE LABELED
Gifted and learning
exceptionalities often
coined double labeled or
twice exceptional
They demonstrate both
superior intellectual ability
and specific learning
problems.
The gift masks the
disability, and the
disability masks the gift.
TWICE EXCEPTIONAL
T W ICE
EXCEPTIONAL
TRACY WILLIAMS
D I S M A N T L I N G T H E PA R A D O X :
WHAT DOES IT MEAN TO BE
TWICE EXCEPTIONAL?
Children who are both
gifted and learning
disabled, demonstrate
noteworthy talents or
strengths in some areas
and disabling
weaknesses in others.
These children fall into
three categories:
SOCIAL AND EMOTIONAL DEVELOPMENT
OF GIFTED CHILDREN 1:47
EXAMPLES DO YOU HAVE
STUDENTS LIKE THIS?
WHAT ARE THE CHARACTERISTICS OF
TWICE EXCEPTIONAL STUDENTS?
Those who are not noticed at all. These students are struggling
to stay at grade level.
Their superior intellectual ability is working overtime to help
compensate for weaknesses caused by an undiagnosed
learning disability.
These students are often difficult to find because they do not
flag the need for attention by exceptional behavior.
Their hidden talents and abilities may emerge in specific
content areas or may be stimulated by a classroom teacher
who uses a creative approach to learning.
The disability is frequently discovered in college or adulthood
when the student happens to read about dyslexia or hears
peers describe their learning difficulties.
THE IDENTIFIED LD STUDENT
A RT H U R A S H E
CHARACTERISTICS OF
OVEREXCITABILITIES
From Polish psychologist
Kazimierz Dabrowski
Identified five areas in which
children exhibit intense
behaviors, also known as
"overexcitabilities" or
"supersensitivities."
They are psychomotor, sensual,
emotional, intellectual and
imaginational.
Gifted children tend to have
multiple intensities, although
one is usually dominant.
1 PSYCHOMOTOR OVER-EXCITABILITIES
competitivenes
s
Compulsive Impulsive
organizing behavior
Psychomot
or
Physical
expressions of sleeplessness
emotions
2 SENSUAL OVER-
EXCITABILITIES
Appreciation
of beauty,
Need for
whether in
comfort
writing, music,
art or nature.
Sensitive to
Sensitivity to smells, tastes,
pollution or textures of The primary sign of this intensity is a heightened
awareness of all five senses: sight, smell, taste,
foods touch and hearing.
Love Love of
of poetry,
fanta music,
drama
sy
5 EMOTIONAL
OVEREXCITABILITIES
Timid
ity;
shyn
ess
Need
for anxie
secur ty
ity
Extre
mes of
emoti
Lonel
on
Stron iness
g ;
mem depr
ory Conc essio
ern n
for
other
s
STRATEGIES FOR
OVEREXCITABILITIES
PSYCHOMOTOR SENSUAL
Build activity and movement Whenever possible, create an
into their lives. environment which limits
Be sure the physical or offensive stimuli and provides
verbal activities are comfort.
acceptable and not Provide appropriate
distracting to those around opportunities for being in the
them. limelight by giving
Provide time for spontaneity unexpected attention, or
and open-ended, facilitating creative and
freewheeling activities. dramatic productions that
have an audience.
Provide time to dwell in the
delight of the sensual and to
create a soothing
environment.
STRATEGIES FOR OVER-
EXCITABILITIES
INTELLECTUAL IMAGINATIONAL
Show how to find the Help individuals to
answers to questions. differentiate between
Provide or suggest ways their imagination and
for those interested in the real world by having
moral and ethical issues them place a stop sign in
to act upon their. their mental videotape,
If individuals seem or write down or draw
critical or too outspoken the factual account
to others, help them to before they embellish it.
see how their intent Help people use their
may be perceived as imagination to function
cruel or disrespectful. in the real world and
promote learning and
STRATEGIES FOR
OVEREXCITABILITIES
EMOTIONAL
Accept all feelings, regardless of
intensity. They feel that those high
in Emotional OE are just being
melodramatic. But if we accept
their emotional intensity and help
them work through any problems
that might result, we will facilitate
healthy growth.
Teach individuals to anticipate
physical and emotional responses
and prepare for them. By knowing
the warning signs and acting on
them early, individuals will be
better able to cope with emotional
situations and not lose control.
GIFTED STUDENTS
AND ASPERGERS
SYNDROME
CARMIN WHETSTONE
Aspergers syndrome is
defined as a developmental
disorder characterized by
higher than average
intellectual ability coupled
with impaired social skills
and restrictive, repetitive
Aspergers
patterns
syndrome of interest
is no and
activities.
longer a diagnosis
of its own.
Some otherItcharacteristics
is of
now part of asyndrome may
Aspergers
broader category
include: prodigious
known as autism
vocabularies and expertise,
spectrum
very disorder
tedious and obsessive.
(ASD).
make eye
contact.
E RS
R G
S P E O ME Child seems
A
N DR ES
S Y P L
A M awkward in
EX
Inability to pick up on social
social cues such as body situations.
language or facial Child doesnt
expressions. know what to
Child may show few say/how to
emotions or speak in a respond
flat, robotic kind of way. when
Child may dislike engaged in
change/have trouble conversation.
moving from one class to
another during
the school day.
Gifted students
with Aspergers
syndrome may
have:
high intelligence levels.
intense focus.
great memorization skills.
high vocabulary levels.
tendencies to be
introverted.
HOW DO I ACCOMMODATE GIFTED STUDENTS
WHO HAVE ASPERGERS SYNDROME ?
Could my own
child be double
labeled?
What characteristic of Aspergers syndrome shocked you
as interesting?
What are some similar characteristics of gifted students
and students with Learning Disabilities?
What is one way you could to accommodate twice
exceptional students in your classroom?
How would you go about reinforcing social skills with a
gifted student with Aspergers syndrome in your
classroom?
What would be the best approach to infusing students
interest into the curriculum? For students with
exceptionalities?
BROCHURES OF INTEREST
(PRINTABLES)
Brochure from Greeley Eva
ns School
Weld County School
District 6
Brochure from Linda Gonza
lez
Teaching Students Who
Are Gifted and ADHD
Brochure from Spotsylvani
a County Schools
(Fredericksburg, VA)
Twice Exceptional Students
More Twice Exceptional Bro
chure Links
ADHD/ADD
KOREY J OH N S ON
WHAT IS ADHD?
Parents can help children with learning disabilities achieve such success
by
encouraging childs strengths
be able to identify their weaknesses
good understanding of the educational system
working with professionals so you can learn about strategies for
dealing with specific difficulties.
MORE QUESTIONS
https://www.verywell.com/dabrowskis-overexcitabilities-in-gifted
-children-1449118
https://www.youtube.com/watch?v=oiQKhHs04J0
http://sengifted.org/archives/articles/overexcitability-and-the-gift
ed