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GT Research Presentation


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GT Research Presentation

  1. 1. When Giftedness Hides Behind Disabilitiesby Kim Drain<br />“Hide not your talents. They for use were made.<br />What’s a sundial in the shade?”<br />~Benjamin Franklin<br />
  2. 2. What if no one saw you for who you really are?<br />PROBLEM STATEMENT<br /> Because learning disabilities often mask<br /> giftedness in students, these twice-<br /> exceptional children (2Es) are not identified<br /> for Gifted and Talented programs, denying<br /> them the educational opportunities to realize <br /> their full potential. <br />
  3. 3. What does a 2E student look like?<br />A 10-year-old who writes like a 2nd grader <br />but solves 9th grade math problems<br />A student who uses high-level vocabulary when speaking but is unable to express<br />himself in writing<br />A perfectionist who makes careless mistakes<br />A bundle of inconsistencies<br />Albert Einstein, Whoopi Goldberg, and these <br />familiar faces:<br /><br />
  4. 4. Why do 2E students go unidentified?<br />
  5. 5. Why do 2E students go unidentified?<br />They may seem “average”<br />“…the disability may appear less severe because the child is using the intellect to cope, while the efforts expended … may hinder other expressions of giftedness.”<br />(Willard-Holt, 1999)<br />
  6. 6. ADHD or Bored?<br /> ADHD<br /> BORED<br />Poorly sustained attention<br />Diminished persistence on tasks without immediate<br /> gratification<br />More active, restless<br />Often talk excessively<br />(Willard-Holt, 1999)<br />Poor attention, daydreaming<br />Reduced persistence on tasks that seem irrelevant<br />High activity level; need less sleep<br />Difficulty restraining desire to talk<br />
  7. 7. ADHD or Bored?<br /> ADHD<br />Shift from one uncompleted<br /> task to another<br />Difficulty following rules<br />Problem behaviors exist<br /> in all settings<br />For additional characteristics of gifted students with learning disabilities, go to:<br /><br /> BORED<br />Begin many projects, see<br /> few to completion<br />Question rules, traditions<br />Do not exhibit problem<br /> behaviors in all situations<br /> (Willard-Holt, 1999)<br />
  8. 8. The Gap is Widening<br />
  9. 9. The Gap is Widening<br />70,000 K-12 students identified by reporting<br />districts in 2006<br />2-5% of gifted students have learning disabilities<br />2-5% of students with learning disabilities<br />are also gifted<br />Experts estimate these numbers will grow as<br />more school districts become aware of<br />2Es. (Bracamonte, 2010)<br />
  10. 10. Challenges 2E Students Face<br />More stress than the typical adolescent<br />Feeling isolated<br />Organizational/time management difficulties<br />Pressure of higher expectations<br />Programs tend to focus on the disability and <br />accommodations rather than on <br />the talents<br />Frustration<br />
  11. 11. Research Purpose<br />The goal of this research is to promote equity in Gifted and Talented programs by discovering new ways to identify and serve under-represented populations, particularly <br />twice-exceptional students.<br />
  12. 12. Significance of the Study<br />In this global community, we need to “broaden our view of giftedness to include students from diverse backgrounds who have the potential to contribute significantly …” (Smith, 2005)<br />An example of what these kids can do once we identify and encourage them:<br /><br />
  13. 13. Conclusion: Unmasking Solutions<br />
  14. 14. Conclusion: Identification Methods<br />
  15. 15. Conclusion: Enhanced Programs<br />
  16. 16. References<br />Bibliography<br />Bracamonte, M. (2010, March/April). 2e Students: Who they are and what they need. 2e Newsletter. Retrieved from<br />Coleman, M. R. (2006). Surviving or thriving? 21 gifted boys with learning disabilities share their school stories. <br />Teaching Gifted Students with Disabilities. Retrieved from<br />● Smith, L. & Puttcamp, C. (2005, March). Discovering treasures: One district’s effort to identify under-<br />represented gifted students. Parenting for High Potential. Retrieved from<br />Willard-Holt, C. (1999, May). Dual exceptionalities. Hoagies' Gifted Education Page. Retrieved from<br />