Table of Contents
Acknowledgements xi
Introduction 1
Notes on This Edition 2
How This Book Is Organized 2
Part I The 2e Basics
Chapter 1 Twice-Exceptionality 5
Evolving Definitions and Perceptions
The Story of Neil 5
Twice-Exceptional: The Term and Its History 7
Origins of Twice-Exceptionality in Education 7
Legislation Paves the Way 10
In the 21st Century 11
A New Definition: A New Basis for Action 13
The Story of Neil, Continued 14
Seeing 2e Through a New Lens 17
Chapter 2 The Yellows and the Blues of Twice-Exceptionality 19
The First "e": Gifted and Giftedness, or What We Call "Yellow" 19
Historical Perspectives on Giftedness 20
Characteristics of Giftedness 25
The Second "e": Differences, Disabilities, or What We Call "Blue" 28
Specific Learning Disabilities 28
Attention Deficit/Hyperactivity Disorder 32
Autism Spectrum Disorders 34
Generalized Anxiety Disorder 38
Chapter 3 Complexities of Green 43
Twice-Exceptional Students: Three Groups 43
2e Students Identified by Gifts With Undiagnosed Disabilities 44
2e Students Identified Only for Special Programming or Accommodations 46
Students Not Identified With Either High Abilities or Special Needs 46
Dynamics of a High Abilities/Learning Disabilities Mix 47
Increased Intensity 47
Trait Inhibition 48
Emergence of Additional Traits 48
The Paradoxical Needs of a 2e Learner 49
A Very Green Tale: The Story of Olivia 50
Chapter 4 The Case for Strength-Based, Talent-Focused Education 53
What 2e Students Need
Research Pointing to the Benefits of Starting With Strengths 53
New Evidence for Using a Strength-Based Approach 56
Growth 57
Factors Contributing to Growth 60
Part II Neurodiversity The Complex Minds of 2e Learners
Chapter 5 2e Students and Learning 67
An Information Processing Model: Explaining Learning 69
Attention, Sensory Input, and Sensory Storage 70
Working Memory/Short-Term Memory 71
Passing From Working Memory to Long-Term Memory (Encoding and Retrieval) 72
Long-Term Memory 73
Acting on Information: Production/Expression 75
Executive Function and Self-Regulation Skills 75
When Learning Becomes Difficult 76
Problems With Attention and Sensory Input and Storage 76
Working Memory/Short-Term Memory Difficulties 78
Problems Passing Information From Working Memory to Long-Term Memory 78
Long-Term Memory Problems 80
Problems With Production 80
Executive Functioning Problems 81
Issues With Anxiety 82
Chapter 6 Multiple Intelligences and Personality Preferences 83
Multiple Intelligences 83
Applying Information About Multiple Intelligences 89
Personality Preferences 89
Personality Preferences and the Twice-Exceptional Learner 90
Four Personality Patterns 91
Applying Information About Personality Preferences 95
Chapter 7 Factors Leading to Misidentification and the Perils of Misinterpretation 101
What Is the Problem? 101
Blaine's Story 104
Looking at the Issues 107
Contemplating Problems From Diverse Perspectives 108
Emotional Development of Gifted Students 111
Creative of Disruptive? That Is the Question 112
IQ Testing and the Use of Subtest Indices and Scores 113
Attention Issues and High-Ability Students: Cause or Effect? 116
Excessive Engagement: Passions or Obsessions? 117
Understanding Social Context and Emotional Issues 118
Part III Comprehensive Programming
Chapters Identifying 2e Students in Educational Settings 123
Searching for Blue: Challenges and Practices for the Identification of Learning Disabilities and Other Special Education Needs in Gifted Students 124
Rtl and Identifying the Disabilities of Twice-Exceptional Students 124
Why Rtl Might Not Be the Best Solution 126
Collecting Evidence: Understanding the Problem 129
Searching for Yellow: Challenges and Practices for the Identification of Gifts and Talents in Special Education Populations 129
A Priori Identification 132
Dynamic Identification: Using Authentic Activities to Tap Potential 136
Chapter 9 Elements of Strength-Based Plans for 2e Students 141
Programming for Green
Critical Factors Grounding Successful Program Development 142
Does It Provide a Psychologically Safe Environment? 142
Does It Respect the Need for More Time? 142
Does It Take Into Account the Asynchronous Development of 2e Students? 143
Does It Foster Opportunities to Forge Positive Relationships? 143
Does It Incorporate a Strength-Based, Talent-Focused Philosophy? 144
Necessary Components for Comprehensive Plans 144
The Talent Centered Model for Twice-Exceptional Students 145
The Model in Action 150
Least Restrictive Environment, Individual Educational Plans, and 504 Plans 151
Chapter 10 Talent Recognition and Development 159
A Rationale for Talent Development 160
Bryan 160
Lessons Learned From Bryan's Story 167
Finding Talent Development Opportunities 169
Placement in Existing Programs 170
Special Opportunities 172
Mentorships 172
Special Programs and Schools 174
Part IV Strategies That Work
Chapter 11 Creating a Strength-Based, Dually Differentiated Classroom 185
What Is Dual Differentiation? 185
What Is a Strength-Based Approach? 187
Leveraging Strengths to Support Skill Development 188
Using Strengths to Encourage Active Participation in Learning and Productivity 189
Revisiting Olivia, Blaine, and Melanie 190
Chapter 12 Classroom Strategies for Success 193
Intellectual, Physical, and Emotional Environments
The Intellectual Environment 194
Using Appropriate Entry Points 194
Performance-Based Assessments With Differentiated Exit Points 199
Investigating Authentic Problems 201
Engaging Students in Critical and Creative Thinking 203
Modifications to the Physical Learning Environment 204
Strategies to Help With Hypersensitivity and Other Distractions 205
Accommodating the Need for Movement 205
Seating and Grouping Arrangements 206
Providing Resources 207
Creating a Supportive Emotional Environment 207
Create Learning Communities 208
Teach Executive Function Skills: Time Management and Organization 209
Teach Stress Management, Conflict Resolution, and Anger Management Skills 210
Use Authentic Contexts for the Development of Social
Awareness, Social Skills, and Building friendships 213
Chapter 13 When Learning Breaks Down 217
Modifications and Accommodations
Focusing and Sustaining Attention 219
Accessing Information With Limited Reading Skills 219
Accommodations to Address Deficits in Working Memory 222
Manipulating Information Mentally 222
Organizing for Production 223
Strategies for Remembering Details and Noncontextual Information 226
Mnemonic Devices 226
Guided Imagery 226
Active Learning 227
Overlearning 227
Using Technology to Compensate for Weak Basic Skills 228
Chapter 14 A Community of Support 233
Rose 234
Social-Emotional Issues 237
How Parents Can Help 239
Elementary School 239
Middle School 242
Secondary Level 243
How Counselors Can Help 245
Community Resources 247
Post-Secondary Education 247
Final Thoughts 251
References 253
Appendices
Appendix A Project High Hopes Program Description 269
Appendix B WISC Changes 273
Appendix C Reflective RTI 275
Appendix D Presenting Behaviors Checklist 281
Appendix E Sample Structured Interview Form 285
Appendix F Project High Hopes Identification Activities 287
About the Authors 297
Index 299
